Teaching writing: A situated dynamic     

Ros Fisher 《British Educational Research Journal》2012,38(2):299-317

The paper is theoretically grounded in Cultural Historical Activity Theory, which holds that human development is founded within participation in social and cultural practices. In particular, the teaching of literacy is shaped not only by the curriculum as designated by policy makers and the institution in which it is located, but also by the individuals' understanding of what literacy and learning involves and how they act to achieve their goals. The paper explores data from a project that investigated the relationship between classroom talk and the teaching of writing in six early‐years classrooms. Participants' own understandings of teaching and learning need to be taken into account by researchers and policy makers. Cultural Historical Activity Theory has been used to explore the dynamic relationship between activity at societal, institutional and individual levels. It is argued that researchers and policy makers need to take account of the wider socio‐cultural context in planning and evaluating curriculum development initiatives.  相似文献   

Are teachers’ approaches to teaching responsive to individual student variation? A two-level structural equation modeling     

Pedro Rosário  José Carlos Núñez  Guilermo Vallejo  Olímpia Paiva  António Valle  Sonia Fuentes  Ricardo Pinto 《European Journal of Psychology of Education - EJPE》2014,29(4):577-601

In the framework of teacher’s approaches to teaching, this study investigates the relationship between student-related variables (i.e., study time, class absence, domain knowledge, and homework completion), students’ approaches to learning, and teachers’ approaches to teaching using structural equation modeling (SEM) with two independent data samples. The participants were 61 biology teachers and their corresponding 1,518 high school students (12th grade). The first sample was used to fit the model, and the second sample was used to analyze the consistency of the data derived from the first sample. Using a two-level SEM analysis, we established whether the effects found at the individual level varied significantly at class level. The students’ approaches to learning were related to the teachers’ approaches to teaching as a function of the hypotheses established in the model, although the effect size was smaller than expected. However, approximately 48 % of the variance of the surface approach and 46 % of the deep approach sat at class level. At the individual level, the results of this study suggest that students’ approaches to learning significantly explain their teachers’ approaches to teaching and, thus, constitute important contextual variables. At the class level, the way students learn appears to be closely associated with class-related variables. Our data stresses the importance of promoting educational opportunities (e.g., school-based courses) for teachers to reflect upon the teaching methodologies used in class.  相似文献   

Unstable and multiple child care arrangements and young children's behavior     

Alejandra Ros Pilarz  Heather D. Hill 《Early childhood research quarterly》2014

Growing evidence suggests that child care instability is associated with child behavior problems, but existing studies confound different types of instability; use small, convenience samples; and/or control insufficiently for selection into child care arrangements. This study uses survey and calendar data from the Fragile Families and Child Well-Being Study to estimate the associations between three different types of child care instability—long-term instability, multiplicity, and the use of back-up arrangements—and children's internalizing, externalizing, and prosocial behaviors at age 3, controlling for a large number of child and family background characteristics. Long-term instability between birth and age 3, as measured in both the survey and calendar data, is associated with higher levels of externalizing behavior problems. Current multiplicity at age 3 (as measured by survey data) is associated with higher levels of both externalizing and internalizing behavior problems, but stable multiplicity over time (as measured using calendar data) is not. Finally, the use of back-up arrangements at age 3 is associated with higher levels of internalizing behaviors. We find no consistent differences in these results by the timing of instability, child gender, family income, or type of care.  相似文献   

Valid inferences of teachers’ judgements of pupils’ reading literacy: does formal teacher competence matter?     

Stefan Johansson  Rolf Strietholt  Monica Rosén  Eva Myrberg 《School Effectiveness & School Improvement》2013,24(3):394-407

The primary aim of this study was to investigate whether and, if so, how formal teacher competence relates to the relationship between pupil reading achievement and teachers judgements’ of pupils’ reading achievement. The data come from the Swedish participation in the Progress in International Reading Literacy Study (PIRLS) 2001 in Grade 3. Information was obtained from pupils (N = 5271) and teachers (N = 351). Analyses were conducted using multilevel structural equation modeling (SEM) with random slopes. Teacher competence was operationalized using multiple observed indicators and defined as a latent variable. A higher correspondence between teacher judgements and pupil reading achievement for teachers with higher competence was found. The results highlight the importance of teacher competence in assessment practice.  相似文献   

