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11.
Children's exposure to book reading is thought to be an influential input into positive cognitive development. Yet there is little empirical research identifying whether it is reading time per se, or other factors associated with families who read, such as parental education or children's reading skill, that improves children's achievement. Using data on 4,239 children ages 0–13 of the female respondents of the 1979 National Longitudinal Survey of Youth, this study applies two different methodologies to identify the causal impact of mother–child reading time on children's achievement scores by controlling for several confounding child and family characteristics. The results show that a 1 SD increase in mother–child reading time increases children's reading achievement by 0.80 SDs. 相似文献
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Ariel Tichnor‐Wagner Justin D. Garwood Mary Bratsch‐Hines Lynne Vernon‐Feagans 《Learning disabilities research & practice》2016,31(1):6-21
Factors such as weak early literacy skills and living in poverty may put young students at risk for reading disabilities. While home literacy activities and access to literacy materials have been associated with positive reading outcomes for urban and suburban students, little is known about home literacy environments of rural early elementary school students living in poverty and their relationship to foundational reading skills for struggling and nonstruggling readers. This study examined how home literacy environments might relate to rural kindergarten and first grade students’ reading performance. Parents of 1,108 kindergarten and first grade students in the rural Southeast completed questionnaires on the frequency of home literacy activities and access to literacy materials. Multilevel model analyses revealed that home literacy activities and access to literacy materials were positively related to basic word reading skills, passage comprehension, and spelling. Implications for families and educators are discussed. 相似文献
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Ariel Sarid 《课程研究杂志》2017,49(4):456-475
The primary objective of this paper is to discuss the implications of applying Habermas’s concept of self-critical appropriation for rethinking the structure of the modernist curriculum, specifically the organization of school subjects and instruction time devoted to each of them. To this end, the paper examines Habermas’s differentiation between the three expert cultures of science, morality and art in modernity as well as the role that Habermas envisions for education in modern societies. On the basis of the above differentiation, this paper briefly reviews three national curriculums (England, France, Finland) in order to substantiate the dominant scientific-objectivating orientation underlying the structure of current national curriculums. The review provides the contextual-factual background for rethinking the curriculum. Responding to the challenges facing curriculums in the postmodern era (both theoretical and practical), this paper presents two principles stemming from the application of the concept of self-critical appropriation: balancing the curriculum and the introduction of an integrator-subject for the development and exercise of communicative competences. 相似文献
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Ariel Loring 《Journal of Language, Identity & Education》2017,16(3):172-188
Beliefs and theories about literacy, from traditional literacy to multiliteracies to critical literacy, contain assumptions and ideologies about what it means to be literate. In the realm of U.S. citizenship, naturalization requires a certain level of English literacy and knowledge of history/civics, ascertained by a standardized interview. This article investigates views and practices of literacy in the naturalization test and citizenship preparatory classes. Ethnographic observations of three such classes indicate that English literacy is taught as discrete, decontextual, and superficial, and accuracy is accentuated over fluency. Overlooked, but equally important to become a naturalized citizen, are de facto literacy practices such as participation in high-stakes institutional discourse. In concluding that neither citizenship classes nor the citizenship test promote critical literacy or citizenship, I end with suggestions for promoting a more active and critical citizenry. 相似文献
15.
Living arrangements and children's development in low-income White, Black, and Latino families 总被引：1，自引：0，他引：1
This article uses longitudinal data from approximately 2,000 low-income families participating in the national evaluation of the Comprehensive Child Development Program to examine the associations between preschool children's living arrangements and their cognitive achievement and emotional adjustment. The analysis distinguishes families in which children live only with their mothers from children who live in biological father, blended, and multigenerational households. Linkages are examined separately for White, Black, and Latino children. Fixed effects regression techniques reveal few significant associations between living arrangements and child development. These findings suggest that substantial diversity exists in the developmental contexts among children living in the same family structure. Policies seeking to change the living arrangements of low-income children may do little to improve child well-being. 相似文献
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DeWayne B. Anderson Ariel L.H. Anderson William Mehrens Richard S. Prawat 《Teaching and Teacher Education》1990,6(4)
This study assesses the temporal stability of teacher goal orientation and identifies factors associated with change. Seventy-four elementary teachers responded to questionnaires and interviews over a 4-year period. Teacher goal orientation was found to be a relatively stable construct, as few teachers made major and enduring shifts in goal orientation. Subjects identified a variety of factors as contributing to change in goal orientation, with student behavior emerging as a primary impetus for change. Contrary to expectation, shifts in goal orientation were most often exhibited by the more highly experienced teachers in the study. Implications are discussed. 相似文献
18.
Ariel Sarid 《Educational Philosophy and Theory》2018,50(14):1394-1395
19.
Ariel Sarid 《Cambridge Journal of Education》2018,48(4):479-494
The aim of this paper is to offer a timely theory of education that abstains as much as feasibly possible from ‘taking sides’ in current ideological disputes. It begins by presenting a basic definition demarcating the concept of ‘education’ from other processes of human learning and formation, yet in a way that allows circumventing various features that have been the source of literary debates. The paper then presents education’s bi-dimensional structure and connects this structure to Schwartz’s theory of universal values. To further explicate the merits of the theory, the paper presents four generic types of education and connects each of them to Schwartz’s value scale (SVS). It is argued that the conception of education offered may serve as a commonly shared framework for educational theorists and practitioners alike to think about and research education. 相似文献
20.
This study tested the hypothesis that values, abstract goals serving as guiding life principles, become relatively important predictors of adolescents' self-reported violent behavior in school environments in which violence is relatively common. The study employed a students-nested-in-schools design. Arab and Jewish adolescents ( N = 907, M age = 16.8), attending 33 Israeli schools, reported their values and their own violent behavior. Power values correlated positively, and universalism and conformity correlated negatively with self-reported violent behavior, accounting for 12% of the variance in violent behavior, whereas school membership accounted for 6% of the variance. In schools in which violence was more common, power values' relationship with adolescents' self-reported violence was especially positive, and the relationship of universalism with self-reported violence was especially negative. 相似文献