共查询到20条相似文献，搜索用时 298 毫秒
1.
Steve Hackbarth 《TechTrends》2000,44(4):30-34
The CLAT provided considerable information about children’s attitudes and knowledge well beyond computer literacy. It revealed
improvements in the use of language, as well as in spelling and penmanship. I understand very well that evaluation engineers
would prefer to “partner with teachers” to ensure more thorough grant-funded documentation of the many and diverse process
and product outcomes of computer technology expenditures (Baker, 1999). However, a simple count of computer-related terms
listed by students appeared, for my limited purposes, to be both a valid and reliable indicator of at least one small aspect
of computer literacy 相似文献
2.
For more than six decades, UNESCO has dedicated itself to be the international agency leader in literacy, even though other aspects of educational development have received greater attention and resources by the broader international community. Resources for UNESCO's literacy work have not increased, and its programmatic activities have been increasingly debated when seen in relationship to the scope of literacy challenges across the globe. Moving forward in a time of restricted budgets will require UNESCO to strengthen itself as a professional innovator and thought leader. 相似文献
3.
《Australian Journal of Learning Difficulties》2013,18(3):21-24
Abstract This paper highlights the importance of teaching all students in inclusive settings multiple literacies through their subject disciplines in the secondary school. After briefly discussing the responsibilities of the major stakeholders in the literacy process, the author provides examples of how strategies can be used to improve students’ literacy skills in the different subject disciplines. 相似文献
4.
《International Journal of Educational Research》2001,35(2):193-203
In South Africa, most black students are expected to learn in English, their second or third language. READ Education Trust, a non-government organization, has introduced book-based programs in many schools, and trained thousands of black teachers in methods of using the books constructively. Several formal evaluations have been conducted to investigate the impact of the READ programs. In the “Sunshine in South Africa” Project, a New Zealand publisher, Wendy Pye Ltd. donated 4000 books from her “Sunshine” series to 22 schools, in six different provinces, and READ staff trained teachers of these schools in the Shared Reading methodology during short workshops. Students in Year 2 and 3 were tested at the beginning and end of 1997, and their progress under the new program was compared with that of matched control groups, who followed a traditional textbook approach. The findings showed that Year 2 students in the “Sunshine” programs improved their reading skills at twice the rate of control groups, and showed impressive gains in listening comprehension. Strong significant improvements were also found for Year 3 Sunshine pupils. READ staff are extending these programs to many new schools throughout the Republic. 相似文献
5.
Y.H. Raymond Lam Shek Kam TseJoseph W.I. Lam Elizabeth K.Y. Loh 《Teaching and Teacher Education》2010
A study of 148 primary school teachers and 4867 Grade 4 pupils in Hong Kong found no support for the proposal that boys learn to read better when taught by men teachers. In fact, it was found that both boys and girls learnt better when taught by women. Responses to a teacher questionnaire indicate significant differences in the preferred patterns of teaching favoured by male and female teachers. Responses from men teachers suggest they are more authoritarian, prefer to control pupils' learning, engage pupils in whole-class reading and like to read passages aloud while pupils follow the text. Responses from women teachers suggest they prefer to teach reading in groups, to group pupils according to reading ability, set tasks that suit pupils' stage of learning, allocate more time for pupils to read books and use the school library and encourage pupils to discover for themselves the meaning of new vocabulary encountered in text. The implications of these findings are discussed. 相似文献
6.
ABSTRACTOnline environments are now central to political life, especially for young people. They are prominent contexts for activities that include: fundraising, political debate, sharing political perspectives, mobilizing individuals and groups to act, and applying pressure to governments, corporations, and nonprofits. Much of this online politically focused activity occurs within a broader media ecology that can be characterized as a participatory culture (Jenkins, H., R. Purushotma, K. Clinton, M. Weigel, and A. J. Robison. [2009]. Confronting the Challenges of Participatory Culture: Media Education for the 21st Century. Occasional Paper on Digital Media and Learning. Chicago: John D. and Catherine T. MacArthur Foundation). Many have argued that media literacy efforts are needed for youth to fully leverage these digital opportunities, but rigorous studies of such educational efforts are just beginning to emerge. Drawing on an original panel survey, this paper examines whether efforts to promote digital engagement literacies increase youth online engagement in politics. We find that they do. Educators’ efforts to foster digital engagement literacies increase youth engagement in participatory politics and in applying targeted political pressure to government, corporations, and nonprofits. 相似文献
7.
Uta Papen 《Ethnography and Education》2018,13(1):119-134
This paper examines the role of religious literacy practices such as hymns, prayers and Bible stories in the context of literacy teaching in primary schools in England. Drawing on data collected through a classroom ethnography of a year 1 class (five and six-year-olds) conducted in a Catholic primary school in 2013 and 2014, I suggest that religious literacy practices contribute to children’s literacy learning in various ways. They focus children’s attention on a text’s meaning, not on decoding, as other literacy lessons do. They do not privilege rational thinking but afford more emotional and bodily experiences of meaning-making. These practices also offer opportunities for collaborative engagements with literacy, supporting learning through participation. My findings suggest that educators, researchers and policy-makers should pay greater attention to the range of literacy practices children engage with and how they contribute to their literacy learning. 相似文献
8.