Formal Teacher Competence and its Effect on Pupil Reading Achievement     

Stefan Johansson  Eva Myrberg  Monica Rosén 《Scandinavian Journal of Educational Research》2013,57(5):564-582

The main aim of this study was to investigate the impact of formal teacher competence on pupils' reading achievement. The data comes from the Swedish participation in PIRLS 2001 in grade 3. Information was obtained from pupils (n = 5271) and teachers (n = 351). The analyses were conducted using 2-level structural equation modeling. Teacher competence was operationalized with multiple observed indicators and defined as a latent variable. Two measures of achievement were used: PIRLS 2001 reading test results and teacher judgement of pupil performance in the Swedish language. The results reveal that teacher competence was positively and similarly related to both achievement measures. No selection effects in terms of pupil socioeconomic status were found. The current study provides evidence for a strong impact of teacher competence on pupil reading achievement.  相似文献   

Changes in the Multi‐Level Effects of Socio‐Economic Status on Reading Achievement in Sweden in 1991 and 2001     

Kajsa Yang Hansen  Monica Rosén  Jan‐Eric Gustafsson 《Scandinavian Journal of Educational Research》2013,57(2):197-211

This study examines the changes in educational inequality at the school‐ and individual‐levels in 1991 and 2001. Comparisons are made between the IEA Reading Literacy Study 1991 and the so called 10‐Year Trend Study in PIRLS 2001. The between‐school differences in reading achievement variance and the size of the relationship between SES and reading achievement at school‐level are the two main focuses. Applying a two‐level structural equation modeling technique, it was found that the between‐school differences in reading achievement were greater in RLS 2001 than in RLS 1991, and the school SES effect has been strengthened over time. These changes indicate that educational inequality in Sweden has increased over time. Some possible explanations to these changes are discussed with reference to school reforms and demographic changes.  相似文献   

Grade level, study time, and grade retention and their effects on motivation, self-regulated learning strategies, and mathematics achievement: a structural equation model     

Pedro Rosário  José Carlos Núñez  António Valle  Julio González-Pienda  Abílio Lourenço 《European Journal of Psychology of Education - EJPE》2013,28(4):1311-1331

The present study complements previous research findings with new data to improve our understanding of the relationship between motivational variables and academic performance in math mediated by self-regulated learning (SRL). A structural equation model with predictor (i.e., grade retention, grade level, and study time), process (i.e., perceived usefulness of SRL strategies, self-efficacy for the use of SRL strategies, and reported use of SRL), and product variables (i.e., academic achievement in mathematics) is proposed. The model was analyzed in two samples of data (calibration and validation samples). The first sample served to fit and respecify the model, and the second one was used to analyze the consistency of the findings of the first sample. A sample of 756 middle school Portuguese students participated in the current study. The results indicate that SRL is positively and significantly related to academic achievement and that the latter is, in turn, powerfully determined by perceived usefulness and self-efficacy, although students’ reported use of SRL strategies decreases from 7th to 9th grades. Self-efficacy and perceived usefulness of SRL strategies were also found to decrease as grade retention increased. These results are discussed with regard to the relevance of self-efficacy and perceived usefulness of SRL strategies in increasing academic achievement.  相似文献   

Starting to Read     

Ros Fisher 《Literacy》1994,28(2):22-27

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Off the record: outsourcing security and state building to private firms and the question of record keeping,archives, and collective memory     

Frederik Rosén 《Archival Science》2008,8(1):1-14

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Children’s Visual Scanning of Textual Documents: Effects of Document Organization,Search Goals,and Metatextual Knowledge     

Anna Potocki  Christine Ros  Nicolas Vibert  Jean-François Rouet 《Scientific Studies of Reading》2017,21(6):480-497

This study examines children’s strategies when scanning a document to answer a specific question. More specifically, we wanted to know whether they make use of organizers (i.e., headings) when searching and whether strategic search is related to their knowledge of reading strategies. Twenty-six French fifth graders were asked to search single-page documents presented on the screen of an eye tracker in order to respond to questions requiring the location of information in either a single paragraph (Location questions) or multiple paragraphs (Comparison questions). Location questions were easier and faster to answer than Comparison questions. The presence of headers led to more selective reading strategies but did not significantly speed up the search. Strong individual differences were observed in children’s scanning strategies: Some systematically fixated headers, whereas others did not. These differences were not significantly related to the participants’ decoding or comprehension skills but rather to their knowledge of reading strategies.  相似文献