Nonword recall and phonemic discrimination in four‐ to six‐year‐old children     

Jackie Masterson  Veronica Laxon  Emma Carnegie  Sheila Wright  Janice Horslen 《Journal of Research in Reading》2005,28(2):183-201

Previous research has established that the degree of ‘wordlikeness’ of nonwords affects young children's nonword repetition performance. Experiment 1 examined the possibility that output processes are responsible for the wordlikeness effect by using a probed recall procedure. Wordlikeness was defined in terms of phonological neighbourhood density, although this measure was found to be related to the traditional measure of wordlikeness involving adult ratings. A significant effect of number of phonological neighbours/wordlikeness was observed in favour of nonwords with many neighbours. In Experiments 2 and 3 the wordlikeness effect was qualified by a significant interaction with nonword repetition ability. Children with poorer repetition ability were affected by number of neighbours/wordlikeness, while children with better repetition ability were not. Children with poorer repetition ability were significantly poorer than the better repeaters with nonwords with few neighbours. The results were interpreted in terms of theories of phonological development that suggest progressive segmentation of lexical representations. In Experiment 4 the relationship of children's nonword repetition ability to phonemic discrimination ability was investigated. The results demonstrated that children with better nonword repetition ability had superior phonemic discrimination performance than children with poorer nonword repetition ability.  相似文献   

Exploring the Structure and Benefits of an Integrated Yearlong Dual Certification Student Teaching Internship     

Colby T. Kervick  Emma Jenkins  Kelly A. Swindlehurst 《The Teacher Educator》2020,55(2):165-189

Abstract

Many teacher preparation programs offering dual certification have engaged in program redesign to establish greater integration between general education and special education. This article presents findings from an exploratory case study that examined the perspectives of former preservice teacher candidates and school personnel regarding an integrated yearlong dual certification internship. Findings indicated research participants (a) placed value on the breadth and authenticity of the experience; (b) built deep relationships with students and staff that contributed to building confidence; and (c) felt the structure and impact of the model yielded positive outcomes for both the school and for preservice teacher candidates. Implications for practice include suggestions for how teacher preparation programs might move toward integrated models of dual certification teacher preparation and explore the importance of clinically rich partnerships that benefit both preservice teacher candidates and field sites.  相似文献   

Reading and Generalist Genes     

Claire M. A. Haworth  Emma L. Meaburn  Nicole Harlaar  Robert Plomin 《Mind, Brain, and Education》2007,1(4):173-180

ABSTRACT— Twin-study research suggests that many (but not all) of the same genes contribute to genetic influence on diverse learning abilities and disabilities, a hypothesis called generalist genes . This generalist genes hypothesis was tested using a set of 10 DNA markers (single nucleotide polymorphisms [SNPs]) found to be associated with early reading ability in a study of 4,258 7-year-old children that screened 100,000 SNPs. Using the same sample, we show that this early reading SNP set also correlates with other aspects of literacy, components of mathematics, and more general cognitive abilities. These results provide support for the generalist genes hypothesis. Although the effect size of the current SNP set is small, such SNP sets could eventually be used to predict genetic risk for learning disabilities as well as to prescribe genetically tailored intervention and prevention programs.  相似文献   

Why the nature of educational research should remain contested: A statement from the new editors of the British Educational Research Journal          下载免费PDF全文

David Aldridge  Gert Biesta  Ourania Filippakou  Emma Wainwright 《British Educational Research Journal》2018,44(1):1-4

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A Critique of the Existing Research into Small Primary Schools     

Emma Phillips 《British Journal of Educational Studies》1997,45(3):235-247

Major studies carried out in the United Kingdom on small primary schools are drawn upon and evaluated. It is argued that research in this area is flawed for the following reasons: there is no agreed definition of a 'small primary school'; investigations have been biased in their favour as a result of problems in research design and the ways in which data have been analysed; and, finally, there has been a neglect of certain key issues, notably those affecting pupil grouping.  相似文献   

