The Early Literacy Support Programme (ELS) and the blend and clash of national educational policy ideologies in England     

Janet Soler Corresponding author  Alice Paige‐Smith 《Early Years: An International Journal of Research and Development》2005,25(1):43-54

In this article we consider the development of key policy issues in England, related to the area of literacy learning and children who are considered to have difficulties in literacy in their early years. We trace the tensions which have arisen since the 1980s between different policies and practices in these areas. These tensions include pressures to raise standards of literacy and to support children with difficulties, and the establishment of a prescribed curriculum for young children. In particular, we focus on the blend and clash of national educational policy ideals in areas related to literacy and children who have been categorised as having ‘special educational needs’, and how these have influenced the development of the Early Literacy Support Programme (ELS) (DfES, 2001 Department for Education and Skills 2001a Early Literacy Support Programme, materials to support teachers working in partnership with teaching assistants London DfES  [Google Scholar]a; 2001 Department for Education and Skills 2001b Early Literacy Support Programme, session materials for teaching assistants London DfES  [Google Scholar]b). This is a programme set up by the Department for Education and Science in England for children in Year 1, aged 5 to 6 years old.  相似文献   

Pathways to Undergraduate Research Experiences: a Multi-Institutional Study     

Duhita Mahatmya  Janet Morrison  Rebecca M. Jones  Pamela W. Garner  Shannon N. Davis  Jill Manske  Nancy Berner  Ann Johnson  Jayna Ditty 《Innovative Higher Education》2017,42(5-6):491-504

The positive impact of undergraduate research experiences on students’ post-secondary success is well-documented. However, these conclusions are drawn from undergraduate students who already participate; very little research has explored the pathways by which students enter these experiences. Using data from a multi-institutional survey, we examined students’ reasons for participating and differences across institutions and demographic groups. Overall, students cited social and experiential reasons as key motivators for participation and a perceived lack of research readiness as a key barrier. Differences were also found across academic year. Implications from this study address issues of access, preparation, and institutional policies around undergraduate research.  相似文献   

The effects of explicit timing on middle‐school students’ writing production across 5‐ and 15‐min sessions     

Peter L. Ignacio  Merilee McCurdy  Jada White  Madeline B. Auge  Christopher H. Skinner  Janet Schwartz‐Micheaux 《Psychology in the schools》2019,56(9):1482-1492

Enhancing rates of accurate, active, academic responding can enhance learning. Both temporal manipulations (i.e., reducing time to work on assignments) and providing multiple distributed temporal cues (MDTC), sometimes referred to as explicit timing, have been shown to enhance rates of accurate mathematics responding. The current study was designed to evaluate the effects of session length (i.e., 5 vs. 15 min to write) and temporal cues (i.e., a single initial temporal cue vs. MDTC) on seventh‐ and eighth‐grade students writing assignment rates and writing accuracy. Results showed that the 5 min writing sessions did result in significantly greater rates of accurate responding than the 15 min sessions; however, explicit timing did not significantly alter writing rates or accuracy. These findings suggest that educators can enhance rates of accurate writing by reducing writing session lengths. Discussion focuses on applied implications of providing briefer writing sessions and future research investigating the interaction between multiple temporal cues and assignments.  相似文献   

Self-Reflection and the Cognitive Control of Behavior: Implications for Learning     

Stuart Marcovitch  Sophie Jacques  Janet J. Boseovski  Philip David Zelazo 《Mind, Brain, and Education》2008,2(3):136-141

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Young learners: mapping the beliefs and practices of preschool teachers in relation to early literacy development     

Robert Brown  Janet Scull  Andrea Nolan  Bridie Raban  Jan Deans 《The Australian Educational Researcher》2012,39(3):313-331

This paper introduces the Young Learners?? Project, which is a large scale longitudinal study that aims to identify a number of factors associated with positive outcomes in literacy in the first year of school: the role of the preschool teacher, home life and child characteristics. In particular, it presents the design of one sub-study within the larger project that is focusing on the beliefs, theoretical constructs and literacy practices of 25 preschool teachers. The paper deliberates the methodological choices of a group of researchers who set out to represent in diverse ways, and for diverse purposes, the layered meanings inherent in preschool teachers?? beliefs and practices in relation to early literacy development. In particular, through reference to illustrative extracts of a single case analysis, the paper explores the possibilities and complexities of adopting mixed methods and in doing so, responds to a call for researchers to make explicit the purposes and challenges of case study methodologies.  相似文献   

Academic advising—a focus on learning     

Eric White  Janet Schulenberg 《About Campus》2012,16(6):11-17

Eric White and Janet Schulenberg make the case that academic advisors have a particularly significant role to play in helping students reach higher‐learning outcomes.  相似文献   

Evernote and Microsoft OneNote     

Janet A. Crum 《Journal of the Medical Library Association》2014,102(4):306-308

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Evaluating and Approaching a Strange Animal: Children's Trust in Informant Testimony     

Janet J. Boseovski  Sabrina L. Thurman 《Child development》2014,85(2):824-834

This study examined 3‐ to 7‐year‐old children's reliance on informant testimony to learn about a novel animal. Sixty participants were given positive or negative information about an Australian marsupial from an informant described as a maternal figure or a zookeeper. Children were asked which informant was correct and were invited to touch the animal, which was a stuffed toy hidden in a crate. Overall, younger children endorsed the zookeeper's testimony about the animal, but touched the animal more readily when the maternal figure provided positive information. Older children endorsed the informant who provided positive information, but showed some sensitivity to zookeeper expertise. Age differences were obtained in the association between participant characteristics and informant selection and animal approach behavior.  相似文献   

Nurturing Creativity in Education     

Paul Collard  Janet Looney 《European Journal of Education》2014,49(3):348-364

Across continents, creativity is a priority for education and is central to the discourse on 21^st century learning. In this article, we explore how a greater focus on ‘everyday creativity’ in schools changes the dynamics of teaching and learning. We look briefly at the main concepts in the literature on creativity in education. We then focus on examples from the Centre for Creative Education's creative partnerships, which bring together educators, learners and creative professionals. This is followed by a discussion on how teachers assess learners’ creative dispositions, as well as the quality of creative processes and products. We conclude with recommendations for school-level strategies and policy and research to support learner and teacher creativity.  相似文献   

Characterizing the sexual abuse experiences of young adolescents     

Sonya Negriff  Janet U. Schneiderman  Caitlin Smith  Justine K. Schreyer  Penelope K. Trickett 《Child abuse & neglect》2014

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