Do reading practices make a difference? Evidence from PIRLS data for Hong Kong and Taiwan primary school Grade 4 students     

Shek-Kam Tse  Hwa-Wei Ko  Joseph Wai-Ip Lam  Sau-Yan Hui  Hung-Wai Ng 《Compare》2016,46(3):369-393

This study examined the influence of classroom pedagogic reading practices and out-of-school practices in explaining why the reading attainment of Hong Kong Grade 4 students was superior to that of their counterparts in Taiwan in the 2006 Progress in International Reading Literacy Study. Analyses of scores from 9301 students (4712 from Hong Kong and 4589 from Taiwan) revealed that independent reading in school made a distinctive contribution to the reading performance of Hong Kong and Taiwan students after controlling for the effects of students’ and parents’ reading attitudes, the availability of supportive home educational resources and student engagement in a range of reading practices. Out-of-school informational reading was found to be negatively associated with students’ reading attainment for both Hong Kong and Taiwan students. There was evidence that reading aloud in class in Taiwan classrooms significantly contributed to the Taiwan students’ poor reading performance.  相似文献   

对无线网络中GPRS技术的剖析     

吴天兰  李德启 《商丘职业技术学院学报》2008,7(2):39-41

目前,无线移动通信技术正处于一个变革的时代,GPRS是这个转变过程中至关重要的一步,它是在GSM网络基础上发展起来的一种数据分组交换和传送技术．在了解GPRS技术的发展的基础上全面利用该技术深入理解GPRS网络的功能和体系结构、组网技术、路由管理以及对该技术存在的问题和对策尤为重要．  相似文献   

男幼师生的情意素养现状及优化策略——以江苏阜宁高等师范学校为例     

蔡正栋 《江苏教育研究》2014,(11):24-27

情意素养既是提高认知效率的手段,也是促进人格健康发展的内容。男幼师生情意素养的优化,不仅要光大其自信乐观、坚强忍耐、阳刚活跃等优良情意,还要增强专业兴趣与信念、消解生存环境的“伪娘”焦虑、减弱专业认知不足带来的压力。培养男幼师生应在目标引领中明确其高素质幼儿教师的定位,在生涯规划中强化其职业认同感。在教学改革中突出其性别特质的优势,在具体情境中构建情知共进的场域,形成具有适切性的评价体系。  相似文献   

浅析高职英语课堂教学组织形式和方法——论分组教学法在实践中的运用     

秦韶艳 《佳木斯教育学院学报》2014,(11)

课堂是师生交流的主要平台,而课堂教学是学生学习英语的主要途径。所以要提高英语学习的吸收效率,必须从课堂教学组织形式和方法入手。本文从高职英语教学现状、教学方法探讨以及增加学生自主性学习三方面来探讨高职英语课堂教学组织形式和方法。  相似文献   

The heterogeneous effects of ability grouping on national college entrance exam performance – evidence from a large city in China     

《International Journal of Educational Development》2014

This study attempts to evaluate the achievement effect of ability grouping on student performance on the National College Entrance Exam in China. The context of this study is the ongoing school reform movement occurring in many Chinese municipalities. The current reform movement is striving to achieve educational equity and quality by integrating initial low achievers into high-performing schools. The propensity score matching method is employed as the identification strategy. After controlling for self-selection bias in high school assignment, this study finds that while there is no effect of high ability grouping at the school level on academic achievement, initial low achievers’ academic performances can be significantly improved when integrated with high performing students at the school level. In addition, between-class grouping significantly improves student performance in a heterogeneous school-level grouping. Upon analyzing the results, rich information on school level input is reported.  相似文献   

The symbolic violence of setting: A Bourdieusian analysis of mixed methods data on secondary students’ views about setting          下载免费PDF全文

Louise Archer  Becky Francis  Sarah Miller  Becky Taylor  Antonina Tereshchenko  Anna Mazenod  David Pepper  Mary‐Claire Travers 《British Educational Research Journal》2018,44(1):119-140

‘Setting’ is a widespread practice in the UK, despite little evidence of its efficacy and substantial evidence of its detrimental impact on those allocated to the lowest sets. Taking a Bourdieusian approach, we propose that setting can be understood as a practice through which the social and cultural reproduction of dominant power relations is enacted within schools. Drawing on survey data from 12,178 Year 7 (age 11/12) students and discussion groups and individual interviews with 33 students, conducted as part of a wider project on secondary school grouping practices, we examine the views of students who experience setting, exploring the extent to which the legitimacy of the practice is accepted or challenged, focusing on students’ negative views about setting. Analyses show that privileged students (White, middle class) were most likely to be in top sets whereas working‐class and Black students were more likely to be in bottom sets. Students in the lowest sets (and boys, Black students and those in receipt of free school meals) were the most likely to express negative views of setting and to question the legitimacy and ‘fairness’ of setting as a practice, whereas top‐set students defended the legitimacy of setting and set allocations as ‘natural’ and ‘deserved’. This paper argues that setting is incompatible with social justice approaches to education and calls for the foregrounding of the views of those who are disadvantaged by the practice as a tool for challenging the doxa of setting.  相似文献   

The achievement gap: The impact of between-class attainment grouping on pupil attainment and educational equity over time     

Jeremy Hodgen  Becky Taylor  Becky Francis  Nicole Craig  Nicola Bretscher  Antonina Tereshchenko  Paul Connolly  Anna Mazenod 《British Educational Research Journal》2023,49(2):209-230

Despite extensive research on attainment grouping, the impact of attainment grouping on pupil attainment remains poorly understood and contested. This paper presents evidence from a study conducted with 2944 12–13 year olds, from 76 schools in England, who were allocated to between-class attainment groups (‘setting’) in English and mathematics over the first 2 years of secondary schooling. After controlling for prior attainment, pupils in the top set performed significantly better than pupils in the middle and bottom sets in both English and mathematics. The findings indicate a widening gap in attainment, especially in the case of English. Findings, especially in the case of mathematics, provide more evidence of a relative benefit for pupils placed in top sets than a relative detriment for those in bottom sets.  相似文献