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1.
Bob Lister 《Children‘s Literature in Education》2005,36(4):395-411
This article examines the challenges that faced two storytellers when developing an oral retelling of Homer’s Iliad for use
with children aged 9–11. Drawing on evidence from two schools in a deprived area of London the discussion explores the extent
to which the storytellers have been successful in creating a version of the story that is both faithful to the original in
content and language, and accessible to the widest possible audience.
Bob Lister is a lecturer in Education and Classics at the University of Cambridge, England. As Director of the Cambridge School
Classics Project from 1996 to 2003, he was responsible for the development of a range of schoolbased resources on the ancient
world, including War with Troy: The Story of Achilles. He has read Homer's Iliad and Odyssey with learners of all ages. 相似文献
2.
Sharada Bhanu 《Children‘s Literature in Education》2008,39(1):21-30
Russell Hoban has compared himself as a writer to a shaman—willing to admit the unseen and making himself a medium for the
quality of the unseen in his novels. This article explores Hoban’s highly-regarded The Mouse and His Child (1967) with this comparison in mind. The writer interweaves Mircea Eliade’s study of shamanism with an examination of the experiences
of the protagonists of the novel—The Mouse and His Child. In so doing, she reveals many elements of shamanism in the text which, it is argued, reaches a conclusion which is consistent
with the central tenets of the Indian philosophical system of Advaita.
Sharada Bhanu is a lecturer in the English Department of Stella Maris College, Chennai. Her research interests include establishing
connections between Advaita and fantasy fiction for children and the devotional poetry of many cultures 相似文献
3.
Nicholas Tucker 《Children‘s Literature in Education》1995,26(4):219-229
Nicholas Tucker taught English in comprehensive schools in London before qualifying as an educational psychologist. He is
now a lecturer in developmental psychology at the University of Sussex, with a special interest both in children's reactions
to literature and in the history and present-day status of childhood itself. He has written five books for children as well
as books about children's literature, includingThe Child and the Book: A Literary and Psychological Exploration, reissued in 1990 by Cambridge University Press in their new Canto “Classics” series. 相似文献
4.
Research Findings: Children from families of lower socioeconomic status (SES) enter kindergarten with less developed mathematical knowledge compared to children from middle SES families. This discrepancy is present at age 3 years and likely stems from differences in the home learning environment. This study reports SES-related differences both in the quantity and quality of mathematical support children receive in the home and in parent beliefs about early mathematical development and then compares both with children's performance on a comprehensive mathematics assessment. Participants included 90 children in their 1st year of preschool (2 years before kindergarten entry) and 88 children in their prekindergarten year (the year just prior to kindergarten entry). Both cohorts were balanced for SES and gender. The results suggested minimal SES-related variation in mathematical support received in either cohort but clear SES differences in parents’ beliefs about early mathematical development. Middle SES parents of children in both cohorts held higher expectations in terms of skills they expected children to possess by age 5, as well as a more accurate understanding of which skills are within the developmental range of most children by age 5. These differences accounted for unique variance in children's scores on the mathematics assessment. Practice or Policy: Implications are discussed. 相似文献
5.
Aidan Chambers 《Children‘s Literature in Education》1993,24(1):1-18
CLIE is pleased to print the 1992 Sidney Robbins Lecture, given at the Annual Conference of The International Association of School Libraries at The Queen's University, Belfast. Sidney Robbins founded this journal in 1970, arising from the series of Children's Literature Conferences which be had initiated at St. Luke's College, Exeter, where be worked. He died in 1971.Aidan Chambers began his career as a secondary school teacher of English and drama. For the last twenty-seven years he has been an author of fiction for young readers and a part-time tutor of pre-and inservice teachers. In 1969, with his wife Nancy, he founded Thimble Press, publisher of the magazineSignal and various guides to and monographs on children's books. He is a visiting lecturer in literature for children at Westminster College, Oxford. 相似文献
6.
This paper reports on a longitudinal study using the computer‐based cognitive assessment system CoPS, and considers the applicability of this system in the early identification of cognitive strengths and limitations that affect the development of reading. CoPS comprises eight tests of basic cognitive abilities, including phonological awareness, auditory discrimination, and short‐term visual and auditory‐verbal memory. A total of 421 children participated in the study. Assessment with the CoPS tests was carried out at age 5 years, and follow‐up assessments using conventional tests of reading and general ability were carried out at 6 and 8 years of age. Correlations between the CoPS tests administered at age 5 and reading ability at age 8 were in the region of 0.6 for auditory‐verbal memory and phonological awareness, and in the region of 0.3 for the CoPS measure of auditory discrimination as well as most of the other memory measures. Stepwise linear regression analyses showed that the CoPS tests of auditory‐verbal memory and phonological awareness administered at age 5 together accounted for 50% of the variance in reading ability at age 8, compared with only 29% of the variance being attributable to intelligence. It was concluded that short‐term memory is an important predictor variable for reading, in addition to the more generally acknowledged variable of phonological processing. Discriminant function analysis showed that CoPS tests provide a highly satisfactory prediction of poor reading skills, with very low or zero rates for false positives and false negatives. By contrast, a word recognition test given at age 6 was not found to predict reading at age 8 to the same degree of accuracy, resulting in an unsatisfactory false positive rate of 21%. Measures of verbal and nonverbal ability at age 6 produced unacceptably high false positive rates between 50% and 70%. These findings are discussed in relation to the prediction of children at risk of reading failure. The potential of computer‐based cognitive profiling for facilitating differentiated teaching in early reading is also considered. 相似文献
7.
