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1.
Four year old children’s acquisition of print knowledge during electronic storybook reading 总被引：1，自引：0，他引：1
The experiment reported here explored the importance of engaging 4-year-old children’s interest in the print itself during
storybook reading. We explored the effect of computer animation of the print in order to draw the child’s attention to each
word as it was read. We also investigated the influence of illustrating that not all visual displays are readable print on
the child’s print knowledge. The measures of interest were print concept knowledge and early reading skill. Results indicated
that simply drawing children’s attention to the print during shared reading was insufficient to facilitate children’s learning
of print conventions, but this attention to print while hearing stories read did improve children’s letter reading. The child’s
active engagement with the print during shared story reading led to further improvements in written language skills, as illustrated
by gains in knowledge about print concepts. 相似文献
2.
Labour perspectives on the new politics of skill and competency formation: International reflections
Peter Sawchuk 《Asia Pacific Education Review》2008,9(1):50-62
Skill/competency approaches to workplace-based policy seek to assess and train for discrete individual competencies with the
goal of increasing employability and productivity. These approaches have become increasingly prominent across a range of advanced
capitalist countries. A substantial critique has emerged over this same period regarding issues of instrumentality and social
control, as well as the failure of skill/compentancy approaches to articulate a meaningful understanding of human learning
capacities. In this article, these critical perspectives are clarified further by a review of contributions to understanding
the skill/competence question emerging from sociology of work literature. Building from these critiques, this article outlines
recent experiences with and perspectives on skill/competency frameworks amongst different national labour movements. Included
in this outline is a more detailed, comparative analysis of Norway and Canada; here we see the lofty ‘new’, ‘knowledge economy’
rhetoric — in two countries where one might expect to see it blossom in application — brought down to earth by the realities
of industrial relations, employer intransigence and intra-labour movement differences. ‘Skill/competence’ proves to be a floating
signifier that, amongst both employers and labour, stands as a proxy for ‘power/control’ struggles. Degenerating in this way,
from a labour perspective, the new politics of skill/competency formation is seen to have spiraled toward irrelevance in Norway
and Canada; awaiting, in both countries, a re-invigoration through attention to changes in the participatory structure of
the labour process itself. 相似文献
3.
Competencies and employer engagement 总被引：1，自引：0，他引：1
Pam Irwin 《Asia Pacific Education Review》2008,9(1):63-69
Using the UK experience as a template, this paper explores the concept of competencies as a viable bridge to employer engagement.
In this context, the definition of competency coalesces into three primary interpretations (input, output and ‘behaviour’),
leading to three applications: work related skill sets, standards and professionalism. These in turn, inform intersecting
relationships — the link between employer skills needs and education (work-based learning), educational and workplace competency,
and quality (accreditation of employer based training, and credit accumulation and transfer systems) and vocational competency
(fit for practice, and fit for purpose). For each element, relevant models and indicative practice is presented. The paper
concludes by offsetting competencies with employer engagement, and offers approaches (vignettes) to actively advance this
critical agenda. 相似文献
4.
5.
Niina Junttila Marija Vauras Eero Laakkonen 《European Journal of Psychology of Education - EJPE》2007,22(1):41-61
A latent variable structural model was constructed to test the relations among mothers’ and fathers’ parenting self-efficacy
(PSE), their loneliness, and their child’s peer-evaluated social competence, self-evaluated loneliness, teacher-evaluated
motivational orientation, and academic skills. In order to do this, first the Self-Efficacy for Parenting Tasks Index (Coleman
& Karraker, 2000) was applied to a sample of mothers (n=876) and fathers (n=696) to test the relevance of these parenting
task categories to Finnish mothers and fathers. The results of the latent variable structural model indicated a strong relationship
between both mothers’ and fathers’ loneliness and their PSE, consisting of Nurturance, Discipline, Recreation, and Participation
factors. Moreover, there was a modest relationship between parents’ PSE and their child’s social competence and consequently
between social competence and child’s loneliness. The relationship between PSE and child’s academic achievement were mediated
via child’s social competence. 相似文献
6.
