Children's poetry in the United States: The best of the 1980s     

Shelley J. Crisp 《Children‘s Literature in Education》1991,22(3):143-160

Shelley J. Crisp has taught literature courses, including children's literature, for the past eight years at the University of North Carolina at Charlotte, where she has also directed a program in Women's Studies. She is now working on a study of Victorian women poets.  相似文献   

One-year experimental study of the ACT objective test with non-traditional students     

Gloria B. Wood 《Innovative Higher Education》1990,15(1):29-41

The Curriculum Committee of the General College (GC) at the University of Minnesota selected the ACT Objective Test to assess general educational outcomes, educational gains, and to provide an individual assessment of academic achievement for graduating Associate of Arts degree candidates.Data analyses to assess general educational outcomes revealed that GC Associate of Arts degree candidates scored significantly lower than an ACT national sample on total score and four out of six subscores.Data analyses to assess educational gains revealed no significant differences between three comparison groups of GC students: Associate of Arts candidates, GC sophomores, and GC freshman; although there was a significant difference on grade-point average (GPA).Finally, data analyses to assess ethnic group performance revealed significant differences between four ethnic groups, although there were no significant differences on GPA. In addition, it was discovered that the relationship between total score and GPA was strongly positive for the Black and Caucasian groups but was negative for the Asian and Other groups.Thus, since the ACT Objective Test did not provide an adequate measure of educational gains, and it appears that the ACT Objective Test might possibly be a culturally biased instrument, it was decided to discontinue use of the ACT Objective Test in the General College after the one-year experimental period.Gloria B. Wood received her Ph.D. in Counseling Psychology from the University of Minnesota. She teaches psychology and career planning to a predominantly nontraditional and under-prepared college population. Her research interests include: cognitive development and learning styles; the psychological and motivational variables related to academic performance; and variables related to career assessment and development.  相似文献   

Disturbing stories: Literature as Pedagogical Disruption     

Julie Faulkner  Gloria Latham 《English in Education》2013,47(2):102-117

Literature's power to consider moral and ethical issues to expand and reflect on our own lives has long been considered a vital dimension of subject English. Moreover, critical perspectives ask how texts and pedagogies serve particular interests and beliefs, leaving other perspectives silent. ‘Safe’ elements of teaching are reinforced by discourses established through experience, while popular narratives can distort the complexities of teaching. Initial teachers witness little in their field experience to challenge inscribed ways of thinking, which marginalises the role of critical theory in classroom practice. In this article, we use a pedagogy of discomfort to explore how an adolescent novel can challenge initial teachers' notions of literature teaching. We discuss the ways in which unsettling fiction based on fact serves to dislocate certainties, and suggest possibilities for reconstructing initial teachers' approaches to literature and pedagogy.  相似文献   

Un estudio sobre la comprensión de términos espacio-temporales en niños de 4 a 6 años     

José Antonio Carranza  Alfredo G. Brito  Gloria Torrecilla 《Infancia y Aprendizaje》2013,36(26):111-119

Resumen

Este estudio trató de comprobar si la comprensión de los pares de palabras «antesldespués», «delanteldetrás» y «primerolúltimo» presenta relación con el significado dominante en la comunidad lingüistica, la complejidad de la tarea, la asimetría de los términos y la edad. Se utilizaron 90 adultos y 180 niños entre 4 y 6 años. Los adultos definieron las palabras a analizar; loi niños ejecutaron las consignas en tres contextos: espacial, espacio-temporal y temporal. Los resultados indican que el par «antesldespués» es comprendido más pronto en el sentido temporal, el par «delanteldetrás» en sentido espacial. Estos datos coinciden con los obtenidos en las definiciones adultas. «Primeroúltimo» es mejor comprendido en tareas temporales, aunque los adultos dieron definiciones ambiguas. Por otra parte, la compejidad de la tarea parece influir en la comprensión: l'a ausencia de rasgos de los objetos y. el. orden gramatical inverso dificultan la tarea. Estos resultados sugieren que la hipótesis de los rasgos sonánticos es insuficiente para explicar la adquisición del signifcado.  相似文献   

Learning intercultural communication through group work oriented to the world beyond the classroom     

Shuang Liu  Gloria Dall'Alba 《Assessment & Evaluation in Higher Education》2012,37(1):19-32

Competence in intercultural communication has become a necessity for functioning effectively in our increasingly globalised and multicultural society. This study reports the use of a group project to enhance students’ learning of intercultural communication. Participants were from a large undergraduate class in an Australian university. The aim of the course is to encourage students to develop knowledge of intercultural communication by orienting themselves to the world beyond the classroom, and by learning from each other’s experiences and perspectives. In a group project assignment, students used the knowledge and skills gained in class to resolve practical problems that they encountered in intercultural interactions outside the classroom. This paper focused on students’ experience of working in groups, and links between this experience and performance on the group project. Our study confirms previous research that demonstrates active engagement in group work can enhance learning outcomes. It also goes further in showing that groups that more highly rated their learning of intercultural communication through the group work experience obtained higher grades on the project.  相似文献   

Applying methods to evaluate construct validity in the context of A level assessment     

