What happened to literacy? Historical and conceptual perspectives on literacy in UNESCO     

Daniel A. Wagner 《International Journal of Educational Development》2011

For more than six decades, UNESCO has dedicated itself to be the international agency leader in literacy, even though other aspects of educational development have received greater attention and resources by the broader international community. Resources for UNESCO's literacy work have not increased, and its programmatic activities have been increasingly debated when seen in relationship to the scope of literacy challenges across the globe. Moving forward in a time of restricted budgets will require UNESCO to strengthen itself as a professional innovator and thought leader.  相似文献   

Engaging students in learning: a review of a conceptual organiser   总被引：1，自引：1，他引：0  

Linda Leach  Nick Zepke 《高等教育研究与发展》2011,30(2):193-204

Student engagement in learning is a complex process influenced by many factors. This article introduces a conceptual organiser developed from a review of the literature. It captures four key perspectives – motivation and agency, transactional engagement, institutional support and active citizenship – and suggested indicators for each perspective. Data from a project researching student engagement with first‐time enrolled students in Aotearoa New Zealand is then used to review the conceptual organiser. Findings show that the four perspectives were all evident, though some indicators were more clearly supported than others. As a result of the evaluation, changes were made to the organiser. We argue that it has value as a way for teachers and institutions to inform and evaluate their efforts to engage students in learning.  相似文献   

Modeling the development of written language     

Wagner RK  Puranik CS  Foorman B  Foster E  Wilson LG  Tschinkel E  Kantor PT 《Reading and writing》2011,24(2):203-220

Alternative models of the structure of individual and developmental differences of written composition and handwriting fluency were tested using confirmatory factor analysis of writing samples provided by first- and fourth-grade students. For both groups, a five-factor model provided the best fit to the data. Four of the factors represented aspects of written composition: macro-organization (use of top sentence and number and ordering of ideas), productivity (number and diversity of words used), complexity (mean length of T-unit and syntactic density), and spelling and punctuation. The fifth factor represented handwriting fluency. Handwriting fluency was correlated with written composition factors at both grades. The magnitude of developmental differences between first grade and fourth grade expressed as effect sizes varied for variables representing the five constructs: large effect sizes were found for productivity and handwriting fluency variables; moderate effect sizes were found for complexity and macro-organization variables; and minimal effect sizes were found for spelling and punctuation variables.  相似文献   

Engaging Students in Science Courses: Lessons of Change from the Arctic     

Lawrence K. Duffy  Anna Godduhn  Cindy E. Fabbri  Mary van Muelken  Linda Nicholas-Figueroa  Catherine Hurt Middlecamp 《Interchange》2011,42(2):105-136

Where you live should have something to do with what you teach. In the Arctic, the idea of place-based education – teaching and sharing knowledge that is needed to live well – is central to the UARCTIC consortium and the 4^th International Polar Year educational reform effort. A place-based issue oriented context can engage students in chemistry concepts when it intersects with their experience and lives. This article examines the rationale and means of integrating local concerns such as world view, culture, traditional knowledge, and policy into both general and specialized chemistry courses. More broadly, capacious placebased issues should be widely adapted by all curriculum reform efforts to demonstrate the connectivity between science and societal understanding of technological options. A case in point is the inclusion of indigenous perspectives in a non-majors general chemistry course when the concepts of scientific method, ice and water resources, genetic engineering, and so forth are discussed. In a specialized course on radioactivity in the north, topics connected nuclear chemistry and radioactivity to people and energy. The local landscape should be central to science courses and involve issues relevant to stewardship, a component of the indigenous world view. The historical issues can be connected to current nuclear energy and uranium mining as they relate to the risks and benefits for the local community. This article will make the case that curriculum reform that focuses on real-world topics will not only engage students so that they perform well in class but also spark their interest so that they continue learning after the course is over.  相似文献   

Celebrating the Practice of Distance Learning     

Anthony A. Piña  Linda L. Campion 《TechTrends》2017,61(5):408-409

  相似文献   

Attention to Faces Expressing Negative Emotion at 7 Months Predicts Attachment Security at 14 Months          下载免费PDF全文