‘That extra sparkle’: students’ experiences of volunteering and the impact on satisfaction and employability in higher education     

Emma Barton  Rachel O'Donovan 《Journal of Further & Higher Education》2019,43(4):453-466

Research suggests that students entering Higher Education are doing so with greater expectations around their graduate employability. Students’ volunteering activities have been of interest to academics, but the impact of these activities on learning, employability and student satisfaction has been neglected. The current study investigated whether students who volunteered felt it benefited them, whether they felt they were more employable and whether they perceived their course as satisfying in combination with their volunteering. This small-scale qualitative study used a sample of psychology undergraduate students in focus groups (n = 11), and also a number of psychology graduate interviews (n = 6) from one UK university. Thematic analysis produced several key themes including students’ motivations to begin volunteering, which were mainly career-oriented; their motivations to continue, which included rewarding feelings and personal development; the impact of volunteering on their psychology degree, which included situated learning; and their perceptions of their volunteering and its impact on their employability. The findings indicated many reasons for both starting and continuing with volunteering activities with a clear narrative among this sample that volunteering enhanced their employment and postgraduate prospects. Findings are discussed in line with the current context of Higher Education and the implications for both students and Higher Education Institutions.  相似文献   

Social issues     

Rachel Theilheimer  Emma C. Winger 《Early Childhood Education Journal》1991,18(4):46-47

Rachel Theilheimer teaches early childhood education at Borough of Manhattan Community College in New York City. Emma C. Winger has just completed fifth grade at P.S. 84 in Manhattan.  相似文献   

Now I am NObody,see me for who I am: the paradox of performativity     

Emma Rich  John Evans 《Gender and education》2009,21(1):1-16

This paper draws on data collected from young white middle class women experiencing eating disorders to highlight what we refer to as the paradox of performativity in schools. In interviews with these young women on their schooling experiences, their narratives convey both a critique of the social conditions of their schooling and their subjugated subjectivities, yet claim they are unable to ‘voice’ that critique within schools, or to resist performativity. In this paper, we explore this ambiguity and the implications it has for the subjectivities of young women. Such stories vividly reveal the painful and complex processes they endure in an effort to conform to performative cultures. The limits and possibilities of their ‘voice’ within these contexts, we suggest, reveals how performative discourse intersects with and is mediated by the embodied knowledge that both teachers and students bring to these educational encounters.  相似文献   

The body made flesh: embodied learning and the corporeal device   总被引：2，自引：1，他引：1  

John Evans  Brian Davies  Emma Rich 《British Journal of Sociology of Education》2009,30(4):391-406

Over recent years there has been growing appreciation of the body’s corporeal significance in how children learn in educational settings. ‘The body’ has been conceptualised from a variety of perspectives that we characterise as: ’the body without flesh’, ‘the body with fleshy feelings’ and ‘the body made flesh’. We reflect on these perspectives with reference to the model of embodied action used in our ongoing research on relationships between education and disordered bodies, outlining what they might differently offer in terms of understanding body/mind/culture relationships. We suggest that Basil Bernstein’s notion of the ‘pedagogic device’, when reworked around the concept of a ‘corporeal device’, may provide one way of better conceptualising such relationships avoiding some of the fault lines and dualistic thinking inherent in other perspectives. If, as sociologists or school practitioners, we are to address the agency of ‘the body’ in cultural reproduction and better understand how the corporeal realities of children influence their sense of position, value and self, then we will need to deal with both the ‘physical’ and the ‘phenomenal’ universes of discourse, and the ‘somatic mediations’ of lived experience. This will mean giving as much attention to the biological dimensions of embodiment as its discursive representation currently receives.  相似文献   

Childhood abuse and the content of delusions     

Oliver J. Mason  Emma Brett  Miriam Collinge  Helen Curr  John Rhodes 《Child abuse & neglect》2009,33(4):205-208

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