Serving‐Maids and Literacy: an approach to teaching literacy through history and music     

Rosie Turner‐Bisset 《Literacy》2001,35(1):27-31

This paper examines the close relationship between literacy and history in terms of the processes of historical enquiry and the literary outcomes of the historian’s work. It highlights the rich resource which historical documents represent for the primary classroom in a wide range of genres, and suggests that such documents can be used in their original form with all ability ranges. The means by which this can be done is presented in a case study of an integrated approach to teaching history, literacy and music, in a Year 6 class. The key to the success of the reading and writing activities was the use of varied teaching approaches including storytelling, drama, singing and discusssion as ways into challenging texts. The children used the concept of time and the listing of jobs as organisers for their extended writing. The careful scaffolding through text‐marking and the recording grid, as well as the emotions stimulated through the texts and activities, ensured success for all the children. The study emphasises the links between these genuine historical tasks, and activities in the National Literacy Strategy and suggests how music might be successfully integrated.  相似文献   

Think tanks,education and elite policy actors     

Glenn C. Savage 《The Australian Educational Researcher》2016,43(1):35-53

The past decade has seen think tanks operate in sophisticated ways to influence the development of education policies. In this paper, I reflect upon the influence of think tanks in the formation of national reform, using the Common Core State Standards initiative in the USA as an illustrative case. In doing so, I explore how certain think tanks, headed by political elites and backed by significant philanthropic funding, have sought to influence the reform initiative. My central argument is that meanings and practices associated with political publics are being transformed as elite policy actors gain influence. Through mobilising significant political and economic power, elites work through think tanks to influence policy debates, re-frame policy problems and advocate for particular policy solutions. The new public formations that are resulting appear to be shifting the conditions of possibility for policy making in education.  相似文献   

In Pursuit of Knowledge: Preschoolers Expect Agents to Weigh Information Gain and Information Cost When Deciding Whether to Explore     

Rosie Aboody  Caiqin Zhou  Julian Jara-Ettinger 《Child development》2021,92(5):1919-1931

When deciding whether to explore, agents must consider both their need for information and its cost. Do children recognize that exploration reflects a trade-off between action costs and expected information gain, inferring epistemic states accordingly? In two experiments, 4- and 5-year-olds (N = 144; of diverse race and ethnicity) judge that an agent who refuses to obtain low-cost information must have already known it, and an agent who incurs a greater cost to gain information must have a greater epistemic desire. Two control studies suggest that these findings cannot be explained by low-level associations between competence and knowledge. Our results suggest that preschoolers’ theory of mind includes expectations about how costs interact with epistemic desires and states to produce exploratory action.  相似文献   

Contributions of Biometrics to the Developing World     

Maria Darmi  Rosie Poultney 《Teaching Statistics》1993,15(2):43-48

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PROGRAM EVALUATION OF THE PREPaRE SCHOOL CRISIS PREVENTION AND INTERVENTION TRAINING CURRICULUM     

Amanda B. Nickerson  Michelle L. Serwacki  Stephen E. Brock  Todd A. Savage  Scott A. Woitaszewski  Melissa A. Louvar Reeves 《Psychology in the schools》2014,51(5):466-479

This study details a program evaluation of the PREPa RE School Crisis Prevention and Intervention Training Curriculum (PREPa RE), conducted in the United States and Canada between 2009 and 2011. Significant improvements in crisis prevention and intervention attitudes and knowledge were shown among 875 Crisis Prevention and Preparedness workshop (Workshop 1) participants and 1,422 Crisis Intervention and Recovery workshop (Workshop 2) participants on matched pre‐tests and post‐tests. Results indicated high participant satisfaction for both Workshop 1 and Workshop 2. A qualitative analysis of workshop evaluation comments indicated strengths regarding workshop aims, materials, and activities, as well as suggestions for improvement, such as utilizing more active learning components. The use of these findings in the PREPa RE curriculum revision is discussed.  相似文献   

Mapping research in the field of special education on the island of Ireland since 2000          下载免费PDF全文

Joseph Travers  Rosie Savage  Cathal Butler  Margaret O'Donnell 《Journal of Research in Special Educational Needs》2018,18(2):94-102

This paper describes the process of building a database mapping research and policy in the field of special education on the island of Ireland from 2000 to 2013. The field of study includes special educational needs, disability and inclusion. The database contains 3188 references organised thematically and forms a source for researchers to access published and non‐published materials such as theses. Analysis of the database reveals areas of research strength in terms of the quantity of activity and other areas with little activity. Recommendations are offered based on this analysis.  相似文献   

Rapid serial naming is a unique predictor of spelling in children     

Savage R  Pillay V  Melidona S 《Journal of learning disabilities》2008,41(3):235-250

Some previous research has shown strong associations between spelling ability and rapid automatic naming (RAN) after controls for phonological processing and nonsense-word reading ability, consistent with the double-deficit hypothesis in reading and spelling. Previous studies did not, however, control for nonsense-word spelling ability before assessing RAN--spelling associations. In this study, 65 children with poor spelling skills but average reasoning ability completed RAN tasks and spelling, reading, and reasoning tasks. Hierarchical regression analyses revealed that, after controls for chronological age, reasoning ability, and spelling of nonsense words, alphanumeric RAN, but not nonalphanumeric RAN, was still a strong predictor of spelling acquisition. Findings are discussed in terms of single- and double-deficit models of spelling and implications for effective teaching.  相似文献   

Relationships among rapid digit naming, phonological processing, motor automaticity, and speech perception in poor, average, and good readers and spellers     

Savage RS  Frederickson N  Goodwin R  Patni U  Smith N  Tuersley L 《Journal of learning disabilities》2005,38(1):12-28

In this article, we explore the relationship between rapid automatized naming (RAN) and other cognitive processes among below-average, average, and above-average readers and spellers. Nonsense word reading, phonological awareness, RAN, automaticity of balance, speech perception, and verbal short-term and working memory were measured. Factor analysis revealed a 3-component structure. The first component included phonological processing tasks, RAN, and motor balance. The second component included verbal short-term and working memory tasks. Speech perception loaded strongly as a third component, associated negatively with RAN. The phonological processing tests correlated most strongly with reading ability and uniquely discriminated average from below- and above-average readers in terms of word reading, reading comprehension, and spelling. On word reading, comprehension, and spelling, RAN discriminated only the below-average group from the average performers. Verbal memory, as assessed by word list recall, additionally discriminated the below-average group from the average group on spelling performance. Motor balance and speech perception did not discriminate average from above- or below-average performers. In regression analyses, phonological processing measures predicted word reading and comprehension, and both phonological processing and RAN predicted spelling.  相似文献   

The Theory That Would Not Die: How Bayes’ Rule Cracked the Enigma Code,Hunted Down Russian Submarines and Emerged Triumphant from Two Centuries of Controversy. by McGrayne,Sharon Bertsch     

Howard Wainer  Sam Savage 《Journal of Educational Measurement》2012,49(2):214-219

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Scripting,ritualising and performing leadership: interrogating recent policy developments in Australia     

Tanya Fitzgerald  Julia Savage 《Journal of educational administration and history》2013,45(2):126-143

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