Family Education and Community Power: New structures for new visions in the educational village     

Mary-Lou Breitborde  Louise Boyle Swiniarski 《Educational studies》2002,28(3):305-318

Noting that differences and inequality of education exist in the United States of America, this paper presents two model educational programs that address the iniquities in American public education. The first model is a collaborative effort of a public school in an urban northeast community, the Robert L. Ford Elementary School of Lynn, Massachusetts, USA and a public supported college of higher education, Salem State College, Salem, Massachusetts, USA, whose joint venture is known as The Partnership for the Educational Village Project. The second model utilizes technology to outreach families and child care providers through a televised distance learning project that was nationally presented by its producer, Mass Interactions, and a US Department of Education Star School Grant. The Ford School's principal (head teacher) forged the partnership with the college to create a 'full service school' that provides multiple avenues of support to the school's children, their families, and community. The distance learning programs, entitled 'Taking the First Steps: Parents as Teachers' and 'Building Bridges for Excellence in the Early Grades: Home/School Partnership', were conceived as two live and interactive television series that promoted literacy development in preschool and primary school-aged children in their homes. Both educational models recognize the paramount role families and communities play in the education of children. To compensate and overcome the plight of poverty and disenfranchisement, educational endeavors need to respect the parental role, offer new structures for engaging the family and community in the education of their youth, and provide options as a foundation for sound schooling practices. The two educational models in this paper face these challenges of contemporary society. The paper illustrates how the models define and exemplify initiatives that attempt to transform society to accept social responsibility for educating the whole 'village'.  相似文献   

Student Strategies for Learning Computer Programming: Implications for Pedagogy in Informatics     

Anne McDougall  Martin Boyle 《Education and Information Technologies》2004,9(2):109-116

In the context of the debate about the extent to which secondary school Informatics curricula should include specifically vocational content, this paper explores the possibility that in Informatics teaching, there is value in adopting pedagogical approaches, rather than curriculum content, based on practice in industry and business settings. This paper reports research findings that raise questions about the widely held assumption that students will gain their programming knowledge and skills predominantly from classroom activities undertaken at the instigation of the Informatics teacher. Investigation of sources of students' information about programming skills and knowledge indicates that such an assumption is not well founded, and leads to the suggestion that innovative approaches to pedagogy in this area should be explored.Two studies, each a part of a larger project, are reported here. The first showed that a group of Grade 5 students, skilled programmers in the MicroWorlds multimedia programming environment, sought and acquired programming skills and techniques from a wide variety of sources, many of which were not classroom based. The second reports a formalisation of this model of student initiated seeking among a range of resource people for immediately needed expert advice. This was observed in a deliberately constructionist learning environment in an after-school Computer Clubhouse where students are supported by mentors with different specialist areas of expertise as well as by a teacher.The importance of these issues for Informatics teaching, assessment, course design and evaluation, and for the preparation of Informatics teachers is considered, and the need for further research in this area is outlined.  相似文献   

Teachers' scaffolding behaviours during cooperative learning   总被引：1，自引：0，他引：1  

Robyn M. Gillies  Michael Boyle 《Asia-Pacific Journal of Teacher Education》2005,33(3):243-259

This paper outlines the types of verbal interactions teachers engage in to challenge children's thinking and problem‐solving during cooperative learning. The paper also provides examples of how children model many of the verbal interactions they have seen demonstrated in their discourse with each other. It appears that when teachers are explicit in the types of thinking they want children to engage in, it encourages children to be more focused and explicit in the types of help they provide. Understanding the key role that teachers play in promoting thinking and problem‐solving in their students is particularly important given that it is the quality of talk that children generate that is a significant predictor of their learning.  相似文献   

BOOK REVIEWS     

Chris Nield  Ben Hayes  Andrea Dennison  Chris Boyle  Louise Sharrocks 《Educational Psychology in Practice》2008,24(2):155-167

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Factual trends in higher education     

Edward Boyle 《Higher Education Quarterly》1971,25(3):265-276

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Enhancing the Quality of Student Learning Through the Use of Subject Learning Plans     

Patrick Boyle  Chris Trevitt 《高等教育研究与发展》1997,16(3):293-308

Emerging approaches to achieving high quality learning in higher education emphasise the need for learning to be viewed and facilitated in terms of integrated teaching‐learning elements; a range of linked experiences; clearly articulated processes and expectations; high relevance of material to student experience and the “real world”; student‐centred practice; development of lifelong learning skills; and the teacher as designer and facilitator of the environment, rather than as instructor. The Subject Learning Plan (SLP) provides a medium for designing and articulating details of a subject environment and culture having these characteristics. We contend that the quality of student learning, by design and through process, can be enhanced through the use of media such as a SLP. This position is defended with reference to an account of the genesis, design, implementation and student evaluation of a SLP in a specific context.  相似文献   

Quality indicators for effective early intervention in literacy and numeracy   总被引：1，自引：0，他引：1  

Ingeborg Stobie  Jim Boyle  Lisa Woolfson  Emma Truswell  Noreen Connaughton 《International Journal of Early Years Education》2004,12(2):157-168

Recent research suggests that multi‐strand and interlinked interventions meet the requirements of early primary school intervention programmes more fully than single programmes. A set of quality indicators, which education authorities and schools can utilize to review and evaluate processes and outcomes of such interventions, is derived from the outcome of an evaluation of the implementation of an early intervention programme (EIP) in literacy and numeracy, involving 274 pupils, in three North Ayrshire primary schools. The implications for primary prevention of difficulties in literacy and numeracy are discussed.  相似文献   

Building a Global Bookshelf: In Recognition of the United Nations Literacy Decade 2003–2012     

Louise Boyle Swiniarski 《Early Childhood Education Journal》2012,40(1):1-3

This guest editorial promotes the United Nations Literacy Decade of 2003–2012 as it is implemented in preschools and primary schools to develop global literacy competencies in young children through a project entitled, Building a Global Bookshelf.  相似文献   

Child maltreatment and onset of emergency department presentations for suicide-related behaviors     

Rhodes AE  Boyle MH  Bethell J  Wekerle C  Goodman D  Tonmyr L  Leslie B  Lam K  Manion I 《Child abuse & neglect》2012,36(6):542-551

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No science today—the demise of primary science     

Bill Boyle  Joanna Bragg 《Curriculum Journal》2013,24(4):423-437

In this second article on the theory of ‘ground rules for talk’ I extend a debate between myself and Professor Neil Mercer over the introduction of ‘ground rules’ into classrooms. I critique ground rules through the use of sociological theory and argue that advocates of the ground rules perspective need to recognise the ideological nature of their theoretical position. In making this article a clear extension of my previous argument I introduce the work of Bernstein and Fairclough to support my new arguments. I use Bernstein's theory of pedagogy as cultural relay and Fairclough's appropriateness model of language variation to critique ‘ground rules perspectives’. In doing so, I draw out the political nature of educational theory and curriculum within the context of a specific socio-economic society.  相似文献