Parental or policy maker misunderstandings? Contextual dilemmas of pre-schooling for poverty reduction in Malawi     

Foster Kholowa  Pauline Rose 《International Journal of Educational Development》2007

With the move towards achieving universal primary education, focus is increasingly shifting towards early childhood development. Within this, debates are apparent between those who view education at this stage holistically, with concern that it should not be directly linked with primary schooling, and those who view it more explicitly as contributing towards achieving universal primary completion by ensuring that children will be appropriately prepared for studying at this level. Moreover, it is apparent that views of different stakeholders vary. Evidence from Malawi indicates that national policies are closely linked with the international agenda, with a focus on holistic approaches. However, parents view pre-schooling in a narrower way, as an important step towards preparing their children for studying successfully at the primary level. Rather than considering this as parental ‘misunderstanding’, we argue that this perspective shows a greater awareness of local realities and is, therefore, more likely to support an escape from poverty.  相似文献   

Book Reviews     

Maree Dinan Tompson  Val Klenowsi  Pauline Taylor  Hilary Whitehouse 《The Australian Educational Researcher》2008,35(2):139-151

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Essay-writing: do study manuals give relevant advice?     

Pauline A. Mahalski 《Higher Education》1992,24(1):113-132

Twenty-eight geography students were questioned about how they had prepared an essay about Africa and their answers were related to their essay marks. Each essay was marked by one of 9 postgraduate tutors and the researcher. Aspects of the students' essays, such as length and number of main points, were analysed and related to the students' marks. Tutors said that, in order to qualify for a high grade, students should have: answered the question, made a readable presentation, a logical presentation, and showed evidence of wide reading. These criteria were positively correlated with the students' marks and consistent with the comments which the tutors wrote on the students' essays. In this study, the students attained higher marks if they: included more main topics in their essays, had a readable writing style, produced more drafts for their essays, and cited more references. The results are discussed in relationship to advice about essay-writing in study manuals and other ways of helping students to improve their essay-writing.  相似文献   

Early life stress and behavior problems in early childhood: Investigating the contributions of child temperament and executive functions to resilience     

Donna A. de Maat  Isabel K. Schuurmans  Joran Jongerling  Stephen A. Metcalf  Nicole Lucassen  Ingmar H. A. Franken  Peter Prinzie  Pauline W. Jansen 《Child development》2022,93(1):e1-e16

This preregistered study examined whether child temperament and executive functions moderated the longitudinal association between early life stress (ELS) and behavior problems. In a Dutch population-based cohort (n = 2803), parents reported on multiple stressors (age 0–6 years), child temperament (age 5), and executive functions (age 4), and teachers rated child internalizing and externalizing problems (age 7). Results showed that greater ELS was related to higher levels of internalizing and externalizing problems, with betas reflecting small effects. Lower surgency buffered the positive association of ELS with externalizing problems, while better shifting capacities weakened the positive association between ELS and internalizing problems. Other child characteristics did not act as moderators. Findings underscore the importance of examining multiple protective factors simultaneously.  相似文献   

Leading change as a professional: working across boundaries     

Pauline Joyce  Paula Kinnarney 《Action Learning: Research and Practice》2014,11(2):167-178

This paper outlines an initiative, namely a leadership symposium, which developed from a chance meeting of like-minded academics, who were trying to achieve similar outcomes with their student groups; namely, to include the scholarly activity of disseminating graduates’ action-oriented projects. One group of graduates comprised a mix of healthcare professionals, the other group comprised teachers. Both were leading change projects across their professions. One group was guided by action research and the other by action learning. This paper outlines the graduates' experiences of their challenges, opportunities and learning from leading these change initiatives. Arising from the symposium exchanges, the authors focus on the unique opportunity of the event as a distinctive space for exchange of learning across professions. Findings from qualitative data collected for the symposium are supported by situated learning and existing literature.  相似文献   

Curriculum Design Strategies in Emergent Literacy: The Role of Developmentally Appropriate Literature Selections   总被引：1，自引：0，他引：1  

Pauline Davey Zeece 《Early Childhood Education Journal》2010,37(5):345-350

Literature-rich interactions provide strategies that help emergent readers to develop knowledge about print, including the production and recognition of letters, and generate familiarity with the basic purposes and mechanisms of reading. Yet teacher understanding of these multiple dimensions of emergent literacy does not ensure that a child will break the code and learn to read. Effective teachers, administrators, and curriculum specialists integrate a variety of information to formulate design principles and develop and implement developmentally appropriate curriculum and concomitant teaching strategies. Gunn and colleagues in the National Center to Improve the Tools of Education Report (1995) suggest this may include conspicuous strategies, scaffolding, strategic integration, primed background knowledge, and thoughtful review. The relationship among these four curriculum design strategies and developmentally appropriate literature selections are discussed. Twelve current children’s books are suggested for consideration when implementing various curriculum strategies with emergent literacy learners.  相似文献