Personalised reading for pleasure with digital libraries: towards a pedagogy of practice and design     

Natalia Kucirkova  Teresa Cremin 《Cambridge Journal of Education》2018,48(5):571-589

This paper discusses the pedagogical practice of developing reading for pleasure in pre- schools and primary phase settings through the lens of one key dimension of twenty-first-century reading: personalisation. It draws on a series of studies and examples to identify, address and problematise human- and digitally mediated personalised reading for pleasure. Through a content analysis of the key features of current digital library systems, it shows how these increasingly popular systems position teachers as librarians, curators and monitors, and undermine their potential roles as listeners, mentors and co-readers in order to foster children’s personal response to texts. Through a theory-driven approach it identifies ways in which current design limitations of library management systems can be addressed and from which their effective application and use can develop. This conceptual elaboration, which combines contemporary reading theories with the affordances of digital personalisation, provides new insights concerning personalisation in digital library systems.  相似文献   

Year-Long Peer Mentoring Activity to Enhance the Retention of Freshmen STEM Students in a NSF Scholarship Program     

Teresa J. Cutright  Edward Evans 《Mentoring & Tutoring: Partnership in Learning》2016,24(3):201-212

The last year of a National Science Foundation (NSF) funded scholarship program was used to provide pseudo-formal peer mentoring activities to engineering, mathematics, and science undergraduates. A one-credit class was used to afford time for peer mentors and mentees to interact. During the fall semester, seniors augmented each week’s topics with personal experiences as to how they used the skill/topic that they had learned in their freshmen class in a future sophomore, junior or senior level course or on their co-op assignment. The last 10 min of every class were used for the seniors and freshmen to have an informal discussion. During the spring semester, the seniors served as an additional technical resource for the freshmen as they completed their class project. All participants found the one-credit class, project and peer mentoring activities beneficial to their education and would highly recommend the experience to incoming students.  相似文献   

Cross-cultural instrument translation: assessment, translation, and statistical applications     

Mason TC 《American annals of the deaf》2005,150(1):67-72

This article has four major sections: (a) general issues of assessment; (b) assessment of ethnic-group members, including those who are deaf; (c) translation of assessment tools, emphasizing translation into American Sign Language (ASL); and (d) statistical applications for translated instruments. The purpose of the article is to provide insight into and guidelines for translating instruments into another language and using the results for practice or research purposes. The use of translated instruments with deaf individuals is highlighted. A protocol for translating a scale into ASL is offered. Statistical applications for examining internal consistency and component structure are discussed. Finally, implications for practice and research are addressed.  相似文献   

Shorter notices     

Eileen Talbot  Victor Rees 《Literacy》1981,15(2):62-64

Thomas, Mike and Thomas, Sally (1981) On Our Own TWO Feet, Books 6 to 8 (Settling In, Safe and Secure, Around and About). Horton, M. (1980) The Second Reading and Writing Book. A Handbook for Teachers and Parents to Use with Children. Edwards Reading Test (1980) Heinemann Educational Books.  相似文献   

Children's spaces 1 as sites for ethical practices: a ‘School‐as‐a‐Tree’ in an economically impoverished neighbourhood 2     

Teresa Vasconcelos 《International Journal of Early Years Education》2006,14(2):169-182

This paper attempts to help us to move our reflections beyond quality issues and introduces an example of an early childhood setting as a site for ethical practices. Drawing from philosophical works by Levinas and Readings and the work by feminists such as Tronto and Sevenhuijsen, it affirms an ethics of care for early childhood education and the need for ethical practices. The ‘School‐as‐a‐Tree’ in an economically impoverished neighbourhood in Lisbon, Portugal, is presented, highlighting intentionalized ethical practices: the choice of population it serves, pedagogical work rooted on ethics, a curriculum based on social concerns, the importance given to staff development and supervision, and to networking with the community. The ‘School‐as‐a‐Tree’ is a locus for ethical practices, for a variety of projects serving a very diverse population, where decision making is constantly redefined. The ‘School‐as‐a‐Tree’ is a site for children's cultures and relationships, for affirming diversity and alterity, for collective commitment, for transformative practices, and for minor politics.  相似文献   

The learning and teaching of algebra. Ideas,insights, and activities: Abraham Arcavi,Paul Drjvers,and Kaye Stacey (2017)     

Rojano  Teresa 《Journal of Mathematics Teacher Education》2022,25(4):497-501

Journal of Mathematics Teacher Education -  相似文献   

Perception of online feedback and its impact on cognitive and emotional engagement with feedback     

Mayordomo  Rosa M.  Espasa  Anna  Guasch  Teresa  Martínez-Melo  Montserrat 《Education and Information Technologies》2022,27(6):7947-7971

Education and Information Technologies - Online feedback plays a key role in learning, but this requires that students engage with feedback. Some authors identify students’ perception of...  相似文献   

Joint training development     

Teresa S. Stover 《Performance Improvement》1985,24(8):21-22

  相似文献