Searching for Dumbledore: A reflection upon the outcomes of a tailored emotional literacy programme on three key stage 2 children

Some children may only be able to express feelings of anxiety, frustration, stress or sadness through angry behaviours, which may prove challenging for schools (Barnes et al., 2016; Shechtman and Tutian, 2016). This is problematic when considered in relation to research evidence highlighting the negative impact such behaviours may have upon social relationships and academic outcomes (Sloan et al., 2017). The aims of this study were to explore whether a tailored emotional literacy programme can be used effectively to extend children's emotional lexicon and strategies for the self‐management of behaviours. Three children with social‐emotional difficulties were taught in twelve weekly sessions. The findings from this study suggests the positive benefits of using a programme tailored to meet a child's specific needs (rather than a programme without any adaptations), which may be an effectual tool in supporting children to change established patterns of negative behaviours.     

Strengthening vocabulary for literacy: an analysis of the use of explicit instruction techniques to improve word learning from story book read-alouds

Vocabulary knowledge is an important predictor of literacy and broader academic outcomes, and children's literature is a rich source of sophisticated vocabulary. This study investigated the effect of providing instruction in word meanings as an adjunct to story-book read-aloud sessions in Grade One classrooms. The main intervention programme ran for 18 weeks over three terms in low socio-economic status (SES) schools. Two intervention models incorporating explicit instruction components were compared with existing classroom practice. Teaching a greater number of word meanings more briefly was contrasted with teaching fewer words in greater depth. Pre- and post-instruction vocabulary knowledge was assessed using curriculum-based assessments. Both explicit approaches were more effective in improving word learning than a traditional constructivist approach. Increased intensity of instruction resulted in better learning for individual words. There was no discernible carryover to scores on standardised vocabulary tests.     

《尚书》、《周易》和《诗经》的“所”字研究

有关“所”字的问题一直在学术界争论不已,然而却很少有人联系具体的专书进行全面的考察。本文就主要依据早期文献《尚书》、《周易》和《诗经》来探讨“所”字的虚化过程。     

Developmental arrest at the logographic stage: impaired literacy functions in Klinefelter's XXXY syndrome

We report an analysis of reading and spelling processes in a case of developmental disability associated with a genetic anomaly (Klinefelter XXXY syndrome). The results are interpreted within the framework of a model of reading and spelling development (Frith, 1985). An almost complete absence of alphabetic functions was noted. Reading appeared to be based on a ‘logographic lexicon’ (Seymour & Elder, 1986), and spelling on a letter sequence generator which was modifiable by access to a limited store of word images.     

The influence of using a word processor on children’s story writing

In this work we tested the hypothesis that using a word processor for some months might produce a shift in the text production strategies used by fourth grade elementary school children. Children were expected to focus more on decisions of higher-order level, and to postpone the lower-order level choices to the revision phase. 51 Italian children attending the fourth elementary school grade participated in the study. 28 children formed the experimental group; they used the computer for various activities throughout the school year. 23 children formed the control group — they simply followed the normal curriculum for that school grade. Comparisons of hand-written Pre-test and Post-test narratives by the two groups showed the existence of significant differences between stories written by the experimental group after the training with the word processor, and by the control group. The results support our hypotheses that experimental children write longer texts but make more grammatical errors than control children. There were instead no relevant differences between hand-written and computer-written stories by the experimental group. This result shows that the shift in strategies induced by the use of a word processor is resistent to a change in setting.     

Religion and literacy: observations on religious education and the literacy strategy for secondary education in Britain

The target for the year 2004 is that 70% of all 14-year-olds should achieve Level 5 English. This figure rises to 85% for 2007. ‘Schools that are beginning to work on literacy across subjects … are asked to prioritise objectives from the Framework for teaching English: years 7–9’ (Department for Education and Employment, 2001 Department for Education and Employment (DfEE) (2001) Key Stage 3 National Strategy. Literacy across the Curriculum Ref DfEE 0235/2001  [Google Scholar], p. 3). When Literacy Across the Curriculum (LAC) is introduced in these terms, the implication is that all teachers should assist English in improving its standards. Even in the model lessons that appear in official documents, there are signs that religious education is expected to yield its learning objectives to English. This paper, however, is about LAC not for the sake of English but for the sake of religious education. It proposes an approach to literacy beyond the narrow conceptions of some LAC strategists, such as the collection and classification of subject-specific vocabulary.     

语序选择与语序创新——汉语语序演变的观察和断想

本文将传统所说的语序演变离析为"语序选择"和"语序创新(语序演变)",指出以往所揭示的汉语语序演变多为语序选择,汉语史上严格意义的语序创新殊为罕见。造成这种情形的主要动因可能是标准语或官话方言语法结构的扩散,以及北方非汉语对汉语的影响。     

Using picture books to develop critical visual literacy in primary schools: challenges of a dialogic approach

This paper presents findings from a collaborative project on critical visual literacy in primary schools. In the project, we (a researcher and a teacher) implemented a series of picture book discussions with children in years 5 and 6. Our first aim was to develop the children's ability to analyse the visual images in picture books and how authors/illustrators use these, together with writing, to communicate specific ideas. The second aim was to promote a dialogic lesson in which the children would lead the talk. In the paper, I discuss the challenges we faced in reaching our aims. My data include observation notes and audio recordings of the sessions and of discussions with the children. In the analysis, I examine the roles we took on, for example, as extenders and clarifiers of the children's talk. However, unbeknown to us at the start, our two project aims turned out to be in conflict with each other. While the children enjoyed looking closely at the pictures and discussing the books' possible meanings, without repeated questions and prompts, they focused on the book as story not on how it was constructed by the author and illustrator. This required a more teacher‐focused approach than what we had planned.     