Children’s skill at recoding graphemes to phonemes is widely understood as the driver of their progress in acquiring reading
vocabulary. This recoding skill is usually assessed by children’s reading of pseudowords (e.g., yeep) that represent “new words.” This study re-examined the extent to which pseudoword reading is, itself, influenced by orthographic
rimes (e.g., eep) of words of the child’s reading vocabulary, during the development of reading skill. In Study 1, children with word reading
levels of 6–10 years read matched pseudowords that do and do not share an orthographic rime with words of their reading vocabularies.
Study 2 was conducted to further examine such a comparison for children of the 6- to 8-year word reading levels. There was
a small and constant advantage of shared lexical orthographic rimes for children with reading levels 6–8 years but from 8
to 10 years that advantage increased significantly, as expected by Ehri’s phase account of word reading development. The pseudoword
reading of children learning to read English involves use of lexical orthographic components as well as context-free recoding
of graphemes to phonemes. This implies a qualification to the common interpretation of pseudoword reading as a measure of
context-free grapheme–phoneme recoding. Such a measure should use selected pseudowords that do not share orthographic rime
units or other multigrapheme components with words of the children’s reading vocabularies. 相似文献
7.
8.
David Beckett 《Asia Pacific Education Review》2008,9(1):21-30
Professional practice can be conceptualised holistically, and in fact during the 1990s the ‘Australian model’ of integrated
or holistic competence emerged empirically. This piece outlines that story, and then develops a more rigorous conceptual analysis
of what it is to make competent practical judgements, through inferences, in context-specific and accountable ways (such as
to one’s peer group of professionals, or to the public). Current research interest in the Schonian swamp-like messiness of
judgements (e.g. in clinical medicine) is drawn upon to advance a new epistemology of practice, which takes seriously the
‘know how’ of real work situations, as the basis for a revival of Aristotelianphronesis.
Part 2 of this paper is based on Beckett (2004). Quotations are data from a UTS project on professionals’ workplace learning,
directed by Paul Hager and David Beckett (2000-1). 相似文献
9.
Keith Skamp 《Research in Science Education》1987,17(1):76-86
Conclusions This group of preservice teachers entered their education programme with conceptions about teaching primary science which
are biased towards science content and preparation for secondary science. However, although process skills are not mentioned
specifically by the vast majority of students, about a third of the intake considered “problem solving/discovering” things
to be a purpose for teaching primary science. There would appear to be a ‘base’ for change towards a balanced process-product
so favourably to the structured questionnaire on choice of teaching strategies tends to support this opinion.
Process skill competency and orientation must be addressed in the preservice science units but with an appropriate emphasis
on their interdependence with concept development. Some input ensuring an understanding of the processes within the overall
scientific framework would seem to be required.
The next stage of this study will be to compare the pre- and post-unit data to determine a measure of the changes (if any)
that have occurred. As the unit focusses on student led discussions related to the interdependence of science process skill
and concept development [Harlen (1985), Chapters 1 to 7]; includes practical investigations which emphasise learner preconceptions
and investigation planning, data collecting and processing; and requires students to prepare lesson sequences revolving around
Harlen's “shapes”, e.g. hypothesis generation (p.p. 166–172), then significant changes are anticipated. 相似文献
10.
Conclusion First year students in geography, biology and chemistry indicate many similarities in their expectation of university courses.
There are some interesting differences when categories of expectations are considered in isolation and when students are allowed
to choose in the ‘final four’ expectations test. Expectations of geography are quite definitely science oriented if one assumes
that a ‘practical’, ‘problem solving’ approach is inherently scientific. If these orientations are a consequence mainly of
experience, and this would seem to be very likely, then one needs to consider carefully the appropriateness of these orientations.
There are aspects of these results which should be of interest to curriculum developers and educators interested in a broad
evaluation of student goals.
Student's expectations emphasize knowledge, thinking skills, experimental work and related skills, as well as long term goals
and attitudes. There is certainly an element of general balance which must be heartening to those who might have had doubts
about the motivation of new university students. Students have expectations which indicate that they are aware of and presumably
value all four categories of goals. 相似文献
11.
Hannu Räty 《European Journal of Psychology of Education - EJPE》2010,25(4):493-506
This longitudinal study set out to examine the changes that took place in parents’ evaluations of their child’s school in
the course of the child’s complete 9-year-long compulsory education. Over the follow-up period, academically educated and
vocationally educated mothers and fathers (N = 326) were asked to indicate their degree of satisfaction with aspects of their child’s school every 2 years. It was found
that the level of parental satisfaction was fairly high at the start, that the general decreasing trend was gradual rather
than abrupt, and that the proportion of dissatisfied parents remained low and stable. A pattern of differences emerged to
suggest that the parents’ perceptions were structured by their social-psychological distance from the school as measured by
their social positions; for instance, the vocationally educated parents, fathers in particular, displayed less satisfaction
than the academically educated ones. 相似文献
12.