In this article, Catherine Adams, clinical senior lecturer in speech and language therapy at the University of Manchester, and Julian Lloyd, senior lecturer in psychology at Newman College, Birmingham, describe the implementation and effects of an intensive programme of speech and language therapy for children who have pragmatic language impairment (PLI) attending mainstream education in the north west of England. An intervention which focused on aspects of pragmatic language such as conversation, inference and narrative was developed. Six children who have PLI (mean age=7;10 years), all with a Statement of special educational needs, participated in a single case study series in which they each received 20 sessions of the speech and language therapy programme in their own school. Guidance and specific training was provided for learning support assistants and classroom teachers. Despite showing heterogeneity in their initial profiles of impairment, progress in conversation skills was seen in all six children and some significant changes in language test performance were found. These findings suggest that intensive speech and language therapy intervention has the potential to produce generalis-able gains in language and communication skills in children who have PLI and indicate appropriate outcome measures for future effectiveness studies. 相似文献
8.
Phil David John Birch John Batten Andrew John Manley Matthew Jeffery Smith 《Teaching in Higher Education》2013,18(6):660-672
The aim of this study was to examine the informational cues that students perceive to be influential when developing initial impressions and expectancies of a lecturer. Undergraduate university students (n = 452) were required to rate the extent to which 30 informational cues (e.g. gender, qualifications) influence their initial perceptions of a lecturer. Following exploratory factor analysis (EFA), a five-factor model (i.e. appearance (APP), accessories (ACC), third party reports (TPR), communication skills (CS), nationality/ethnicity (NE) was extracted. Inspection of mean scores identified that students rated TPR (e.g. teaching experience) and CS (e.g. speed of speech) to be influential factors in forming initial impressions and expectancies of a lecturer. The findings identify the potential for expectancy effects within student–lecturer interactions. 相似文献
9.
David Rudd 《Children‘s Literature in Education》1995,26(3):185-196
Enid Blyton (1897–1968) remains a publishing phenomenon. No British writer for children, other than Roald Dahl, has been commercially
so successful—and like Dahl she has attracted endless controversy. Since the 1950s, the literary qualities of her work and
the correctness of her social attitudes have been assaulted by critics, librarians, and educationists; not all of these attacks
have been based on close discussions of the books themselves. In the article which follows, David Rudd (who is working on
a doctoral thesis on Blyton), reexamines a Blyton series which retains its extraordinary popularity to the present day: The
Famous Five.
David Rudd is a tutor librarian/senior lecturer at Bolton Institute of Higher Education in the North West of England, where
he teaches a course on children's literature. His master's degree was based on the work of Roald Dahl and led to a book,A Communication Studies Approach to Children's Literature, Sheffield, Pavic Press, 1991. 相似文献
10.
Daisy Titeca Herbert Roeyers Annelies Ceulemans 《Early education and development》2013,24(7):1012-1034
Research Findings: To date, studies comparing the mathematical abilities of children with autism spectrum disorder (ASD) and typically developing children are scarce, and results remain inconclusive. In general, studies on this topic focus on mathematical abilities learned from elementary school onward, with little attention for possible precursors at younger ages. The current exploratory study focused on the important developmental period of preschool age, investigating 5 early numerical competencies in 30 high-functioning children with ASD and 30 age-matched control children: verbal subitizing, counting, magnitude comparison, estimation, and arithmetic operations. Children were examined at 5 or 6 years of age, attending the 3rd and final year of preschool. Overall, rather similar early number processing was found in children with and without ASD, although marginally significant results indicated a weaker performance of children with ASD on verbal subitizing and conceptual counting. Practice or Policy: Given the pervasiveness and impact of ASD on other domains of functioning, it is important to know that no general deficits in early numerical competencies were found in this study. However, some downward trends in mathematics performance were identified in children with ASD, which can serve as the basis for additional research in this field. 相似文献
11.
《British Journal of Special Education》1974,1(4):23-25
Dr. David Evans, senior lecturer in education, Exeter University, describes his recent research which indicates the importance of sex, age and other differences in the language development of mongol children and adults 相似文献
12.
This article examined transition rates of young children (n = 102) from an early intervention program at the Linda Ray Intervention Program (LRIP) who had documented developmental delays and co-occurring prenatal drug exposure often coupled with verified child maltreatment. Findings indicated that there was significant group improvement from entrance to exit across all six Battelle Domains at the p < .05 level. Also, children who were enrolled for a longer period of time saw significantly better adaptive, personal-social, communication, and Battelle total scale scores at the p < .05 level. Finally, data revealed that boys were 5 times more likely than girls to be transitioned to Part B services after exit from LRIP. A longitudinal study of a subgroup of these children indicated that LRIP children who were in grades K–3 needed fewer special education services in elementary school than they needed at age 36 months, indicating a further reduction in special education needs for these children. 相似文献
13.
