The Unification of Post-Compulsory Education: Towards a Conceptual Framework   总被引：1，自引：0，他引：1  

David Raffe  Cathy Howieson  Ken Spours  & Michael Young 《British Journal of Educational Studies》1998,46(2):169-187

The drive to 'unify'post-compulsory education and training systems is one of the most important current developments in education policy. However the concept of 'unification' lacks clarity, is not widely recognised, and is pursued through different measures in different countries. In this paper we propose a conceptual framework with which to analyse the different meanings of and debates about unification. Using England and Scotland as examples, we show how the framework may be used to analyse existing systems, reform strategies, and processes and pressures for change. The framework is exploratory and will need to be tested and developed in relation to a wider variety of education systems.  相似文献   

“That's more like how they know me as a person”: one primary pre‐service teacher's stories of her personal and ‘professional’ digital practices     

Cathy Burnett 《Literacy》2009,43(2):75-82

In contributing to debates about how student‐teachers might draw from personal experience in addressing digital literacy in the classroom, this paper explores the stories that one primary student‐teacher told of her digital practices during a larger study of the role of digital literacy in student‐teachers' lives. The paper investigates the ‘recognition work’ this student‐teacher did as she aligned herself with different discourses and notes how themes of ‘control’ and ‘professionalism’ seemed to pattern her stories of informal and formal practices both within and beyond her professional education. The paper calls for further research into how student‐teachers perceive the relevance of their personal experience to their professional role and argues for encouraging pre‐service and practising teachers to tell stories of their digital practices and reflect upon the discourses which frame them.  相似文献   

Reading vocabulary influences in phonological recoding during the development of reading skill: a re-examination of theory and practice     

Michael F. McKay  G. Brian Thompson 《Reading and writing》2009,22(2):167-184

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   

Scaffolding or Distracting: CD-ROM Storybooks and Young Readers     

Cathy J. Pearman  Ching-Wen Chang 《TechTrends》2010,54(4):52-57

CD-ROM storybooks, often referred to as electronic texts, e-books, and interactive stories, are learning tools with supplemental features such as automatic reading of text, sound effects, word pronunciations, and graphic animations which support the development of reading skills and comprehension in beginning readers. Some CD-ROM storybooks also provide a definition of the word to aid in vocabulary acquisition. However, over-reliance on these features may hinder development of a young reader’s decoding skills and use of context cues. Many CD-ROM storybooks contain incidental hotspots, such as dancing flowers and hidden characters, which distract from the storyline and take reader’s attention away from comprehension. These incidental features may prolong the reading event causing fatigue and loss of focus. In sum, the features provided by CD-ROM storybooks offer valuable support for the acquisition of reading skills when coupled with supervision to monitor overuse and direct instruction in comprehension strategies.  相似文献   

Sex,sport and money: voice,choice and distributive justice in England,Scotland and Wales     

Cathy Devine 《Sport, Education and Society》2018,23(9):824-839

The three British Sports Councils are instrumental in developing the policy landscape for sport and physical education (PE). They aspire to equality between the sexes in ‘sport and physical recreation’ (SPR), in keeping with their Royal Charters [Sport England. (1996/2009). Royal Charter of English Sports Council (Sport England). Retrieved from https://www.sportengland.org/media/10309/consolidated-royal-charter.pdf; Sport Scotland. (1996). The Royal Charter for the Scottish Sports Council. Retrieved from http://www.sportscotland.org.uk/sportscotland/Documents/Resources/sportscotlandRoyalCharter.pdf; Sport Wales. (1997). The Royal Charter of the Sports Council for Wales. Retrieved from http://sport.wales/media/128780/royal%20charter.doc] and the Equality Act [HM Government. (2010). Equality Act 2010. London: TSO. Retrieved from http://www.legislation.gov.uk/ukpga/2010/15/pdfs/ukpga_20100015_en.pdf]. As public bodies they are committed to eliminating direct and indirect discrimination in provision, and advancing equality. One of their main functions is the distribution of public money, and all collect participation data detailing the different SPR choices of the sexes. These are primary planning tools in the three home countries. This paper investigates whether equality in relation to sex is considered a ‘first-order’ question of distributive justice for the Councils. Therefore, the funding awarded to the top SPR preferences by sex for each Country is presented. Defining SPR determines eligibility for funding and the boundaries of the SPR infrastructure which influences and interfaces with sport, school sport and PE. Consequently, critical feminist political and economic theory is used to evaluate the Councils’ framing of SPR and equality in relation to sex. Male preferences are disproportionately grant-aided leaving those of females significantly under-funded. Although the remit of the Councils is ‘sport and physical recreation’ this is usually reframed by them as ‘sport’. Equality is generally considered a second-order question of justice, and outsourced to national governing bodies of sport. Further dance, one of the most popular female SPR activities for girls, has not, until 2016, been designated as SPR in England and has been ineligible for funding. These policies suggest indirect discrimination against women and girls who disproportionately prefer physical recreation and dance to competitive sport. Therefore, the Sports Councils and/or overarching government departments may not be fulfilling their legal requirements under the Equality Act.  相似文献   

Progress in Literacy Coaching Success—A Dozen Years on     

Cathy A. Toll 《Clearing house (Menasha, Wis.)》2018,91(1):14-20

Literacy coaches are most successful when they: develop strong, trusting relationships; provide clarity about their roles; communicate well; spend much of their time in coaching conversations; and monitor their perspectives about their work and those with whom they work. However, challenges still persist for literacy coaches, particularly in relation to administrators' understanding of literacy coaching, training for literacy coaches, and the amount of time allocated for literacy coaching. This article describes each of these successful practices and each of these challenges, based upon the author's experience over more than 12 years as an international consultant on literacy coaching and supported by research from the literature on coaching, with the goals of summarizing current knowledge, providing practical suggestions for improvement, and encouraging forward movement in the field of coaching.  相似文献   

The Effect of Climbing Wall Use on the Grip Strength of Fourth-Grade Students     

Cathy D. Lirgg  Ro Dibrezzo  Michelle Gray  Travis Esslinger 《Research quarterly for exercise and sport》2013,84(2):350-354

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Building a Case for Blocks as Kindergarten Mathematics Learning Tools     

Cathy Kinzer  Kacie Gerhardt  Nicole Coca 《Early Childhood Education Journal》2016,44(4):389-402

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Spoon Feeding Leads to Regurgitation: a better diet can result in more digestible learning outcomes     

Jan McKay  David Kember 《高等教育研究与发展》1997,16(1):55-67

It is common to hear teachers claim that their students expect to be spoon fed and are only capable of regurgitating information they have been fed. Their curricula reflect this belief and the outcome is a self‐fulfilling prophecy—the students dutifully regurgitate to the best of their ability to fulfill assessment requirements. We present a case study of a course based upon this belief, but provide evidence to show that the assumption was not true at all. When an alternative curriculum stressing independent learning and student‐centred approaches was developed, the students were not only capable of more meaningful learning approaches, they actually preferred them—even if they did at times work harder. We discuss the aspects of course design which contributed to encouraging students to use a deep approach to learning.  相似文献   

Visual and Verbal Metaphors: Developmental Interactions     

Cathy Dent  Lois Rosenberg 《Child development》1990,61(4):983-994

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