Story Nights: an apprenticeship into literacy through bilingual story reading     

Sally Brown 《Teaching Education》2016,27(3):286-304

This article documents an extended Mexican family’s social practices surrounding literacy as they engage with bilingual children’s literature in a unique context that draws from both home and school without the pressures of curriculum mandates. The research is situated within the southeastern United States where English-dominant practices permeate the school and community. Sociocultural and third space theories provide a framework for understanding the complexities surrounding language use and literacy development. Findings indicate the new space, Story Nights, provides for the development of connections to Mexican culture and a notion of community-based literacy learning. The author makes recommendations for classroom teachers, teacher education programs, and educational policy to be more inclusive of Latino/Latina English learners.  相似文献   

“Those Who Can,Teach” ‐ The Pivotal Role of the Teacher in the Information and Communication Technologies (ICT) Learning Environment     

Cher Ping Lim  Sally Barnes 《Learning, Media and Technology》2002,27(1-2):19-40

  相似文献   

To promote,or not to promote fundamental British values? Teachers’ standards,diversity and teacher education          下载免费PDF全文

Sally Elton‐Chalcraft  Vini Lander  Lynn Revell  Diane Warner  Linda Whitworth 《British Educational Research Journal》2017,43(1):29-48

In this article we seek to problematize the presence of the requirement within the teachers’ standards (DfE, 2012), that they ‘should not undermine fundamental British values’ in the context of initial teacher education in England. The inclusion of this statement within the teachers’ code of conduct has made its way from the counter‐terrorism strategy, Prevent and raises questions about Britishness, values and the relationship between the state and the profession more generally. We argue that the inclusion of the phrase within a statutory document that regulates the profession is de facto a politicization of the profession by the state thereby instilling the expectation that teachers are state instruments of surveillance. The absence of any wider debate around the inclusion of the statement is also problematic as is the lack of training for pre‐service and inservice teachers since it means this concept of fundamental British values is unchallenged and its insidious racialising implications are unrecognised by most teachers.  相似文献   

Comparing Teacher Assessment and Standard Task Results in England: the relationship between pupil characteristics and attainment     

Sally Thomas  Rebecca Smees  George F. Madaus  Anastasia E. Raczek 《Assessment in Education: Principles, Policy & Practice》1998,5(2):213-246

This study examines the 1992 National Curriculum assessment data from one large LEA in England in order to address the issue of equity. For comparison purposes we also present additional data obtained front the same sample of pupils on an NFER standardised word recognition test. The report focuses on the relative performance of gender, low income, linguistic, and special needs groups on a standardised reading test and the teacher (TA) and standard task (ST) performance assessments administered in 1992 to 7‐year‐olds as part of the national curriculum (NC) in England and Wales. The impact of schools and teacher effectiveness on student attainments scores is also examined and discussed. Briefly, the findings show that irrespective of the method of assessment, differences in attainment were found between most pupil groups investigated. However, importantly, only very modest evidence was found that particular methods of assessment appeared either to reduce or increase the differences in attainment and overall no clear patterns emerged. The findings are discussed in the context of various factors that may have an impact on the assessment of student attainment.  相似文献   

Book Review     

Sally Anne Ducan 《Curator: The Museum Journal》2004,47(4):456-463

Book reviewed in this article: Whose Muse?: Art Museums And The Public Trust: James Cuno, ed. Vastly More Than Bricks And Mortar: Reinventing The Fogg Art Museum In The 1920s: Kathryn Brush.  相似文献   

Marketing Theory and Practice On‐line: a Development Towards International Collaboration     

Francis Farrelly  Sally Joy  Sandra Luxton 《Higher Education in Europe》1999,24(2):287-294

The authors detail the development of an on‐line course, “Marketing Theory and Practice On‐line” (MTPO) as part of the charter‐mandated commitment of Monash University of Australia to deliver quality flexible education transnationally. The course, that is now offered to both on‐campus and distance education students, uses a full range of media and computer technologies, including the Internet, e‐mail, bulletin boards, on‐line library facilities, video animations, and hypertext. The guiding principles for the development of the course were that the methodology must enrich the learning experience; the communication shell must enrich a scholarly environment; and the subject development should encourage and facilitate new opportunities. The ultimate aim is to utilize MTPO as the basis for international collaboration and to use the collaboration in question to develop a stronger intellectual package with specialist marketing subjects at both the undergraduate and the postgraduate levels.  相似文献   

The Developmental Sequence and Relations Between Gesture and Spoken Language in Toddlers With Autism Spectrum Disorder     

Meagan R. Talbott  Gregory S. Young  Jeff Munson  Annette Estes  Laurie A. Vismara  Sally J. Rogers 《Child development》2020,91(3):743-753

In typical development, gestures precede and predict language development. This study examines the developmental sequence of expressive communication and relations between specific gestural and language milestones in toddlers with autism spectrum disorder (ASD), who demonstrate marked difficulty with gesture production and language. Communication skills across five stages (gestures, word approximations, first words, gesture-word combinations, and two-word combinations) were assessed monthly by blind raters for toddlers with ASD participating in an randomized control trial of parent-mediated treatment (N = 42, 12–30 months). Findings revealed that toddlers acquired skills following a reliable (vs. idiosyncratic) sequence and the majority of toddlers combined gestures with words before combining words in speech, but in contrast to the pattern observed in typical development, a significant subset acquired pointing after first words.  相似文献   

Access,Delivery, Performance: The Future of Libraries Without Walls     

Sally A. Harvey 《Journal of the Medical Library Association》2009,97(4):320-321

  相似文献   

Learned society members and open access     

Sally MORRIS  Sue THORN 《Learned Publishing》2009,22(3):221-239

The individual members of 35 UK learned societies were surveyed on their attitudes to open access (OA); 1,368 responses were received. Most respondents said they knew what OA was, and supported the idea of OA journals. However, although 60% said that they read OA journals and 25% that they published in them, in both cases around one‐third of the journals named were not OA. While many were in favour of increased access through OA journals, concerns were expressed about the cost to authors, possible reduction in quality, and negative impact on existing journals, publishers, and societies. By contrast, less than half knew what self‐archiving was; 36% thought it was a good idea and 50% were unsure. Just under half said they used repositories of self‐archived articles, but 13% of references were not in fact to self‐archiving repositories. 29% said they self‐archived their own articles, but 10% of references were not to publicly accessible sites of any kind. The access and convenience of self‐archiving repositories were seen as positive, but there were concerns about quality control, workload for authors and institutions, chaotic proliferation of versions, and potential damage to existing journals, publishers, and societies.  相似文献   

Crunch time     

Sally MORRIS 《Learned Publishing》2009,22(3):163-164

  相似文献