In this study we content analyzed the online discussion of several senior-high-school groups on a forum of a virtual physics
laboratory in Taiwan. The goal of our research was to investigate the nature of non-course-based online discussion and to
find out some useful guidelines in developing such discussion forums for learning purposes. We adapted Henri’s framework and
models (1992) for our analysis. The content analysis was conducted in terms of participation rate, social cues, interaction
types, and cognitive and metacognitive skills. In this study, we compared the result patterns of two discussion conditions
(‘required’ (R-) condition versus ‘non-required’ (NR-) condition) of a non-course-based discussion forum and investigated
how the quality of message content changed in the processes of discussion. In the R-condition, participants were required
to reply to the thread before they were allowed to read other messages on the forum, whereas participants in the NR-condition
were not restricted to this demand. The results showed that for both conditions, the most frequently involved interaction
type was ‘direct response’, and the most frequently used cognitive skill was ‘elementary clarification’. Fewer participants
of the R-condition strayed from the subject under discussion in comparison to the NR-condition. However, larger percentage
of message content containing metacognitive components was found in the NR-condition. When taking the sequences of postings
into account, we found that for the R-condition, the percentage of metacognitive component in the message content tended to
increase in the up-third postings, whereas for the up-third postings of the NR-condition the percentage of non-cognitive components
substantially increased. Overall, the results of our study indicated that the way in which participants used cognitive and
metacognitive skills during the discussions was related to the discussion conditions. The initial requirement of reply fostered
the use of cognitive skills, but it did not necessarily induce the use of high-level cognitive or metacognitive skills. We
concluded that beside the discussion conditions the moderators’ guidance would be influential in determining the quality of
online discussion on a non-course-based discussion forum.
in final form: 19 August 2005 相似文献
13.
14.
Ornit Spektor-Levy Bat-Sheva Eylon Zahava Scherz 《International Journal of Science and Mathematics Education》2009,7(5):875-903
This study explores the impact of ‘Scientific Communication’ (SC) skills instruction on students’ performances in scientific
literacy assessment tasks. We present a general model for skills instruction, characterized by explicit and spiral instruction,
integration into content learning, practice in several scientific topics, and application of performance tasks. The model
was applied through an instructional program that focuses on the following learning skills: information retrieval, scientific
reading and writing, listening and observing, data representation, and knowledge presentation. Throughout the 7th–8th grades,
160 students learned the whole program or one of its components: structured instruction (SI) of SC skills, or performance tasks (PT). A comparison group of 42 students did not receive instruction of SC skills. Students’ performances were assessed through
a questionnaire and a complex task that measured students’ scientific content knowledge, SC skills, and the quality of the
final products. Results indicated that students who learned the whole program or one of its components achieved higher scores
in all categories than the comparison group students. High achievers can benefit from just one component of the program: either
structured instruction (SI) or learning from practice (PT). However, they can hardly acquire SC skills spontaneously. Low
and average achievers require both components of the SC program to improve their performances. Results show that without planned
intervention, the spontaneous attainment of SC skills occurs only to a limited extent. Systematic teaching of skills can make
a significant difference. The explicit instruction of skills integrated into scientific topics, the opportunities to implement
the skills in different contexts, the role of performance tasks as ‘assessment for learning’—all these features are important
and necessary for improving students’ scientific literacy. Our general model of skills instruction can be applied to the instruction
of other high-order skills. Its application can lead to the realization of the central goal of science education: literate
students possessing scientific knowledge. 相似文献
15.
Laura Lee McIntyre Tanya L. Eckert Barbara H. Fiese Florence D. DiGennaro Reed Leah K. Wildenger 《Early Childhood Education Journal》2010,38(4):259-263
Kindergarten transition is considered an important developmental milestone for children and families. Children with disabilities
may be especially vulnerable during transition and may lack academic and behavioral readiness skills essential for kindergarten.