Strong correlations between high levels of poverty and low education outcomes have prompted interventions aimed at raising literacy levels in communities characterised by poverty within Kenya, as in other countries. However, interventions aimed at improving literacy only in the languages of instruction (LOI) may not be the best option for students who speak mother tongues (MT) different from the school's LOI. The Capability Approach framework is used to examine the potential of parent-produced MT materials to be low-cost entry points into early-grade literacy for one resource-poor Kenyan school. It demonstrates that factors related to poverty strongly impact that potential. 相似文献
9.
10.
Conceptual change in undergraduate capstone courses provides unique opportunities to examine how students draw from multiple courses and experiences to resolve conceptual confusion. We examined how senior-level natural resource management students revised their conceptions of ‘ecosystem’ throughout their capstone course. The concept of ecosystem is complicated by a lack of shared meaning across disciplines. Our grounded theory study analyzed student coursework and pre/post interviews. It was informed by socio-cultural and conceptual change theories and used an ecological literacy metric to examine how students’ conceptualizations of the relationships between natural, ecosystem, human, and human artifact influenced their conceptions of ecosystems. Students who did not describe ecosystems as natural struggled less with integrating human society into ecosystems than their peers that did. We conclude that it is important to explicitly create shared meaning of key conceptions at the start of a capstone course to facilitate shared meaning-making and desired conceptual change during the course. 相似文献
11.
Self-assessment practices have been advocated in recent Irish educational documents due to their potential to enhance school children’s learning and self-regulatory skills. However, the literature has highlighted how some children struggle to make accurate self-assessments of their academic work, which diminishes such positive effects (Keane and Griffin 2015; Nicol 2009). Using Piaget’s Theory of Cognitive Development (1970) as a theoretical framework, the present study sought to investigate whether children’s academic self-assessments became more accurate in line with increased age and higher prior literacy attainment. Following training in the use of self-assessment writing rubrics, 85 school children from second class, fifth class and Transition Year wrote an English essay and later self-assessed their work using rubrics devised by Andrade, Du, and Wang (2008). Results indicated that overall, children’s self-assessment scores held a weak relationship with their actual performance scores (r?=?.24). However, findings illustrated that children’s self-assessments became significantly more accurate in line with increased developmental stages. Strong correlations also emerged between higher prior literacy attainment and children’s accuracy in self-assessments, amongst second class (r?=??.45) and fifth class (r?=??.73) children only. The findings suggest that Irish school children, in particular, primary school children with low literacy attainment, display difficulty making accurate self-assessments of their academic work in literacy. Stemming from the research, implications for practice and future research directions are outlined. 相似文献
12.
《International Journal of Educational Development》2001,21(5):433-446
The first national survey of literacy in Botswana was conducted in 1993 and the results were published in a 1997 government report. The survey found that 68.9% of the adult population are literate in either Setswana or English. We examine the significance of this finding in light of the methods of assessment used to determine literateness. Our analysis uses elements of a schema proposed by Daniel Wagner [Comp. Edu. Rev. 34 (1990) 112] for surveying literacy in the ‘Third World’. 相似文献
13.
In 1999, the primary curriculum was published in Ireland, with emphases on ‘breadth and balance’, recognition of the role of language and the arts and commitment to each child's potential and holistic development. In 2011, the Irish government published a strategy aimed to improve standards of literacy and numeracy among children and young people in Ireland, ‘Literacy and Numeracy for Learning and Life: The National Strategy to Improve Literacy and Numeracy among Children and Young People 2011–2020’. The approaches to address concerns over literacy and numeracy in Irish schools, taken by the Strategy, require deconstruction, and in this paper, we argue that the focus on literacy and numeracy to the exclusion of other educational objectives in Ireland at present threatens the holistic ethos of the curriculum. We challenge those involved in education in Ireland to ensure that pedagogical rather than political concerns motivate our strategies and policies. 相似文献
14.
D. Bruce Taylor Laura K. Handler Erin FitzPatrick 《Journal of Research on Technology in Education》2020,52(4):515-533
AbstractThis yearlong study explores how digital technologies are used during literacy instruction in the critical year of third grade. We analyzed technology use in 16 classrooms across six geographically and socioeconomically diverse schools. We examined the multiple layers of technology’s influences on teachers’ instructional decision-making and on students’ engagement. Applying Bloom’s Revised Taxonomy alongside the SAMR model, expectations for student technology use varied across settings and resulted in mixed levels of student engagement. Although technology has the potential to transform teaching and learning, it is most often used as a substitution for traditional instructional tools and to support students’ remembering and understanding rather than more complex tasks. Analysis suggests technology tools are not being strategically employed to support the development of 21st century learning skills. 相似文献
15.
