Learning to spell a regularly spelled language is not a trivial task – patterns of errors in Kiswahili     

Alcock  Katherine J.  Ngorosho  Damaris 《Reading and writing》2003,16(7):635-666

Various theories of spelling development are discussed, includingtheir relevance to regularly spelled languages. For those languagesstudied so far, models including the incorporation of a wide variety oflinguistic knowledge seem most fruitful. Data from studies of reading,however, suggest that when the language is regularly spelled children donot make many errors after the initial stages. Data are presented fromspelling errors in children learning to spell Kiswahili, a regularlyspelled, non-European language. Patterns of errors and even specificphonemes and graphemes that are problematic are shown to resembleclosely the patterns found in English and other European languages. Itis concluded that, as in other languages, children are integrating manydifferent types of linguistic knowledge in their attempt to spell wordscorrectly; dialect, orthography, and grammatical knowledge are allimportant. Unlike reading such a language, spelling a regularly spelledlanguage is a cognitively challenging task.  相似文献   

Art as mode and medium: a pedagogical approach to teaching and learning about self-reflexivity and artistic expression in qualitative research†     

Elizabeth Bogumil  Patricia Lara  Aleksey Reshetnikov 《International Journal of Research & Method in Education》2017,40(4):360-378

This article highlights the ways in which arts-based approaches to research can be used in teaching and learning about the qualitative research process. Specifically, in our qualitative research class graduate students used the arts as a form of reflexivity to highlight various aspects of their research process, including their positionality, their values, any ethical issues that arose during the research process, and the various methodological steps taken. This collaborative article features the voices of the instructor and three graduate students, who used the mediums of visual art, a blog and a digital diary approach to represent their reflexivity. From the voice of the instructor, we share her rationale for using arts-based approaches in the classroom, her detailed assignment, and the ways in which we can incorporate the arts in teaching about qualitative research. In the form of case examples, three graduate students illustrate their unique qualitative research studies, describing their approach and how they incorporated various artistic mediums as a form of reflexivity within their research. Concluding thoughts will discuss the strengths, limitations and possibilities of using arts-based approaches to teaching and learning about qualitative research.  相似文献   

Humanising Writing centre Practice: Peer tutor Reflections at a University of Technology     

Nereshnee Govender  Andrea Alcock 《Africa Education Review》2020,17(1):18-34

Abstract

Traditionally, universities of technology (UoTs) have focussed on education to prepare students for the workplace. The Durban University of Technology (DUT) is currently undergoing a pedagogical transformation with the inclusion of a general education curriculum that aims to prepare students for an increasingly complex globalised work environment. This critical paradigm shift in curriculum design foregrounds new ways of teaching, thinking and learning based broadly on humanistic principles. Writing centres in universities are positioned to sustain a teaching and learning environment in which students grow as critical citizens. This article reports on research that explored – through the thematic analysis of tutor reflections – how a humanising pedagogy underpins a responsive writing centre practice within the changing South African context. Thematic analysis of the tutors’ reflections revealed their self-awareness of the significance of communities of practice in their work. These communities of practice could be seen to cultivate a humanising pedagogy within writing centre work, which might contribute to the aesthetic, socio-political and cultural environments in which students live and work.  相似文献   

Convergence of sequences and series: Interactions between visual reasoning and the learner's beliefs about their own role   总被引：1，自引：4，他引：1  

Lara Alcock  Adrian Simpson 《Educational Studies in Mathematics》2004,57(1):1-32

This paper examines part of a set of students who were followed during their first-term, first-year studies in formal definition-based real analysis at a British university. It explores the approaches to problems about convergence of sequences and series made by students who have a tendency to include visual imagery in their reasoning. We explore links between the students' mathematical behavior in solving these problems and their perception of their roles as learners. We develop a theory in which the tendency to visualize, coupled with the students' view of their role, can be used to account for their mathematical behavior. This revised version was published online in July 2006 with corrections to the Cover Date.  相似文献   

From censure to reinforcement: developmental changes in the association between aggression and social status   总被引：14，自引：0，他引：14  

Cillessen AH  Mayeux L 《Child development》2004,75(1):147-163

Developmental changes were examined in the associations among physical and relational aggression, and sociometric and perceived popularity based on peer nominations. Participating in the longitudinal study were 905 children (440 girls, 465 boys) from ages 10 to 14. Associations between the forms of status and between the forms of aggression decreased over time. Relational aggression increasingly predicted high social prominence but low social preference; physical aggression was increasingly less disliked but decreasingly predictive of prominence. The effect of relational aggression on perceived popularity was strong for girls. Perceived popularity preceded physical and relational aggression for both genders. Implications for the attainment of high status, processes of peer influence on antisocial behavior, and gender differences in the meaning of status are discussed.  相似文献   

