Free but inaccessible primary education: A critique of the pedagogy of English and Mathematics in Lesotho   总被引：1，自引：0，他引：1  

Francina Moloi  Nomusic Morobe  James Urwick   《International Journal of Educational Development》2008,28(5):612-621

The Free Primary Education programme in Lesotho has enabled nearly all children to attend primary school, but the prevailing pedagogy denies or restricts the opportunities of these children for effective learning. This paper focuses on the theme of the inaccessibility of learning in the key subjects of English and Mathematics, reporting recent research. Some of the major problems identified are specific to each subject, while others are common to both. Referring to previous theoretical and empirical work on primary education in developing countries, the paper identifies the major factors shaping restrictive pedagogy in Lesotho.  相似文献   

Automatic Activation of Sounds by Letters Occurs Early in Development but is not Impaired in Children With Dyslexia     

Francina J. Clayton 《Scientific Studies of Reading》2018,22(2):137-151

The automatic letter-sound integration hypothesis proposes that the decoding difficulties seen in dyslexia arise from a specific deficit in establishing automatic letter-sound associations. We report the findings of 2 studies in which we used a priming task to assess automatic letter-sound integration. In Study 1, children between 5 and 7 years of age were faster to respond to a speech-sound when primed by a congruent letter, indicating that automatic activation of sounds by letters emerges relatively early in reading development. However, there was no evidence of a relationship between variations in the speed of activating sounds by letters and reading skill in this large unselected sample. In Study 2, children with dyslexia demonstrated automatic activation of sounds by letters, though they performed slowly overall. Our findings do not support the theory that a deficit in automatic letter-sound integration is an important cause of reading difficulties but do provide further evidence for the importance of phonological skills for learning to read.  相似文献   

The innovative behaviour of tourism firms—Comparative studies of Denmark and Spain     

Jon Sundbo  Francina Orfila-Sintes 《Research Policy》2007,36(1):88-106

Tourism firms operate in a competitive sector where innovating is often a condition for survival. This article presents a theoretical framework for understanding tourist firms’ innovative behaviour and innovation systems in tourism. The innovativeness of tourism firms and its determinants are investigated by analysing quantitative as well as qualitative data comparing Spain and Denmark. A taxonomy of tourism firms is suggested and the firms’ characteristics which influence their innovativeness are presented. Additionally, the role of innovation networks is discussed, as is the role of innovation systems. The article suggests that large size, professionalism, but also entrepreneurship among small tourism firms are important determinants of innovation. Varied innovation networks are another determinant as are supportive innovation systems. These determinants favour Spanish firms, which are more innovative than Danish ones. In the final section, policy recommendations are presented.  相似文献   

Implications of a Learning Organisation for Social Justice in Poverty Stricken Communities: A Theoretical Perspective     

Kholeka C. Moloi 《Africa Education Review》2019,16(6):111-127

Abstract

The term “social justice” cuts across disciplines and theoretical orientations. Critical theory underpinned the study reported on in this article. Many South African schools, particularly in poverty stricken communities, still experience insurmountable economic and social injustices despite progress since the apartheid regime. The injustices manifest in poverty, inequalities and unequal distribution of educational resources, impacting on the achievement gap. While social justice is a concern in the literature, South African literature has little on how to apply the concept of a learning organisation to reclaim a commitment to social justice. The article argues that schools perceived as learning organisations are sites of social and political struggle that can promote and encourage human rights to fundamental freedoms for all, without discrimination. This requires progressive teachers and critical thinking by students to transform dehumanising social milieus into communities of participation embodying the values of progress and human emancipation.  相似文献