Knowledge of the alphabet and explicit awareness of phonemes in pre-readers: The nature of the relationship     

Rhona S. Johnston  Marjorie Anderson  Christopher Holligan 《Reading and writing》1996,8(3):217-234

This study was carried out to examine the extent to which preschool children are aware of the phonemic structure of the spoken word and to investigate how they acquire that knowledge. The four year old non-readers carried out a battery of takss designed to assess product name reading ability, knowledge of the alphabet, rhyme skills and explicit phonemic awareness ability. There was evidence that they generally acquired knowledge of the alphabet before they showed explicit phonemic awareness ability. Fixed order regression analyses showed that ability to read and write the alphabet generally accounted for unique variance in phoneme awareness and product name reading ability over and above that accounted for by rhyme skills but that rhyme ability accounted for no unique variance beyond that accounted for by alphabet knowledge. Further analyses showed that alphabet knowledge also contributed unique variance to product name reading ability over and above that accounted for by phonemic awareness ability but that the reverse was not the case. It was hypothesised that many preschool non-readers may start to gain an insight into the phonemic structure of the spoken word by becoming aware of the connection between the sounds of letters in environmental print and the sounds of the spoken word.  相似文献   

University autonomy and public policies: A system theory perspective   总被引：3，自引：1，他引：3  

Alex M. Clarice  Michael J. Hough  Ron F. Stewart 《Higher Education》1984,13(1):23-48

This article addresses problems facing universities because of external pressures for changes in their teaching, research, and governance and management policies and practices to align them with public policies. The view is put that governments are introducing public policies in times of economic recession to achieve rationalisation of human, physical and financial resources in higher education and to foster initiatives that shape university teaching and research to serve the needs of society and assist in national economic recovery. Examples of these external pressures, which have resulted in intrusions into the autonomy of university governance and management, are provided in the context of general system theory. It is assumed that the pressure of public policies on universities will continue and that each university should have a development plan for its present and future teaching and research activities, which has the endorsement of the government higher education advisory agency so that university management can function on a secure basis. The effectiveness and efficiency of functioning at the various levels of the university system should be assessed by periodic evaluative reviews. The quality of management by academic leaders should be fostered by the establishment of national centres for the study of higher education management and policy. The relationship between government higher education advisory agencies and universities should be renegotiated so that, as interdependent and interrelated parts of the higher education system, they work in joint co-operation to ensure the most effective and appropriate development of each institution. Nevertheless, a state of equilibrium between the university system and the supra (social) system within which it exists will never fully be achieved. The fundamental role and functions of a university require that it be concerned with teaching and researching both ageless and current phenomena. Hence, a perfect equilibrium state cannot exist if external social pressures are for the main weight of university activities to be shifted to providing service for the current needs of society.  相似文献   

Harnessing the power of superheroes: An alternative view     

John M. Johnston 《Early Childhood Education Journal》1987,15(1):15-17

Superhero play offers opportunities for superfun and superlearning  相似文献   

Mental Effort and Performance as Determinants for the Dynamic Selection of Learning Tasks in Air Traffic Control Training     

Salden  Ron J.C.M.  Paas  Fred  Broers  Nick J.  van Merriënboer  Jeroen J.G. 《Instructional Science》2004,32(1-2):153-172

The differential effects of four task selectionmethods on training efficiency and transfer incomputer-based training for Air Traffic Controlwere investigated. A non-dynamic condition, inwhich the learning tasks were presented to theparticipants in a fixed, predeterminedsequence, was compared to three dynamicconditions, in which learning tasks wereselected on the basis of performance, mentaleffort, and a combination of both (i.e., mentalefficiency). Using the 3-factor mentalefficiency formula of Tuovinen and Paas (2004, this issue), the hypothesis that dynamic taskselection leads to more efficient training thannon-dynamic task selection was confirmed.However, the hypothesis that dynamic taskselection based on mental efficiency leads tomore efficient training than dynamic taskselection based on performance or mental effortalone was not supported. The results arediscussed in light of the theoretical frameworkand suggestions are given for futureresearch.  相似文献   

Innovations and Practice Curriculum Theory and Practice at the University of New England     

Ron Morgan  Warren Mellor  Bruce Cole 《Asia-Pacific Journal of Teacher Education》1976,4(2):157-159

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Learning to Teach and Assess Mathematics Using Multimedia: A Teacher Development Project     

Anthony Herrington  Jan Herrington  Len Sparrow  Ron Oliver 《Journal of Mathematics Teacher Education》1998,1(1):89-112

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NIETZSCHE AS EDUCATOR: A REEXAMINATION     

James Scott Johnston 《Educational theory》1998,48(1):67-83

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Maximising the language and learning link in computer learning environments     

Catherine McLoughlin  & Ron Oliver 《British journal of educational technology : journal of the Council for Educational Technology》1998,29(2):125-136

In studies on the implementation and educational uses of computers there are reports of changes in students' behaviour as a result of working with computers (Rowe, 1993; Crook, 1994). Social, collaborative and dialogic exchanges have been observed as students engage in tasks around computers. This research provides evidence that the computer is a social facilitator in the sense that it provides opportunities for collaboration, group work and interaction which fosters cognitive change (Wild, 1995).
This article recognises the social role of the computer, and supports the view that computers can be used to facilitate learning through language. There is growing awareness that if we are to realise the full potential of computers in education, consideration must be given to their role as catalysts in the learning process, rather than technological tools (Hawkridge, 1990). Computer assisted learning has progressed through many phases, and through investigation of underlying theoretical frameworks it is possible to recognise the change of focus from individual accounts of learning to social perspectives.
Theoretical frameworks which emphasise the social dimensions of learning (Vygotsky, 1978) legitimise the link between computers, language use and learning and indicate that computers must be integrated into the social life of classrooms if their pedagogical benefits are to be realised.  相似文献   

Social class and participation in further education: evidence from the Youth Cohort Study of England and Wales   总被引：2，自引：1，他引：1  

Ron Thompson 《British Journal of Sociology of Education》2009,30(1):29-42

This paper examines the class distribution of young people, aged 16–17 years, in colleges of further education (FE) using data from the Youth Cohort Study. It finds that, contrary to popular perceptions of FE colleges as being for ‘other people’s children’, middle‐class students as well as working‐class students are well represented. However, this does not imply that FE colleges are institutions of choice; middle‐class representation is often related to lower achievement and, for low‐achieving working‐class students, leaving education entirely is more likely than entry to FE. These findings are explored using notions of habitus and field. Their relationship with studies of the education of middle‐class children is also discussed, and the paper suggests that research on class in FE colleges must come to terms with middle‐class presence.  相似文献   

Teacher learning and policy intention: selected findings from an evaluation of a large‐scale programme of professional development in the Republic of Ireland     

Damian Murchan  Keith Johnston 《欧洲师范教育杂志》2009,32(4):455-471

The study reported on in this paper is set in the context of a national programme of professional development for primary teachers in the Republic of Ireland which has been in operation since 1999 and finished in 2008. The paper explores the acquisition and interpretation by teachers of the elements of the reform. The authors consider the extent to which the professional development experiences facilitated change in teachers’ knowledge and if the teachers interpreted this in the way expected by policy‐makers. The theoretical basis to the study draws on previous research that conceptualises teacher learning/knowledge acquisition and the change process as being dependant on an interwoven mix of factors, including teacher, school and policy‐level contexts and characteristics. To a large degree the findings of this study do not deviate wildly from this prior work, which suggests that policy‐makers and planners of CPD programmes, despite their best intentions, still need to be cognisant of such factors.  相似文献