Missing friendships: understanding the absent relationships of local and international students at an Australian university     

Lara McKenzie  Loretta Baldassar 《Higher Education》2017,74(4):701-715

In recent years, research on higher education has increasingly examined the realities of internationalisation, with a particular focus on international students’ experiences and internationalisation at home programs. These studies have explored the friendships of international students, including their relationships with both locals and internationals from other countries. However, local students’ perspectives and experiences of friendship are largely absent from this literature. The few accounts examining local students’ lives explicitly focus on improving their cross-cultural knowledge and engagement, or on rare cases of local–international student friendships. The overriding assumption in this literature is that the understandings and social practises of local students are major barriers to their relationships with internationals. This paper addresses this gap by exploring local students’ perspectives on the absence of friendships with their international peers. We utilise findings from a research project on internationalisation at home, involving interviews and focus groups with local and international students and staff at an Australian university. Focusing on locals’ discussions of potential friendships with internationals, we propose that these missing friendships are an important area of study. We find that these friendships are missing for several interrelated reasons: local–international friendships are considered unnecessary and are therefore unimagined by locals, who tend to assume that similarity and affinity naturally lead to friendships, and the structures and spaces that might facilitate friendships are absent. Ultimately, uncovering why these friendships are missing sheds fuller light on how relationships might be facilitated, potentially informing and improving universities’ internationalisation initiatives.  相似文献   

The effect of an instructional intervention on middle school english learners' science and english reading achievement     

Rafael Lara‐Alecio  Fuhui Tong  Beverly J. Irby  Cindy Guerrero  Maggie Huerta  Yinan Fan 《科学教学研究杂志》2012,49(8):987-1011

This study examined the effect of a quasi‐experimental project on fifth grade English learners' achievement in state‐mandated standards‐based science and English reading assessment. A total of 166 treatment students and 80 comparison students from four randomized intermediate schools participated in the current project. The intervention consisted of on‐going professional development and specific instructional science lessons with inquiry‐based learning, direct and explicit vocabulary instruction, integration of reading and writing, and enrichment components including integration of technology, take‐home science activities, and university scientists mentoring. Results suggested a significant and positive intervention effect in favor of the treatment students as reflected in higher performance in district‐wide curriculum‐based tests of science and reading and standardized tests of oral reading fluency. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 987–1011, 2012  相似文献   

Maternal psychological distress during pregnancy in relation to child development at age two   总被引：1，自引：0，他引：1  

DiPietro JA  Novak MF  Costigan KA  Atella LD  Reusing SP 《Child development》2006,77(3):573-587

Concern exists that a constellation of negative maternal emotions during pregnancy generates persistent negative consequences for child development. Maternal reports of anxiety, pregnancy-specific and nonspecific stress, and depressive symptoms were collected during mid-pregnancy and at 6 weeks and 24 months after birth in a sample of healthy women with low risk pregnancies. Developmental assessment and cardiac vagal tone monitoring were administered to 94 children at age 2. Higher levels of prenatal anxiety, nonspecific stress, and depressive symptoms were associated with more advanced motor development in children after postnatal control for each psychological measure; anxiety and depression were also significantly and positively associated with mental development. Mild to moderate levels of psychological distress may enhance fetal maturation in healthy populations.  相似文献   

Co-streaming classes: a follow-up study in improving the user experience to better reach users     

Hayes BE  Handler LJ  Main LR 《Medical reference services quarterly》2011,30(4):349-356

Co-streaming classes have enabled library staff to extend open classes to distance education students and other users. Student evaluations showed that the model could be improved. Two areas required attention: audio problems experienced by online participants and staff teaching methods. Staff tested equipment and adjusted software configuration to improve user experience. Staff training increased familiarity with specialized teaching techniques and troubleshooting procedures. Technology testing and staff training were completed, and best practices were developed and applied. Class evaluations indicate improvements in classroom experience. Future plans include expanding co-streaming to more classes and on-going data collection, evaluation, and improvement of classes.  相似文献   

Challenging Entertainment: Enjoyment,Transportation, and Need for Cognition in Relation to Fictional Films Viewed Online     

Alice Hall  Lara Zwarun 《Mass Communication and Society》2013,16(3):384-406

This study used brief, fantastical fiction films viewed on a computer to extend research into the multiple dimensions of audiences' responses to entertainment media. One hundred sixty participants viewed one of two films and completed measures of transportation into the film, perceptions of the film as fun and meaningful, and need for cognition. Transportation was associated with both fun and meaningfulness perceptions, which were correlated with each other. Need for cognition predicted meaningfulness directly and indirectly through transportation. This trait was associated with fun only indirectly, via transportation.  相似文献