Development and Prediction of Context-Dependent Vowel Pronunciation in Elementary Readers     

Laura M. Steacy  Donald L. Compton  Yaacov Petscher  James D. Elliott  Kathryn Smith  Jay G. Rueckl 《Scientific Studies of Reading》2019,23(1):49-63

ABSTRACT

As children learn to read, they become sensitive to context-dependent vowel pronunciations in words, considered a form of statistical learning. The work of Treiman and colleagues demonstrated that readers’ vowel pronunciations depend on the consonantal context in which the vowel occurs and reading experience. Using explanatory item-response models we examined child- and nonword-factors associated with children’s assignment of more versus less frequent grapheme-phoneme correspondences (GPC) to vowel pronunciations as a function of rime coda in monosyllabic nonwords. Students (N = 96) in grades 2-5 read nonwords in which more versus less frequent vowel GPCs were wholly supported or partially favored by the rime unit. Use of less frequent vowel GPCs was predicted by set for variability, word reading, and rime support for the context-dependent vowel pronunciation. We interpret the results within a developmental word reading model in which initially incomplete and oversimplified GPC representations become more context dependent with reading experience.  相似文献   

The participation of Australian Indigenous students in higher education: a scoping review of empirical research, 2000–2016     

Jennifer Gore  Sally Patfield  Leanne Fray  Kathryn Holmes  Maree Gruppetta  Adam Lloyd  Maxwell Smith  Treesa Heath 《The Australian Educational Researcher》2017,44(3):323-355

While access to higher education has increased for Indigenous Australians, participation and completion rates remain lower than those of non-Indigenous Australians. A sound evidence base is needed to ground equity initiatives if they are to address the specific needs of Indigenous students. This paper presents the results of a scoping review of empirical research focusing on the participation of Indigenous students in higher education. The purpose of the scoping review was to synthesise empirical research on aspirations for, and barriers and enablers to, higher education that were published between 2000 and 2016 (n = 57), and identify areas where further research is needed. Despite a recent increase in research on this topic, relatively little attention has been paid to Indigenous students’ aspirations while they are at school. We argue that future research should take account of school students’ aspirations for higher education, including primary school students; the similitude of barriers and enablers across the student life cycle; differences within Indigenous community and among Indigenous students; and, the insights emerging from Indigenous methodologies and scholarship.  相似文献   

Subversion or Socialization? Humor and Carnival in Morris Gleitzman’s Texts     

Kathryn James 《Children‘s Literature in Education》2004,35(4):367-379

Like their counterparts elsewhere, Australian children favour humorous novels; comedic writers consistently dominate the preteen and early teen fiction market in Australia. Regardless of its popularity, however, in comparison to more serious writing, humorous literature has received little critical attention. Of the studies aimed at this area, most have tended to concentrate on the various stages of development in childrens preferences for humor, its strategies, forms and appeal, with very few examining the ideological assumptions informing particular texts. Yet, this article argues, humorous books are no less concerned with culture, value and meaning than any other kind of fiction for children. As Morris Gleitzmans texts illustrate, by highlighting the cultural processes involved in the construction of language and meaning, inviting readers to play with ideas about language, social roles and behaviors, and creating characters who act in ways which are oppositional to usual socializing expectations, humorous literature, especially in carnivalized forms, has the potential to problematize unquestioning acceptance of various ideological para-digms, values, social practices and rules.  相似文献   

Becoming Better Primary Science Teachers: A Description of Our Journey     

Dickinson  Valarie L.  Burns  Judy  Hagen  Elaine R.  Locker  Kathryn M. 《Journal of Science Teacher Education》1997,8(4):295-311

Journal of Science Teacher Education -  相似文献   

Exploratory analysis of decentralized governance and its implications for the equity of early childhood education services in four countries of Europe and Central Asia     

Liliana Angelica Ponguta  Carlos Aggio  Kathryn Moore  Elisa Hartwig  Bosun Jang  Jelena Markovic 《Early Years: An International Journal of Research and Development》2019,39(3):326-342