16.
Maria Hammarsten Per Askerlund Ellen Almers Helen Avery Tobias Samuelsson 《Journal of Adventure Education & Outdoor Learning》2019,19(3):227-241
Today, cities become more dense, green spaces disappear and children spend less time outdoors. Research suggests that these conditions create health problems and lack of ecological literacy. To reverse such trends, localities are creating urban green spaces for children to visit during school time. Drawing on ideas in ecological literacy, this study investigates school children’s perspectives on a forest garden, a type of outdoor educational setting previously only scarcely researched. Data were collected through walk-and-talk conversations and informal interviews with 28 children aged 7 to 9. Many children in the study expressed strong positive feelings about the forest garden, the organized and spontaneous activities there, and caring for the organisms living there. We observed three aspects of learning in the data, potentially beneficial for the development of children’s ecological literacy: practical competence, learning how to co-exist and care, and biological knowledge and ecological understanding. 相似文献
17.
Girls’ schools in the early modern era were largely run by nuns and can therefore be distinguished as Catholic institutions of learning. These schools flourished in the Catholic parts of Europe since the turn of the seventeenth century. Despite their focus on religious education, elementary skills such as reading, writing and sometimes arithmetic were taught as well. Based on curricula, didactical methods and the texts used in class, the article analyses the practices of literacy in Catholic girls’ schools in seventeenth and eighteenth century Germany. As the intentions of school founders and teachers reveal, the acquisition of literacy by the female population was not an end in itself. It rather served the denominational, gender- and class-specific socialisation of the girls. Nevertheless, learning to read and write enabled the girls to participate in the literate culture of their times. The impact of schooling on female literacy can be measured by correlating literacy rates and data on school attendance. Compared to coeducational schools where girls often only learned to read, whereas the boys were also taught writing, girls’ schools proved to be the better alternative. 相似文献
18.
Vasalampi Kati Pakarinen Eija Torppa Minna Viljaranta Jaana Lerkkanen Marja-Kristiina Poikkeus Anna-Maija 《European Journal of Psychology of Education - EJPE》2020,35(3):625-646
According to the big-fish-little-pond effect (BFLP) model, high individual academic performance in a particular subject is related to high self-concept in that subject, whereas high average classroom performance has a negative effect on self-concept. In the present study, data from Finnish primary school students in grade 3 (504 students), grade 4 (487 students), and grade 6 (365 students) are used to examine whether the assumptions of the BFLP effect model hold already in primary school. Furthermore, we examined gender differences in BFLP effect. The results showed that as expected students’ high performance in literacy and in mathematics was related to high self-concept in the same subject. Support for the negative classroom effect was small and it depended on the school subject and student’s gender. That is, a high average classroom performance already in grade 3 had a negative but small effect on boys’ self-concept in mathematics. In literacy and among girls, only little support was found for the negative classroom effect.
相似文献19.
Using the Thai PISA 2009 literacy test, this paper offers two contributions to the literature on the achievement gap between students in urban and rural areas. The first contribution relates to the estimation of the student-level education production function at different points along the achievement distributions. With the use of Oaxaca–Blinder decomposition, the second contribution demonstrates how much of the achievement differential between urban–rural students can be explained by unmeasured school characteristics. It has been found that the impact of student, family as well as school characteristics on student achievements vary along the test achievement distributions. Decompositions exercises at the mean find that about 45–48 percent of urban–rural achievement gaps are accounted for by the unmeasured characteristics of schools. The disaggregated decomposition exercise along the achievement percentile shows that these characteristics account for about 12–15 percent low-performing students and increase to about 61–69 percent for high-performing students. 相似文献
20.
Liselott Mariett Olsson Gunilla Dahlberg Ebba Theorell 《Discourse: Studies in the Cultural Politics of Education》2016,37(5):717-738
ABSTRACT‘How to give brain and body to the multiple pack that we already are or are becoming: how, in other words, are we to make sensible (auditory, visually and affectively) the time before “I think” and “We think” that we cannot plan, control or know, but simply experiment with, which is the “time of the city” and nothing else?’ (Rajchman, 2010, p. 39)These powerful words constitute the starting point for this article that argues that, within the context of early childhood literacy in a globalized and ‘multicultural’ world, we need to experiment with new ways of understanding identity and language through amalgamating early childhood pedagogy and didactics with aesthetics. Such an endeavour needs to take place beyond ‘the indignity of speaking for the other’ (Deleuze, 2004, p. 208) and beyond the constructed categories that have been attributed to children in the name of one or another minority group. Through vivid examples and theoretical movements taking place within the research project ‘The Magic of Language’ we propose to shift focus – from the identifying and categorizing of individuals, as well as from the epistemological violence performed in the name of recognition and linguistic representation – to aesthetic experimentation and to the place of experiments. A ‘time of the city’ is also a ‘time of the place’ and in this article we are arguing for the importance of aesthetic experimenting with that place. 相似文献