共查询到20条相似文献，搜索用时 15 毫秒
1.
Young-Suk Kim 《Reading and writing》2009,22(1):57-84
Previous studies with English-speaking families in the North American context demonstrated that home literacy practices have
positive influences on children’s literacy acquisition. The present study expands previous studies by examining how home literacy
practices are related to growth trajectories of emergent literacy skills (i.e., vocabulary, letter-name knowledge, and phonological awareness) and conventional literacy
skills (i.e., word reading, pseudoword reading, and spelling), and by using data from Korean children and families (N = 192). The study revealed two dimensions of home literacy practices, home reading and parent teaching. Frequent reading
at home was positively associated with children’s emergent literacy skills as well as conventional literacy skills in Korean.
However, children whose parents reported more frequent teaching tended to have low scores in their phonological awareness,
vocabulary, word reading and pseudoword reading after accounting for home reading. These results suggest a bidirectional relationship
between home literacy practices, parent teaching in particular, and children’s literacy skills such that parents adjust their
teaching in response to their child’s literacy acquisition. Furthermore, cultural variation in views on parent teaching may
explain these results.
相似文献
| Young-Suk KimEmail: |
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3.
Leonard J. Waks 《Learning Inquiry》2007,1(2):83-87
The topic of listening has been broadly neglected in educational studies. This special issue presents studies on the connections
between listening and reflecting in educational contexts.
相似文献
| Leonard J. WaksEmail: |
4.
This study examined the relationships among reading comprehension, reading self-concept, and home literacy environment (HLE)
in a sample (n = 67) of fourth grade children enrolled in an urban school district. Children’s reading comprehension, word reading, and
verbal ability were assessed using standardized measures. Reading self-concept was assessed with a child-administered survey
that is comprised of three subscales (i.e., competence in reading, perception of ease with reading, attitude towards reading).
Information on child and family literacy practices was collected via a questionnaire administered to parents of participating
children. Bivariate correlations and multiple regression analyses demonstrated that all three reading self-concept subscales
were positively related to reading comprehension after controlling for verbal ability and word reading skills, and aspects
of HLE were positively related to aspects of reading self-concept. The findings support the inclusion of psychosocial and
family literacy measures in future studies designed to investigate the process of reading comprehension for children beyond
the primary grades.
相似文献
| Nonie K. LesauxEmail: |
5.
David J. Siegel 《Innovative Higher Education》2008,32(4):195-207
Results are reported from an empirical study of an interorganizational collaboration to prepare underrepresented students
for elite postsecondary education and beyond. The LEAD (Leadership Education and Development) Program in Business is an initiative
involving twelve U.S. universities, nearly forty multinational corporations, a federal government agency, and a nonprofit
organization working together to introduce students to business education and careers in business. This article analyzes the
conditions that give rise to the collaboration, its essential structural characteristics, and the consequences that flow from
it.
David J. Siegel is associate professor of Educational Leadership at East Carolina University. He received his B.A. from Wake Forest University, his M.Ed. from the University of South Carolina, and his Ph.D. from the University of Michigan. His research interests center around the dynamics of cross-sector, interorganizational collaboration to promote social change. 相似文献
| David J. SiegelEmail: |
David J. Siegel is associate professor of Educational Leadership at East Carolina University. He received his B.A. from Wake Forest University, his M.Ed. from the University of South Carolina, and his Ph.D. from the University of Michigan. His research interests center around the dynamics of cross-sector, interorganizational collaboration to promote social change. 相似文献
6.
Christina Rose Dubb 《Children‘s Literature in Education》2007,38(3):219-232
This article compares the first-person narratives of two adolescent girls in the novels The Rain Catchers and The House on Mango Street. I propose that adolescent girls can use literacy to read the world around them as a text and therefore help them to form
their own identities enough to ultimately find authority in telling their own stories. I use Judith Langer’s theory of envisionment-building
as a primary lens through which to interpret the girls’ narrative work and further elucidate the feminist aspects involved
through Belenky et al.’s famous work, Women’s Ways of Knowing.
相似文献
| Christina Rose DubbEmail: |
7.
Don Latham 《Children‘s Literature in Education》2008,39(3):213-226
In Skellig, Kit’s Wilderness, and Clay, David Almond employs various types of intertextuality to enrich his narratives. Through the use of allusion, adaptation,
collage, and mise-en-abyme, he encourages his adolescent readers to seek out precursor texts and to consider the interrelationships between these texts
and his own. By so doing, he demonstrates the respect he has for his readers and empowers them to become active makers of
meaning.
相似文献
| Don LathamEmail: |
8.