We conducted a qualitative study in four countries of the Europe and Central Asia (ECA) region and explored the Early Childhood Education (ECE) policy landscape with an emphasis on the challenges and opportunities decentralization has presented for the provision of services. We content-analyzed ECE policies and documents to map national approaches to ECE. Key informant interviews were conducted to assess the implementation of decentralized ECE governance. An analytical framework that combined core constructs of ECE systems and key domains of decentralization (autonomy, institutional capacity and accountability) was developed and applied. Our analysis points to four overarching processes that contribute to the perpetuation and possible increase of inequitable ECE including (1) sparse mechanisms for participatory and autonomous policy formulation, with few systematic efforts to strengthen local institutional capacities; (2) fragmented policy approaches to promote the assessment and strengthening of quality at scale; (3) funding frameworks and financing schemes that tend to benefit enrolment in contexts of higher levels of economic development; and (4) few mechanisms for coordination to ensure operational coherence across the ECE sector.  相似文献   

Written expression as recontextualization: Children write in social time     

Catherine Ann Cameron  Anne Kathryn Hunt  Murray J. Linton 《Educational Psychology Review》1996,8(2):125-150

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Action Learning and Organisational Learning: A Climate of Welcome?     

Kath Aspinwall  Sue Smith  Kathryn Winterburn 《Action Learning: Research and Practice》2015,12(1):52-53

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Balancing Disruptive Students' Rights with Campus Safety     

Kathryn I. Matthew  Lawrence Kajs  Millard E. Matthew 《Clearing house (Menasha, Wis.)》2017,90(5-6):203-207

Disruptive students potentially pose significant problems for campus administrators as they strive to maintain a safe campus environment conducive to learning while not violating the legal rights of the students. Maintaining a safe campus is important because increasing numbers of students with mental and cognitive disorders are enrolling in college and university classes. This article examines selected court cases involving disruptive students who alleged violations of their First Amendment right of free speech, due process rights under the Fourteenth Amendment, and violations of the rights afforded them under the Americans with Disabilities Act and the Rehabilitation Act. The rulings in these cases were used to develop campus guidelines and procedures to address the actions of disruptive students.  相似文献   

Toward a palatable research paper experience     

Kathryn K. Rileigh 《Innovative Higher Education》1993,18(2):123-131

The recently expanding educational movement, writing across the curriculum, has encouraged instructors in all disciplines to require more undergraduate writing assignments, including research papers. A five-stage process for managing the research paper assignment is described. Students are instructed in gathering sources, organizing findings, and using a standard format. Progress is closely monitored at each stage with specific feedback. Student reaction to this technique was measured in upper-division courses using a 14-item questionnaire with Likert-type scaling and free-response narrative. Responses were overwhelmingly favorable, indicating that students would have less hesitancy and anxiety in completing future writing assignments.Kathryn K. Rileigh is Professor of Psychology at Pembroke State University. She holds a Ph.D. in psychology from Vanderbilt University. Her research interests include psycholinguistics and psychological interpretations of literature.An earlier version of this paper was presented at meetings of the Eastern Conference on the Teaching of Psychology, Harrisonburg, VA, October 1990.Copies of the annotated bibliography of handbooks on writing research papers may be obtained by writing Kathryn K. Rileigh, Professor of Psychology, Department of Psychology, Pembroke State University, Pembroke, NC 28372.  相似文献   

The Effect of English Language Proficiency Level and Educational Background on Academic Achievement     

Kathryn Gow  David Chant  Helen Cook 《Asia Pacific Journal of Education》1995,15(1):21-35

The English Proficiency Level (EPL) of 205 first year business students from 16 Asian countries was assessed on arrival in Australia using the Australian Second Language Proficiency Ratings (ASLPR). Academic grades were recorded for their first, second and third semesters. Statistical analysis of the students' records shows that educational background is the major determinant of success in business courses, with no statistically significant effect coming from EPL. In practice, English proficiency is used as a major selection criterion in its application to the entry of full fee paying international students; on the basis of the evidence presented here, there is no need for a stringent EPL criterion to be applied, which is an important finding for those involved in the selection of international students who wish to study in Australian institutions. An important policy impinging on academic achievement is that students who fail their first semester are allowed to continue their studies; the policy leads to an estimated 39% of students allowed such grace going on to obtain a pass for the course; EPL bears no relationship to academic achievement for students in this category, the major determinant being their educational background. Thus, it is important that stringent conditions are applied to potential international students' educational background, but that they are not disadvantaged by their English language ability.  相似文献