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This study employs the Specificity Principle to examine the relative impacts of external (input quantity at home and at school, number of books and reading frequency at home, teachers’ degree and experience, language usage, socioeconomic status) and internal factors (children’s working memory, nonverbal intelligence, learning-related social-skills, chronological age, gender) on children’s English-language development in phonological awareness (PA), receptive vocabulary (RV), and word reading (WR). Altogether, 736 four- to five-year-old Singaporean Mandarin-English speaking kindergarteners were assessed twice longitudinally. Their English-language PA, RV, and WR development was predicted using the eight external factors and five internal factors with Bayesian least absolute shrinkage and selection operators. Internal factors explained more variance than external factors in all three language domains. External factors had their largest impact on RV. 相似文献
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Skamp Keith Boyes Eddie Stanisstreet Martin Rodriguez Manuel Malandrakis George Fortner Rosanne Kilinc Ahmet Taylor Neil Choker Kiran Shweta Dua Ambusaidi Abdullah Cheong Irene Kim Mijung Yoon Hye-Gyoung 《Research in Science Education》2021,51(3):861-887
Research in Science Education - Voting for various pro-environmental governmental policies is an indirect, but potentially effective, action that citizens can take to reduce global warming (GW) and... 相似文献
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Venus Evans-Winters Jennifer Esposito 《International journal of qualitative studies in education》2013,26(9):863-876
AbstractThe article and the following discussion were prompted after the authors’ participation in a recent qualitative research conference. In the article, a Black woman and Latina scholar share their experiences and reflections as scholar researchers. As a point of entry, they discuss how even qualitative research communities can be marginalizing spaces for scholars of color. Using theoretical perspectives of feminists of color, the authors provide snapshots into their personal dialogue around issues of research, theory, and practice. By examining their own personal and professional shared stories of coming to their scholarly identities, qualitative researchers will be able to better understand how women scholars of color grapple with and embrace a multiple consciousness to navigate academia and research communities. Based on these intellectual struggles and forms of resistance, the authors put forth suggestions for qualitative research theory and practice. The article has implications for qualitative research, higher education, and feminist theory. 相似文献
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An assumption that knowledge arises from research outcomes has been expanded in recent years to include the possibility that knowledge may also be created from the process of engaging in research. Action research (AR) is particularly well suited to such knowledge development. This article offers a brief overview of knowledge in AR as well as the origins and purpose of participatory AR, and discusses selected contributions to knowledge development published in Educational Action Research. The author augments the literature with personal learning developed in a research partnership between adults and adolescents. Relational knowledge development was understood through addressing concepts of building trust, being treated like a human being and mental health promotion. Reflective knowledge was built through reflections on the meaning of participating as co‐researchers. 相似文献
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Rosanne Esposito Elisabeth Herbert Emma Sumner 《British Educational Research Journal》2023,49(1):70-92
Mastering spelling is important for children to progress in writing. The National Curriculum in England details spelling lists linked to each year group in primary education. Assessment practices also emphasise the importance of teaching spelling. However, to date, little is known about how teachers feel about teaching spelling nor the instructional methods that they use in primary schools in England. This study addresses this gap by investigating approaches to teaching spelling. An online survey was distributed to primary-based teaching staff with roles in supporting teaching and learning. The survey asked for information about the respondents’ teaching experience and school setting, and about their attitudes and approach to teaching spelling. The survey was completed in full by 158 respondents. Approaches to teaching spelling were varied and over two-thirds of the sample highlighted that their school did not have a spelling policy. The importance of explicit teaching of spelling was supported by the majority of teachers. This judgement was more frequent and rated more highly by teachers supporting younger children. Teachers largely reported devising their own spelling resources, highlighted that the curriculum spelling lists lack guidance for teaching spelling strategies and questioned their suitability for pupils of varying abilities. A range of spelling programmes and strategies were recorded. The findings provide insight into universal instructional approaches. Practical implications for teacher training and professional development are discussed. 相似文献
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Affuso Gaetana Zannone Anna Esposito Concetta Pannone Maddalena Miranda Maria Concetta De Angelis Grazia Aquilar Serena Dragone Mirella Bacchini Dario 《European Journal of Psychology of Education - EJPE》2023,38(1):1-23
European Journal of Psychology of Education - This study aimed to investigate the contribution of teacher support and parental monitoring to academic performance over three years, testing the... 相似文献
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Kerry Howells Karen Stafford Rosanne Guijt Michael Breadmore 《Teaching in Higher Education》2017,22(6):621-638
While increasing attention is being placed on the crucial importance of a positive supervisor–student relationship, few studies have investigated how to enhance this. Our paper investigates the effect of gratitude practices, proposing it brings both focus and intentionality to the student–supervisor relationship resulting in better research outcomes and, by implication, a positive impact on attrition rates. Recent research has demonstrated that increased attention to gratitude can enhance relational well-being, but only a few studies investigate the role of gratitude in the higher education context. This qualitative case study explores the impact of gratitude as an intervention, following eight Ph.D. students and their two supervisors, in the schools of physical sciences, and medicine over a six-week period of focused attention on practices of gratitude. Findings revealed that all participants noted a positive impact in the areas of communication, social and emotional well-being, as well as on the research process itself. 相似文献
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Heather C. Janisse Xiaoming Li Navaz P. Bhavnagri Cassandra Esposito Bonita Stanton 《Early education and development》2018,29(2):229-244
Research Findings: The current study examined the impact of daily classroom computer use on the cognitive development of preschool children in 14 urban Head Start classrooms. The sample consisted of 208 predominantly African American low-income children with a mean age of 48.8 months. A quasi-experimental design was used in which 7 classrooms had computers and 7 classrooms served as the control. Assessments were made at baseline and at 6, 12, and 18 months. Hierarchical linear modeling was used to assess differences between the computer and control groups on cognitive developmental trajectories. Children in the computer condition displayed significantly greater increases in quantitative development than did children from the control condition. Practice or Policy: Children’s access to computers at home and at school has become increasingly prevalent. However, there is still a substantial disparity in access to technology between different socioeconomic groups. The preschool years may offer a promising opportunity to close this gap in access; however, little is known about the impact of computers on the developing minds of children, particularly those from low-income African American families. Findings from the current study suggest that daily use of computer centers in the Head Start classroom may benefit quantitative outcomes for young children. 相似文献
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Jennifer Esposito 《Gender and education》2011,23(1):87-104
This study investigated the ways a diverse group of university women in the USA utilised racialised and classed discourses of femininity in the creation of subjectivities. Interview and focus group data were collected over a two‐year time period and focused on how women navigated the higher education setting. Two forms of femininity, ‘Hill girl’ and ‘City style’, were salient. Hill girl femininity was based on markers such as white skin that had been tanned, and consumption practices. City style femininity was also defined through consumption practices and identification as a woman of colour. Material markers like race and class both limited and expanded the discourses available to women. New subjectivities were created with particular rights, while simultaneously making them subject to policing. The women in this study used contrasting and, at times, contradictory discourses to explore various forms of femininity that were connected to institutional power and privilege. 相似文献