The effects of rime‐ and phoneme‐based teaching delivered by Learning Support Assistants     

Robert Savage  Sue Carless  Morag Stuart 《Journal of Research in Reading》2003,26(3):211-233

This paper evaluates three word‐level teaching programmes delivered by trained Learning Support Assistants (LSAs) for Year 1 children ‘at risk’ of reading difficulties. Rime‐based, phoneme‐based, and ‘mixed’ (rime and phoneme‐based) interventions were contrasted with controls receiving only the National Literacy Strategy. Phonological onset‐rime and phoneme manipulation, spelling, and word and non‐word reading were measured before and after the nine‐week intervention. High rime neighbourhood (HRn) non‐words (e.g. ‘dat’– with many real word rime neighbours) and low rime neighbourhood (LRn) non‐words (e.g. ‘tav’ with few real word neighbours) were used to evaluate onset‐rime‐ or grapheme‐phoneme‐based decoding strategies. Results showed greater phonological onset‐rime skills, letter‐sound knowledge and non‐word reading skills in all LSA‐taught intervention groups. There was no difference between the HRn and LRn non‐words. The only reliable difference between the intervention groups was an advantage in phoneme blending for the rime‐taught group. It was concluded that LSAs can enhance literacy development for 6‐year‐old poor readers. There appears to be no simple association between rime‐ or phoneme‐based teaching intervention and changes in the size of unit used by children following interventions.  相似文献   

Defeated Masculinity: Post-Traumatic Cinema in the Aftermath of the Vietnam War     

Raya Morag 《The Communication Review》2013,16(3):189-219

After a latency period, the American cinema is processing the trauma of defeat in the Vietnam War. In these films, defeat is repressed but the defeated male is present. Central to the texts is a profound loss of self, incoherence at the gendered core of masculine identity, the failure to conform to the heteronormative mythical model, loss of traditional affiliations (representability of the social order, fatherhood, brotherhood), tortured body, and shattering of sexuality. All three models of post-traumatic masculinity subvert the identification between masculinity, patriarchy, and nationalism.  相似文献   

Assessing Learning in the Outdoors with the Field Trip in Natural Environments (FiNE) Framework     

Orly Morag 《International Journal of Science Education》2013,35(5):745-777

The development and application of a framework that captures main characteristics of learning in nature—the Field Trip in Natural Environments (FiNE) framework—is the main outcome of this study that followed up 22 daily field trips of 4–6th grade students to nature parks. The theoretical and practical framework, which was developed based on the research literature and the data collected, allows systematic analysis of various phases of the field trip: preparation, pedagogy, activity and outcomes. The FiNE framework incorporates multiple views of the researchers and participants and examines the pedagogy employed and the outcomes as reported by the participating students. The employment of the framework indicates limited preparation and the use of traditional pedagogies and highlights the importance of social interactions and physical and learning activity. The FiNE framework provides researchers with a plausible scheme to assess various components of field trips to nature and to elucidate possible outcomes of such experiences.  相似文献   

From Teaching Physics to Teaching Children: Beginning teachers learning from pupils     

Morag Findlay  Tom G.K. Bryce 《International Journal of Science Education》2013,35(17):2727-2750

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The concept of coherency in teaching: forging an idea from professional literature – a case analysis and a discussion with experts     

Ella Shoval  Orly Kayam 《International journal of qualitative studies in education》2013,26(4):397-417

The purpose of this paper is to increase our understanding of the concept ‘coherency in teaching’ as part of the search for a good teacher. The research was conducted in two stages. The first stage comprised class observations and interviews with a good teacher and with five of her students. The second stage comprised interviews with expert trainers of pre‐service teachers. The paper exposes the concept of coherency in teaching gradually starting with a theoretical review, continues with a practical example, and ends with an analysis of the significance of coherency in teaching. The concept of coherency in teaching shows it is not sufficient to examine the qualities that make a teacher effective and good at teaching as separate components, but the way these components are linked to each other is also important and has the function of outlining teachers’ constant search for adjustments while retaining their ability to teach.  相似文献   

Editorial The Curriculum of the Future     

Morag Styles  John Beck 《Cambridge Journal of Education》2000,30(1):5-15

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Use of apostrophes by six to nine year old children     

Morag Stuart  Jackie Masterson 《教育心理学》2004,24(3):251-261

This paper investigated six to nine year old children's ability to use contractive and possessive apostrophes, the effects of type and token frequency, and the effect of teaching on this ability. Apostrophes provide an interesting opportunity to examine the basis of frequency effects in rule inference, as type and token frequencies dissociate in apostrophes found in children's early reading materials. Teaching effects are now open to inspection as the National Literacy Strategy Framework for Teaching lays down a specific and detailed curriculum and teaching timetable. Results showed that token but not type frequency influenced children's correct use of apostrophes. There were also effects of teaching.  相似文献   

In response to ‘The importance of historical accuracy’ by Cook,Littlefair and Brooks     

Dominic Wyse  Morag Styles 《Literacy》2007,41(3):170-170

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Authentic leadership strategies in support of mentoring processes     

Orly Shapira-Lishchinsky  Tania Levy-Gazenfrantz 《School Leadership & Management》2015,35(2):183-201

The aim of the study was to determine whether teacher-mentees perceive their mentors as authentic leaders and if so, how these perceptions affected their leadership strategies. The sample included 60 Israeli teacher-mentees from different school levels and different sectors, who volunteered to participate in the study. Semi-structured interviews were conducted to explore participants' perceptions of mentoring processes that had influenced them professionally. Based on a confirmatory approach in qualitative analysis, using ATLAS.ti 5.0, we found that the influential mentors were perceived as authentic leaders who acted within four dimensions that were consistent with authentic leadership theory: self-awareness, balanced processing, relational transparency and internalised moral perspective. In addition, it was found that the influential mentors had contributed to the mentees' development of leadership strategies that included envisioning, engaging, evaluating, reflecting and monitoring. These findings may contribute to the development of preparatory programmes that can focus on development of authentic leaders among mentors, and may assist in developing middle-level leadership among their mentees. The present study indicated that mentoring characterised by authentic leadership could contribute to the broadening of leadership circles and to the construction of middle-level leadership through advancing mentees' leadership strategies within their educational spheres.  相似文献   

Assessing reading at Key Stage 2: SATs as measures of children's inferential abilities     

Wayne Tennent  Rhona Stainthorp  Morag Stuart 《British Educational Research Journal》2008,34(4):431-446

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