Family concerns surrounding children’s transition were explored in 132 students (n = 29 special education; n = 103 general education) preparing to enter kindergarten. Caregivers responded to a survey on family experiences and involvement
in transition and reported on the degree to which they were concerned about kindergarten transition. Caregivers of special
education students reported significantly more concerns surrounding their child’s behavior, communication, academic readiness,
and overall readiness for kindergarten than did caregivers of general education students. Implications for supporting children
and families during transition are discussed. 相似文献
16.
Elaine Reese Sebastian Suggate Jennifer Long Elizabeth Schaughency 《Reading and writing》2010,23(6):627-644
This research investigated the link between oral narrative and reading skills in the first 3 years of reading instruction.
Study 1 consisted of 61 children (M = 6:1 years) who had experienced 1 year of reading instruction on average. Children’s story retelling was scored for memory
and narrative quality. The quality of children’s narratives correlated positively with their reading skill at this age, but
narrative quality did not uniquely predict their reading skill 1 year later. Study 2 consisted of 39 children (M = 7:0 years) who had experienced 2 years of reading instruction on average. At this age, the quality of children’s narratives
uniquely predicted their reading skill concurrently and 1 year later, even after controlling for their receptive vocabulary
and early decoding. These findings have implications for theories of the oral language foundations of reading and for assessment
in the early years of reading instruction. 相似文献
17.
This work discusses the use of Darwin’s ‘Tree of Life’ as a didactic analogy and metaphor in teaching evolution. It investigates
whether biology teachers of pupils from 17 to 18 years old know Darwin’s text ‘Tree of Life’. In addition, it examines whether
those teachers systematically employ either the analogies present in that text or other analogies between the tree and evolution,
and whether they adopt a specific methodology for teaching with analogies and metaphors (A&M). The academic training of teachers
regarding use of A&M is review briefly. A diagnostic study was carried out with biology teachers in a public school in the
town of Contagem in the state of Minas Gerais in Brazil. The data were obtained through direct observation, questionnaires
and a focus group. The teachers pointed out in the questionnaires that some details of Darwin’s analogy are utilized as a
resource. However, analysis of the data indicates that the ‘Tree of Life’ text is not known or utilized in class. At the same
time, the teachers state that they use aspects of the tree as a didactic resource to teach evolution and that its use facilitates
the learning of content. The teachers have little knowledge of specific methodologies of teaching with analogies and metaphors,
revealing that their training is incomplete in this area. 相似文献
18.
Most studies indicate primary students’ attitudes towards and interest in science decline as they progress into the secondary
years. Longitudinal qualitative research exploring this phenomenon is rare as is research which focuses on the students’ voice
as they cross the interface. In this study multiple qualitative data sources, supported by a ‘science interest’ composite
scale, followed 20 students over 2 years. In contrast to baseline data on their peers these students, in general, maintained
their interest in science. Apart from identifying the teacher’s pedagogical approach and classroom environment as two key
issues in understanding these students’ journeys, the importance of listening to and heeding the students’ voice may be an
even more critical concern in addressing the decline in students’ attitudes and interest in science. 相似文献
19.
The work in family child care is becoming increasingly more professional, moving from an image of ‘mothering’ toward one of
educare. The growing demand for expertise and competence in family child care providers can be examined in light of their
pedagogical experiences and the ways in which children engage in learning in providers’ homes. This article is based on a
phenomenological study conducted with four certified family child care providers, each with 10 or more years of experience
with a wide age range of children. Data revealed that providers foster a pedagogical relationship with children along five
dimensions of learning: children’s skills for learning, essential opportunities for learning, two forums for learning, socio-emotional
learning, and meaningful learning. The authors conclude with implications for further research. 相似文献
20.
The present study investigated the satisfaction of international students. The factor analysis revealed the three factors
of ‘learning and research’, ‘living and adaptation’ and ‘Japanese language ability’. The ten variables were used to predict
the satisfaction of international students and found five significant variables in predicating the satisfaction of international
students. These were suitability of curriculum, progress of research, having a good friend, cultural adaptation and part-time
work. Among these, the suitability of the curriculum was the most significant predictor. Furthermore, the path analysis for
learning and research indicated significant mutual causal relationships between research progress and supervisor’s advice.
The level of Japanese language skills is not necessarily required to receive advice from their supervisors, although Japanese
language skills help to understand the content of classes. 相似文献