Trends in medical librarianship,a seminar at the British Library Research and Development Department, 6 June 1991, London     

Ros Cotton 《Health information and libraries journal》1991,8(4):223-225

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Writing intervention with elementary students struggling with writing: examining approach profiles to the teacher feedback on writing quality and motivational variables     

Högemann  Julia  Cunha  Jennifer  Núñez  José Carlos  Vallejo  Guillermo  Rodríguez  Celestino  Rosário  Pedro 《Reading and writing》2021,34(7):1681-1710

Reading and Writing - Many young students experience difficulties mastering writing, and are designated as students struggling with writing. Teacher feedback on writing is an educational tool...  相似文献   

Gender differences in reading performance on documents across countries     

Rosén  Monica 《Reading and writing》2001,14(1-2):1-38

Females are known to excel over males in most reading tasks, but notconsistently so in tasks that require processing information from maps,tables, charts and diagrams, so called `Documents'. The IEA ReadingLiteracy data provides possibilities to investigate gender differencesacross countries in such tasks in two age groups, 9-year-olds and14-year-olds. The general question about cultural influences vs. aninvariant pattern of gender differences is of great interest for genderresearch, and central in this study. The aim of the paper is to describeand analyze gender differences on Document tasks, and investigate if andhow the pattern of differences varies over countries. Another aim is todemonstrate the power of using a multivariate analysis technique bycontrasting it against traditional univariate approaches. The univariateanalysis indicates female advantage as the most common in the youngergroup and a mixed pattern in the older. The multivariate analysisindicate that Document tasks are not unidimensional, because bothgeneral and specific dimensions can be extracted from the raw scores.The traditional univariate analysis often disguised true patterns ofdifferences in the data, both in terms of country differences and interms of the direction of the gender differences. Raw score differencesbetween the genders proved to be due to differences in both general andpassage specific dimensions. Ten of the countries showed genderdifferences in both directions in the general dimension among9-year-olds, while an almost consistent pattern of female advantage wasfound among 14-years-olds. Many of the specific passage dimensionsturned out to favor either males or females. This complex pattern variedover both age groups and across countries, although commonalities in thepattern among subgroups of countries were common.  相似文献   

Changes in involvement in homework throughout compulsory secondary education / Cambios en la implicación en los deberes escolares a lo largo de la Educación Secundaria Obligatoria     

Bibiana Regueiro  José C. Núñez  Pedro Rosário  Susana Rodríguez  Natalia Suárez 《Cultura y Educación》2017,29(2):254-278

This paper analyses the changes found in students’ involvement in homework throughout the four grade levels of compulsory secondary education in Spain (ages 12–15). It also analyses the relationship between the changes in students’ involvement in homework throughout schooling and motivational and emotional variables related to homework. Findings indicated that: (a) the amount of homework completed and homework time management diminished slightly throughout the grade levels researched; however, this result is clearer in terms of the amount of homework completed; (b) prior academic achievement is significantly related to the variables associated with students’ involvement in homework; (c) the motivational and affective variables researched explained statistically significant variance related to two of the three dependent variables associated with involvement in homework; and (d) the association between the motivational and affective variables and involvement in homework is lower.  相似文献   

Progress and performance in National Literacy Strategy classrooms     

Ros Fisher  Maureen Lewis  Bernie Davis 《Journal of Research in Reading》2000,23(3):256-266

This paper presents evidence from an ESRC funded research study into the implementation of the Literacy Hour in small rural schools in England. It supports evidence from national UK data that progress in literacy was made during the first year in which the Literacy Hour was operative. However, evidence from this small‐scale study shows progress being different in each class. Evidence is also presented to show that reading scores provide only a partial picture and that progress in writing may be evident in different classes. It is argued that following the Literacy Hour is not enough but that how teachers teach and the tasks they set during this classroom time have implications for the kind of progress made.  相似文献   

‘Everything was black and white … ’: primary school pupils’ naive reasoning while situating historical phenomena in time     

Marjan de Groot-Reuvekamp  Anje Ros  Carla van Boxtel 《Education 3-13》2019,47(1):18-33

This study focuses on problems in pupils’ reasoning when they situate historical phenomena in time. The context is the Dutch curriculum with 10 eras and characteristic features, which was implemented to support pupils in orientating themselves in time. Twenty-two pupils aged 6–12 conducted assignments in which they had to place historical phenomena in time. Next to problems that were described in previous studies, problems were identified that related to the names and icons of the 10 eras, which sometimes helped, but also hindered pupils in their reasoning. Awareness of these problems is helpful for teachers, teacher trainers and educational policymakers.  相似文献   

Teacher‐child interaction in the teaching of reading: a review of research perspectives over twenty‐five years     

Ros Fisher 《Journal of Research in Reading》2005,28(1):15-27

Taking as a starting point a paper published in 1981, this paper considers the importance of interaction between teacher and pupil in learning to read. Twenty‐five years ago, the study of classroom language was relatively new. Research perspectives have moved from describing the process of interaction between teacher and child to considering the outcomes. At the same time a greater awareness of the sociocultural nature of language and classrooms has developed. An enduring theme in research from a variety of perspectives has been the call for more extended opportunities for exchanges about texts and more reciprocity in teacher‐child dialogue. Studies of classroom practice, however, evidence persistence in the use of triadic dialogue in which the teacher controls the interaction and effectively closes down discussion. Despite initiatives calling for high‐quality interaction, it is argued here that there is still no agreement about what high‐quality interaction should look like.  相似文献   

Local and global – conflicting perspectives? The place of overseas practicum in preservice teacher education     

Kenneth Cruickshank  Ros Westbrook 《Asia-Pacific Journal of Teacher Education》2013,41(1):55-68

International practicum is disappearing from teacher education programs with the increasing pressures for ‘local experience’. International practicum is seen as too different from local contexts to develop preservice teachers to meet professional standards. This study explores the teaching development of a group of 24 preservice teachers from a regional university on a placement in Beijing and examines the ways they make explicit connections between their learning on overseas practicum and their teaching in Australia. The findings indicate that it is precisely the difference in teaching contexts that enables professional development in key areas of professional standards. The study challenges perceptions of overseas practicum as ‘cultural tourism’ and also the presumption of conflict between preparing teachers for both global and local contexts.  相似文献   

Building a Program that Cultivates Library Leaders from Within the Organization     

Damon Camille  R. Niccole Westbrook 《The Journal of Academic Librarianship》2013

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Access and use of technologies in the home in the UK: implications for the curriculum     

Molly Warrington  Michael Younger  Ros McLellan 《Curriculum Journal》2013,24(2):139-156

There is increasing acknowledgement that differences exist in the levels of achievement of boys and girls in English primary schools, as evidenced by performances in National Curriculum tests at Key Stages 1 and 2. This article briefly examines the nature of these differences, both nationally and specifically within the context of a pilot study of four schools in different socio-economic contexts. Some of the underlying factors behind these differential achievements are considered, particularly within the context of literacy issues and of boys' constructions of masculinity. An analysis of the approaches towards creating a context for achievement of both girls and boys in these four schools is then offered, with a focus on pedagogic, organizational and socio-cultural strategies. It is suggested that, while intervention strategies which have the potential to raise the achievement levels of boys (and girls) are being successfully developed in each pilot school, there is as yet only limited evidence to suggest how and why these interventions are most effective, and indeed, how these interventions might be successfully adapted and transferred to other school contexts.  相似文献