14.
The aim of this study was to measure the rates of Attention Deficit Hyperactivity Disorder (ADHD), and behavioural and emotional problems in children attending Behavioural Support Units (BSUs), as rated by teachers. Children (N=45) were selected from two Behavioural Support Units (primary and secondary education). Teachers completed the Strengths and Difficulties Questionnaire (SDQ) and the ADHD Rating Scale. The levels of hyperactivity and emotional problems were high among primary school age children. Children attending primary school age BSUs had significantly higher hyperactivity and emotional scores than their older counterparts. The findings are discussed in relation to the literature on ADHD and other mental health problems in children. The implications for the provision of services for children excluded from mainstream education are also discussed. 相似文献
15.
Disruptive behaviour, as assessed by teachers, is reported as being consistently related to low base heart rates and low reactivity to mild stress. To date, most investigations have used mainstream school samples of boys within the 11‐16 age range approximately. It has been suggested that the predicted low base heart rates for antisocial children may be reversed in younger children. Present findings do not confirm such a trend in boys aged 7 to 9 years. Their responses were similar to those of older children. The implications for further research and the management of children in school are discussed. 相似文献
16.
This paper reports on an evaluation of the visiting teacher lecturer programme at the University of Western Sydney Macarthur in Sydney, Australia. Between 1992 and 1996, ten practising school teachers taught full‐time within the Faculty of Education for a period of 12 months each. The teachers were known as visiting teaching lecturers and worked in the Faculty's Secondary, Primary and Early Childhood Teacher Education Programmes. The visiting teaching lecturer programme was instigated in order to ensure that recent and relevant experience was available to preservice teacher education students within the Faculty's programmes. Also, the Department of School Education was enthusiastic about the programme as it enabled teachers to gain significant professional development both for themselves and for the Department. The extent to which the programme met these goals, in spite of numerous policy barriers introduced at both State and Federal level, is explored. 相似文献
17.
Research Findings: Home language and literacy inputs have been consistently linked with enhanced language and literacy skills among children. Most studies have focused on maternal inputs among monolingual populations. Though the proportion of American children growing up in primarily non-English-speaking homes is growing and the role of fathers in early development is increasingly emphasized, less is known about these associations in primarily non-English-speaking households or how mothers and fathers independently contribute to children’s skills. Using a subsample of data from the Early Childhood Longitudinal Study–Birth Cohort (N = 5,450), this study assessed the frequency of maternal and paternal inputs during early childhood and their prospective connections with children’s English language and literacy skills at age 5 across White, Mexican, and Chinese children from linguistically diverse households. Analyses revealed significant differences in inputs by ethnic/language group membership and significant associations between both maternal and paternal inputs and children’s skills. These associations did not differ across ethnic/language group membership. Practice or Policy: These results point to the importance of promoting rich home language and literacy environments across diverse households regardless of the language in which they take place or the parent from which they derive. 相似文献
18.
Åste M. Hagen 《Scandinavian Journal of Educational Research》2018,62(5):649-663
The aim of the current study is to determine what language activities Norwegian preschool children took part in, and to examine whether these language activities predict children’s language comprehension. We tested children (n?=?134) with language measures at age 4/5 and age 5/6 and interviewed their teachers (n?=?71) about the kinds of language activities the children engaged in during that school year. Teachers reported a variety of classroom language activities, ranging from informal language stimulation of everyday situations to more explicit language activities such as book reading, language games, vocabulary training and school preparation groups. Book reading every day significantly predicted children’s language comprehension. 相似文献
19.
《British Journal of Special Education》1985,12(1):19-21
In 1982 a survey of children of primary school age was carried out in Gwynedd. Dr Baker is lecturer in the school of Education, University College of North Wales. The other authors are members of the Education Departments of Gwynedd and Dyfed County Councils 相似文献
20.
Teresa Eckrich Sommer William Schneider Elise Chor Terri J. Sabol P. Lindsay Chase-Lansdale Jeanne Brooks-Gunn Hirokazu Yoshikawa Amanda Morris Christopher King 《Child development》2020,91(6):1916-1933
Two-generation human capital programs seek to promote the education of parents and children simultaneously. This study examines relations between family participation in CareerAdvance, which recruits parents of Head Start children into a workforce training program, and children’s Head Start attendance. The sample included 293 children (on average 4 years old) and their parents. After one semester, CareerAdvance children demonstrated higher rates of attendance and lower rates of absence and chronic absence (missing 10% or more of school days) than matched comparison children. These associations were similar across a range of high- and low-risk subgroups at baseline. These findings are discussed in terms of the implications of a family systems approach for improving children’s Head Start attendance. 相似文献