Mikko J. Peltola  Linda Forssman  Kaija Puura  Marinus H. van IJzendoorn  Jukka M. Leppänen 《Child development》2015,86(5):1321-1332

To investigate potential infant‐related antecedents characterizing later attachment security, this study tested whether attention to facial expressions, assessed with an eye‐tracking paradigm at 7 months of age (N = 73), predicted infant–mother attachment in the Strange Situation Procedure at 14 months. Attention to fearful faces at 7 months predicted attachment security, with a smaller attentional bias to fearful expressions associated with insecure attachment. Attachment disorganization in particular was linked to an absence of the age‐typical attentional bias to fear. These data provide the first evidence linking infants' attentional bias to negative facial expressions with attachment formation and suggest reduced sensitivity to facial expressions of negative emotion as a testable trait that could link attachment disorganization with later behavioral outcomes.  相似文献   

Three Assessment Tenors Look Back and to the Future          下载免费PDF全文

Trudy W. Banta  Linda Suskie  Barbara E. Walvoord 《Assessment Update》2015,27(1):3-15

  相似文献   

Paraphrasing and prediction with self-explanation as generative strategies for learning science principles in a simulation     

Jennifer R. Morrison  Linda Bol  Steven M. Ross  Ginger S. Watson 《Educational technology research and development : ETR & D》2015,63(6):861-882

  相似文献   

College Men and Masculinity: Implications for Diversity Education     

Rachel Wagner 《Equity & Excellence in Education》2015,48(3):473-488

The balance of empirical research on college men is a portrait of their maladaptive and antisocial attitudes and behaviors. Studies have demonstrated the correlation between college men's problematic behavior and adherence to gender role traditionalism. Educators have few composites of men's prosocial behavior nor the masculine ideology that accompanies it.

This article is based, in part, on a study where I explored college men's prosocial behaviors through their engagement in an educationally purposeful activity that has been operationally defined in the literature: diversity education (DE). DE was defined as opportunities to engage meaningfully with diversity through coursework or purposeful cross-culture interactions in pursuit of educational outcomes.

Using a basic interpretive qualitative methodology, I addressed the following research question: How do college men who have been engaged in diversity education understand and perform masculinity? Themes derived using the constant comparative method included (a) the persistence of hegemonic masculine ideology and (b) experiences of gender socialization. Findings confirmed other studies that demonstrated the influence of hegemonic masculine ideology on college men (Davis, 2002; Edwards, 2007; Harris, 2006). This study adds to the literature by ascertaining how hegemonic masculine ideology may permeate the diversity classroom or workshop, creating dynamics that social justice educators must consider when designing effective learning environments.  相似文献   

Rapid automatized naming,word-level reading,and oral reading fluency in first-grade Korean readers at risk for reading difficulties     

Dongil?Kim  Yujeong?ParkEmail author  Linda?J.?Lombardino 《Asia Pacific Education Review》2015,16(3):447-459

This study was designed to investigate potential reading differences between low-achieving and typically achieving first-grade Korean-speaking children by (1) comparing their speed of lexical access on alphanumeric and non-alphanumeric tests of rapid automatized naming and (2) comparing relationships between the two groups’ performance on alphanumeric and non-alphanumeric tasks with their performance on component measures of reading. Twenty-seven low-achieving readers and 34 typically achieving readers participated in this study. The low-achieving readers performed significantly more slowly than their typically achieving reading peers on the four measures of rapid naming. The response rates for both alphanumeric naming tasks (digits and letters) showed strong negative correlations with oral reading fluency, while their response rates for the non-alphanumeric naming tasks (Color and Object naming) showed relatively weak relationships with reading measures for both groups. In regression equations, Letter naming tasks were uniquely associated with both word recognition and oral reading fluency. The utility of using alphanumeric naming tasks as indicators for identifying Korean Hangul readers who are at risk for reading disabilities is discussed.  相似文献