Victoria Crisp  Stuart Shaw 《Educational studies》2012,38(2):209-222

Validity is a central principle of assessment relating to the appropriateness of the uses and interpretations of test results. Usually, one of the inferences that we wish to make is that the score reflects the extent of a student’s learning in a given domain. Thus, it is important to establish that the assessment tasks elicit performances that reflect the intended constructs. This research explored the use of three methods for evaluating whether there are threats to validity in relation to the constructs elicited in international A level geography examinations: (a) Rasch analysis; (b) analysis of processes expected and apparent when students answer questions; and (c) qualitative analysis of responses to items identified as potentially problematic. The results provided strong evidence to support validity with regard to the elicitation of constructs although one question part was identified as a threat to validity. Strengths and weaknesses of the methods can be identified.  相似文献   

Comparing vocabulary development in Spanish- and Chinese-speaking ELLs: the effects of metalinguistic and sociocultural factors     

Xi Chen  Gloria Ramirez  Yang C. Luo  Esther Geva  Yu-Min Ku 《Reading and writing》2012,25(8):1991-2020

This study evaluated the impact of two metalinguistic factors, English derivational awareness and English?CSpanish cognate awareness, and the impact of two sociocultural factors, maternal education and children??s length of residence in Canada, on English Language Learners (ELLs)?? vocabulary knowledge. The participants of the study were 89 Spanish-speaking ELLs, 77 Chinese-speaking ELLs, and a comparison group of 78 monolingual English-speaking children in Grades 4 and 7. The sample included both first-generation (born outside of Canada) and second generation (born in Canada) immigrant children. The study?yielded several important findings. First, it confirmed the strong link between derivational awareness and vocabulary knowledge observed in the previous research, and extended this relationship to two groups of ELLs from different first language backgrounds. Second, this study unveiled differences in vocabulary learning between Spanish-speaking and Chinese-speaking ELLs. While Spanish-speaking children were able to utilize the cognate strategy to learn English words, this strategy was not available for Chinese-speaking ELLs. With respect to the sociocultural factors, length of residence in Canada was significantly related to ELLs?? vocabulary development. Interestingly, length of residence in Canada only influenced the development of noncognate vocabulary, but not cognate vocabulary, in Spanish-speaking ELLs, which provides additional evidence for these children??s use of the cognate strategy. Finally, maternal education was not related to English vocabulary development. The theoretical and educational implications of these findings were discussed.  相似文献   

Grounding participatory action research in rural Colombia: a demonstration study on youth financial inclusion     

Gideon de Jong  Miguel Arturo Fajardo Rojas  Gloria Almeyda 《International Journal of Lifelong Education》2013,32(2):184-197

ABSTRACT

Since the new millennium, the issue of financial inclusion of young people has increasingly gained recognition, especially in relation to those living in deprived circumstances. Financial inclusion can be promoted through education that specifically aims for the strengthening of young persons’ financial capabilities. In 2013, a participatory action research project was started in a rural region of Colombia to improve the research capacity of a local university through the development and implementation of a demonstration project on the financial inclusion of young people. University teachers, students and employees of a financial cooperative were trained in conducting qualitative methods with a specific aim of being responsive to the life stories of their interviewees. This paper shares the experiences from an international team of educational scholars who aim for the democratisation of research capacity and the dissemination of localised knowledge. This is done by working closely together with stakeholders and ultimately giving a voice to youth employed in the informal economy as they are usually the ones being most deprived from access to financial services.  相似文献   

Controlled assessments in 14–19 Diplomas: implementation and effects on learning experiences     

Victoria Crisp  Sylvia Green 《Educational Research and Evaluation》2013,19(4):333-351

The Principal Learning components of 14–19 Diplomas (introduced in England in 2008) are assessed predominantly via “controlled assessments”. These assessments are conducted within the learning context under specified conditions (or “controls”) and require learners to apply their skills to work-related tasks. In this research, teachers and learners at 6 consortia (groups of schools/colleges working together to deliver Diplomas) were interviewed about how controlled assessments in the Diploma qualifications were affecting teaching and learning experiences.

The nature of the assessments was seen as encouraging learning and facilitating a less didactic learning environment. The assessments were generally considered less pressurised than traditional assessments, and most learners found the assessment tasks enjoyable and motivating. The assessments were reportedly encouraging the development of valuable skills (e.g., teamwork, communication, independent working) and improving students' confidence. However, there was some evidence that not all teachers had yet fully understood the requirements around the assessment “controls”.  相似文献   

Patients' perspectives on the role of prepared childbirth education in decision making regarding elective labor induction     

Simpson KR  Newman G  Chirino OR 《The Journal of perinatal education》2010,19(3):21-32

The purpose of our study was to explore reasons why nulliparous women chose to have an elective labor induction and to identify the influence of prepared childbirth classes on their decision. The study included 1,349 nulliparous women at term who participated in a survey regarding their choices for childbirth, their attendance at prepared childbirth classes, and their experience with labor and birth. Sixty-three percent of women who attended childbirth classes and did not have elective induction reported that classes provided helpful information to assist in their decision-making process. Study results suggest attendance at prepared childbirth classes can be an effective source of information regarding elective labor induction and influential in women's decisions regarding whether or not to have elective labor induction. Women perceive prepared childbirth classes positively and find the information provided valuable.  相似文献