Korina M. Jocson 《The Urban Review》2009,41(3):269-285
This article builds upon more than 6 years of critical research in urban schools in northern California to offer a particular
perspective on teaching for social justice. Concerned with prevailing issues in adolescent literacy, this article examines
instantiations of literacy instruction in the shadow of the late activist poet June Jordan and with the support of Pulitzer
Prize-winning author Alice Walker. It focuses on culturally responsive pedagogy to understand not only their work but also
the work of teachers and other educators. Central to the discussion are two kinds of pedagogical innovations, one based on
a school-community partnership and the other a district-wide sponsored writing contest. Implications for classroom practice
and key lessons useful for teachers interested in similar work are also discussed.
相似文献
| Korina M. JocsonEmail: |
9.
Since many teachers and students recognize other kinds of knowledge (faith) based on other ways of knowing, consideration
of these realities is appropriate for the science education community. Understanding the multitude of ways that clergy view
relationships between science and faith (i.e. alternative ways of knowing) would assist in understanding various ways that
people address complex issues arising from ideas about science and faith. We administered a questionnaire composed of multiple-choice
and short answer items to 63 United Methodist ministers. Findings included (1) that formal, organized faith contexts (e.g.
church services) serve as informal science education opportunities, (2) participants demonstrated considerable diversity regarding
the types of relationships developed between science and faith, and (3) participants recognized a need exists for better understandings
of science and its relationship to faith for them, their colleagues, and their congregations.
相似文献
| Daniel L. Dickerson (Corresponding author)Email: |
| Karen R. DawkinsEmail: |
| John E. PenickEmail: |
10.
Wireless networks are fast becoming ubiquitous in all aspects of society and the world economy. We describe a method for studying
the impacts of combining such technology with dynamic, representationally-rich mathematics software, particularly on participation,
expression and projection of identity from a local to a public, shared workspace. We describe the types of mathematical activities
that can utilize such unique combinations of technologies. We outline specific discourse analytic methods for measuring participation
and methodologies for incorporating measures of identity and participation into impact studies.
相似文献
| Stephen J. HegedusEmail: |
11.
Stephen J. Frost Nicole Landi W. Einar Mencl Rebecca Sandak Robert K. Fulbright Eleanor T. Tejada Leslie Jacobsen Elena L. Grigorenko R. Todd Constable Kenneth R. Pugh 《Annals of dyslexia》2009,59(1):78-97
Using fMRI, we explored the relationship between phonological awareness (PA), a measure of metaphonological knowledge of the
segmental structure of speech, and brain activation patterns during processing of print and speech in young readers from 6
to 10 years of age. Behavioral measures of PA were positively correlated with activation levels for print relative to speech
tokens in superior temporal and occipito-temporal regions. Differences between print-elicited activation levels in superior
temporal and inferior frontal sites were also correlated with PA measures with the direction of the correlation depending
on stimulus type: positive for pronounceable pseudowords and negative for consonant strings. These results support and extend
the many indications in the behavioral and neurocognitive literature that PA is a major component of skill in beginning readers
and point to a developmental trajectory by which written language engages areas originally shaped by speech for learners on
the path toward successful literacy acquisition.
相似文献
| Stephen J. FrostEmail: |
12.
Jennifer H. James 《Early Childhood Education Journal》2008,35(5):413-418
Written from the vantage point of both a mother and teacher educator, the author recounts the journey taken by Sarah, her
4-year old daughter, as she is introduced to and explores map making as a means of representing and making sense of familiar
and unfamiliar places. Offering Sarah’s experience as context, the author offers both a practical and theoretical discussion
of children’s emerging geographic literacy, its relationship to identity development and the importance of understanding children’s
experience and socio-emotional development to inform pedagogy.
相似文献
| Jennifer H. JamesEmail: |
13.
Rune Johan Krumsvik 《Education and Information Technologies》2008,13(4):279-290
Computer literacy, media literacy, digital literacy and digital competence are all concepts that highlight the need to handle
technology in our digital age. However, when it comes to teachers’ digital literacy there is a need to develop a more pedagogic-didactic
content for digital literacy in order to deal with the way in which new digital trends influence the underlying conditions
for schools, pedagogy and subjects. This theoretical article will therefore examine whether a broader view of knowledge (situated
learning) can be a relevant theoretical underpinning for a new digital competence model for teachers and the Scandinavian
English perception of the term competence. The article is particularly angled towards how the complexity of teachers’ digital
literacy makes it necessary to expand our traditional perception of this concept. The implications of the article indicate
that five vital structures are found to be essential to perceptions amongst teachers of the importance of Information- and
Communication Technology (ICT) and achievement of digital competence.
相似文献
| Rune Johan KrumsvikEmail: |
14.