The literacy environment of preschool classrooms: contributions to children's emergent literacy growth

This study examined the relations among features of the classroom physical literacy environment (book materials, literacy area and writing materials) and psychological literacy environment (instructional support), and preschool children's gains in two areas of emergent literacy over an academic year. Results showed that features of the physical literacy environment had little direct association with children's gains in emergent literacy, with the exception of quality of literacy area being a positive and significant predictor of children's gains in alphabet knowledge (but not name‐writing ability). Rather, the physical and psychological literacy environment seem to be interdependent, particularly with respect to provision of writing materials. Specifically, presence of writing materials is positively and significantly associated with children's growth in alphabet knowledge and name‐writing ability only within the context of high‐quality, instructionally supportive classrooms. Educational implications are discussed.     

Using coaching to increase preschool teachers’ use of emergent literacy teaching strategies

This single-subject study assessed the effects of in-classroom coaching on early childhood teachers’ use of emergent literacy teaching strategies. Teaching strategies were grouped into clusters related to oral language and comprehension of text, phonological awareness and alphabetic principle, and print concepts and written language, with coaching being applied to each cluster separately. The coaching process included two primary components: a brief initial meeting to introduce teaching strategies in the cluster, and semi-weekly observation with follow-up discussion using data collected during the observation. A third, booster component was added when the teacher did not achieve a pre-established criterion. Participants were five early childhood teachers, three in child care programs and two in public school pre-kindergarten programs. The intervention phase lasted approximately 6 weeks for each teacher. Results indicated that this approach to coaching was effective for increasing the number of teaching strategies that teachers used in each cluster. Individual differences among teachers are discussed, and implications for future research and practice are explored.     

西部大开发中如何利用气候资源发展云南经济

本文根据云南气候特点，对云南气候资源进行评价，提出了如何利用云南气候资源的优势，并借助西部开发的东风使云南经济发展起来。     

教育创新西部高等教育实现跨越式发展的方向

高等教育是西部人力资源生成与提高的重要途径。由于受地域社会经济发展水平、教育体制、观念、方法与手段等因素的综合影响,西部高等教育发展严重滞后。要适应西部大开发与追赶发达地区高等教育的需要,实现西部高等教育的跨越式发展是现实的选择。从教育创新的全局性、基础性和引导性而言,教育创新是西部高等教育实现跨越式发展的基本方向。     

From ‘bored’ to screen: the use of the interactive whiteboard for literacy in six primary classrooms in England

In recent years, interactive white boards (IWBs) have been introduced into many primary classrooms in England. This enquiry examines the ways in which they are being used in the context of literacy teaching, in six primary classrooms in the south‐west. Drawing on the perspectives of teachers and pupils, this report reflects on the impact of IWB use on the teaching and learning of literacy. It concludes that, while IWB use appears to have some general effects, such as supporting a more cross‐curricular approach to literacy and raising the level of student engagement, their use is not identical in all classrooms. In the classrooms studied, IWBs are used in various ways, according to teachers' technical expertise and experience. To help more teachers towards effective use of the IWB, it is suggested that, rather than the ‘top‐down’ commercial or professional models of transmission training, teachers need a ‘bottom‐up’ approach, that is more practitioner focused.     

Predicting item difficulty of science national curriculum tests: the case of key stage 2 assessments

Predicting item difficulty is highly important in education for both teachers and item writers. Despite identifying a large number of explanatory variables, predicting item difficulty remains a challenge in educational assessment with empirical attempts rarely exceeding 25% of variance explained.

This paper analyses 216 science items of key stage 2 tests which are national sampling assessments administered to 11 year olds in England. Potential predictors (topic, subtopic, concept, question type, nature of stimulus, depth of knowledge and linguistic variables) were considered in the analysis. Coding frameworks employed in similar studies were adapted and employed by two coders to independently rate items. Linguistic demands were gauged using a computational linguistic facility. The stepwise regression models predicted 23% of the variance with extended constructed questions and photos being the main predictors of item difficulty.

While a substantial part of unexplained variance could be attributed to the unpredictable interaction of variables, we argue that progress in this area requires improvement in the theories and the methods employed. Future research needs to be centred on improving coding frameworks as well as developing systematic training protocols for coders. These technical advances would pave the way to improved task design and reduced development costs of assessments.     

Postliteracy in the digital age: The use of mobile phones to support literacy practices in Namibia and Tanzania

This article focuses on individuals emerging from traditional oral cultures with limited education and few economic resources who use mobile telephones to maintain their writing and communication skills, despite the scarcity of reading materials, or a lack of social, economic, political, and cultural incentives. Drawing on two case studies—one of previously disenfranchized citizens participating in a national dialogue in Namibia and one of entrepreneurial women in Tanzania—the authors examine postliteracy practices in adults’ everyday lives, probe these innovative uses of mobile applications, and thus aim to understand the context of the mobile literacy environment. They find that for individuals with limited literacy skills, these phones and applications can offer a vital resource for postliteracy practices, one that gives them a better chance of maintaining and enhancing their previously acquired literacy skills.     

如何开发和利用地理教学过程中的课程资源

教学过程中动态生成的课程资源与其他课程资源相比,具有自身的特性。教学过程中动态生成的课程资源随着教学情境的发展而变化,与静态的课程资源不同,它是流动的、是瞬间的,其存在也是短暂的。教学过程中动态生成课程资源所具有的这一特性无疑增加了人们对其发掘和把握利用的难度,若教师能够具备敏锐的洞察力和随机应变的教学机智,抓住教育时机,对此作出＂零时＂反应,及时地捕捉、激活和利用,他们就会成为重要的和生活化的课程资源。本文笔者通过自己的教学实践,谈谈如何充分有效地开发和利用教学过程中的地理课程资源。