John O. Anderson Huann-Shyang Lin David F. Treagust Shelley P. Ross Larry D. Yore 《International Journal of Science and Mathematics Education》2007,5(4):591-614
Large-scale assessments of student achievement provide a window into the broadly defined concepts of literacy and generate
information about levels and types of student achievement in relation to some of the correlates of learning, such as student
background, attitudes, and perceptions, and perhaps school and home characteristics. This paper provides an overview and outlines
potential research opportunities of one such assessment—the Programme for International Student Assessment (PISA). In order
to provide examples of the work that can be accomplished with these data, we describe and discuss the results generated from
PISA 2000 and PISA 2003 in terms of international comparisons of achievement and the models of relational patterns of student,
home, and school characteristics. We provide insight from the recent pilot testing conducted in Taiwan for PISA 2006, which
has a focus on scientific literacy. This is followed by a discussion of the implications and potentials of the 2000 and 2003
datasets to facilitate research on scientific and mathematical literacy. The paper concludes with a look ahead to PISA 2006
and what researchers should be attending to in the research reports generated from the OECD and the research interests that
they could follow given access to the datasets generated.
相似文献
| John O. AndersonEmail: |
15.
Janis Dawson 《Children‘s Literature in Education》2007,38(2):141-152
This article discusses Philip Reeve's young adult science fiction novels as literary collages. It explores the ways in which
the author uses postmodernisms to introduce big ideas and construct a compelling futuristic world that combines fast-paced
adventure with the bildungsroman.
相似文献
| Janis DawsonEmail: |
16.
Pauline W. U. Chinn 《Cultural Studies of Science Education》2009,4(3):639-647
This response draws from the literature on adaptive learning, traditional ecological knowledge, and social–ecological systems
to show that Brad’s choice is not a simple decision between traditional ecological knowledge and authentic science. This perspective
recognizes knowledge systems as dynamic, cultural and historical activities characterized by diverse worldviews and ways of
constructing and legitimizing knowledge. Brad’s decision is seen as an example of adaptive learning, identity development
and personal/collective agency oriented to increasing tribal influence in resource management decisions and policies. I will
conclude that science literacy for all is not served by a transcendent, universal, Western modern view of science.
相似文献
| Pauline W. U. ChinnEmail: |
17.
Critical media literacy is not an option 总被引：1，自引：0，他引：1
This article explores the theoretical underpinnings of critical media literacy and analyzes four different approaches to teaching
it. Combining cultural studies with critical pedagogy, we argue that critical media literacy aims to expand the notion of
literacy to include different forms of media culture, information and communication technologies and new media, as well as
deepen the potential of literacy education to critically analyze relationships between media and audiences, information and
power. A multiperspectival approach addressing issues of gender, race, class and power is used to explore the interconnections
of media literacy, cultural studies and critical pedagogy. In the interest of a vibrant participatory democracy, educators
need to move the discourse beyond the stage of debating whether or not critical media literacy should be taught, and instead
focus energy and resources on exploring the best ways for implementing it.
相似文献
| Douglas KellnerEmail: URL: http://www.gseis.ucla.edu/faculty/kellner/kellner.html |
18.
Richard White Paul Gardner Malcolm Carr Alister Jones Ken Appleton Marilyn Fleer Christine Redman Vaille Dawson Wen-Hua Chang Stephen M. Ritchie 《Cultural Studies of Science Education》2009,4(2):263-301
This collection of historical accounts provides diverse perspectives on the structure and culture of the community of researchers
who participate in activities of the Australasian Science Education Research Association (ASERA). It describes the formation
of the Association, and identifies major changes and challenges for the ever growing and internationalisation of its membership.
相似文献
| Stephen M. RitchieEmail: |
19.
As an innovative model for diversity education, Dickinson College designed the Crossing Borders program to encourage culturally diverse students to live, work, and study together in multiple contexts both within the United States and abroad. Envisioning a series of crossings, the program brings together up to 20 students from Dickinson College, a predominantly White Institution, and Xavier University, Dillard College, and Spelman College, three Historically Black Colleges/Universities, to spend 4 weeks studying together in Cameroon. West Africa. Students then study at Dickinson for one semester and at one of the Historically Black Colleges/Universities for one semester.
相似文献
| Joyce Bylander (Corresponding author)Email: |
20.
J. Martin Rochester 《Academic Questions》2007,20(4):366-369
In 2006, a bill was submitted in the Missouri Legislature designed to address issues raised during a lawsuit by a Missouri
State University social work student contesting requirements that Missouri public colleges and universities take steps to
insure tolerance of diverse perspectives in the classroom and on campus. Although the legislation did not pass, it motivated
university administrators among other measures to sponsor a forum on “intellectual diversity,” held on 11 October 2007 on
the University of Missouri–St. Louis campus. In his remarks as a faculty panelist, J. Martin Rochester makes five distinct
points about the realities and pitfalls of regulating tolerance and the true meaning of diversity on a college campus.
相似文献
| J. Martin RochesterEmail: |