Improving Literacy at Key Stage 3: Policy,Practice and Evaluation

This paper reports on and explores some of the assumptions underpinning an invitation issued to local education authorities in England in January 1998 from the Department for Education and Employment to bid for funds to develop literacy in the first years of secondary schooling. It goes on to describe one authority’s successful bid, and explores how the project is being implemented in schools within the authority, in terms of action plans, staff development and classroom practice. Finally, these perspectives are compared with research findings on literacy development, particularly in low-achieving schools. The problems of evaluating literacy interventions are discussed.     

The Measurement of Adult Literacy in Theory and in Practice

The International Adult Literacy Survey (IALS) was designed as a vehicle to directly measure the functional literacy skills of adults across different countries. This survey was conducted as a household-based survey whereby a random sample of adults in participating countries was selected and administered a literacy skill assessment. The IALS theoretical framework was founded upon a solid base of research and statistical theory. Proven statistical methods such as Item Response Theory and Plausible Values Methodology were used in the development and analysis of the literacy test. Likewise, from the practical viewpoint, the IALS has been successfully administered in the household-survey setting. Several quality assurance steps have shown to be effective in this regard. Finally, the resultant national literacy skill profiles have provided useful literacy indicators at both government and individual levels.     

Technology Solutions for Adult Literacy

No abstract available for this article.     

Voice Recognition for On-line Literacy: Continuous Voice Recognition Technology in Adult Literacy Training

This study explored whether over-the-counter continuous voice recognition software could be used to support the delivery of a standardized reading curriculum to adults with low-level literacy skills. Three primary questions were addressed in the study. First, how readily could mass-market continuous voice recognition software programs be adapted for use in adult literacy training? Second, what role(s) might the voice recognition technology play in facilitating the computer-based delivery of a standard text-based reading curriculum? And third, does the use of the voice recognition software positively affect the technological skills and computing comfort levels of adults with low-level literacy skills? Five adults with low-level literacy skills completed the computer-based curriculum, using the voice recognition software to practice and check their reading and writing efforts. A literacy tutor guided the participants through the curriculum, recorded and saved the participants' responses and videotaped the sessions for subsequent analysis. The findings reported here suggest that currently available over-the-counter continuous voice recognition technology, while essentially effective and accurate with fluent readers, is not yet ready, as a stand-alone system, to meet the needs of these adults with low-level literacy skills. The voice recognition software was most effective when it was used in the presence of a tutor. Having tutors provide on-going and immediate support to learners was a vital component of literacy training in this computer-based environment. In general the computer-based programs seemed to provide participants with a `motivational boost'. Specifically, the computer-based lessons helped develop participants' technological skills and confidence levels and promoted sustained focus on instructional tasks. Implications associated with these findings for future research with voice recognition software and adult literacy training are discussed.     

Shaping Literacy in the Secondary School: Policy, Practice and Agency in the Age of the National Literacy Strategy

This article examines the definitions of literacy in operation in secondary schools, and the relationship between official literacy policy and the practices of the agents responsible for implementing this policy. We trace the history of national 'policy' back to the Language Across the Curriculum movement of the 1970s as it provides an illustrative point of comparison with the first five years of the National Literacy Strategy. Drawing on empirical data which illuminate the views, perceptions and practices of key agents on a number of levels, we critically review the concept of 'school literacy' promoted in government policy, defining it as 'school–centric literacy' and question its ability to facilitate participation in the practices associated with the media and technological literacies which are increasingly a feature of school life. There is evidence of some unplanned effects of the current national policy but also that levels of agency, for literacy teachers in particular, may be rapidly diminishing.     

成人高等教育评估实践与反思

在回顾我国成人高等教育评估实践的基础上,文章对其进行分析反思,并就完善成人高等教育评估体系、保障成人高等教育质量提出了建议.     

Learning from James: Lessons about Policy and Practice for Schools' Special Provision in the Area of Literacy Difficulties

Janice Wearmouth is a senior lecturer in the Faculty of Education and Language Studies at the Open University in the UK. She has many years' experience of teaching and research in mainstream secondary schools and of developing and leading postgraduate development courses for teachers in the area of special and inclusive education. In this article, she argues that successive Governments in England, Wales and Northern Ireland have adopted policies in relation to special educational provision that are essentially technicist in character. These policies proceed from assumptions that are made about the clear and unproblematic nature of the issues and the responses that need to be made. In this model, difficulties in learning can be 'fixed' by selecting the most appropriate 'tool' in the most efficient and cost-effective way. The current focus on competency-based teacher education can be seen as a corollary of this approach.
Drawing upon a personal account of the experience of having difficulties in literacy acquisition, this article presents a contrary view. Janice Wearmouth argues that the area of special educational needs in schools, including literacy difficulties, is fraught with uncertainty and conflicting viewpoints. Given this complex situation, the technicist responses of recent Governments in the UK seem inappropriate and inadequate, Janice Wearmouth suggests. She proposes that practice in relation to special educational needs in general, and literacy difficulties in particular, can be most effectively understood from the perspective of a reflective practitioner. Her article closes with a call for practitioner professional development to be reconceptualised in these terms.     

大学生技术素养训练课程的研究与实践

就技术素养的内涵与结构、重要性的认识进行了阐述,通过襄樊学院物理与电子工程学院大学二年级两个专业四个班级的技术素养训练课程设计,并结合他们的实践,对技术素养训练课程的教学设计与教学实践作了探索性的研究.     

成教生信息素养培养研究

对在成教生中开展信息素养教育的必要性做了分析,并根据对荆州市7所高校成教生信息素养问卷调查,揭示目前成教生信息素养现状,依据现状,对成教生信息素养培养提出具体措施。     

当代我国成人学习者核心素养及培育策略

成人核心素养是当代人才培养目标的新要求,但我国核心素养的研究几乎集中于普通教育领域,在成人教育领域相对冷清,对成人学习者核心素养的研究极少。成人核心素养是成人在个人生活(精神生活)、社会生活、职业生活中应当具备的综合的、关键的素养,是知识、技能、情感态度的综合体,对成人的发展与社会发展具有重要意义。成人核心素养的培育需要从政策支持环境、制定评估成人核心素养的研究工具、开设成人核心素养课程并落实于教学中、重视非智力因素作用、培育成人核心素养共同体等方面入手。     

Examining the State-Trait Composition of Social-Emotional Learning Constructs: Implications for Practice,Policy, and Evaluation

Abstract

Social-emotional learning (SEL) is gaining prominence in education practice and policy. Research shows that SEL can be improved by short-term, targeted interventions and longer-term strategies to improve school contextual factors. However, little is known about how much of the variance in SEL constructs is stable over time versus specific to a given time/context. The present study examines the stability of academic achievement relative to four SEL domains (growth mindset, self-efficacy, social awareness, and self-management). While the rank ordering of math and reading skills are highly stable over time, the four SEL domains seem to be more strongly influenced by contextual factors. Implications for school accountability systems and intervention approaches are discussed.     

构建完善的成人高等教育教学质量监控体系

成人高等教育的快速发展在一定程度上适应了社会发展对人才的需求,但同时也带来新的教育质量问题。教学质量是高等学校办学的生命线,要确保成人高等教育教学质量,必须建立健全适合本校特点的成人高等教育教学质量监控体系。该文主要从完善的成人高等教育教学质量监控体系的构建及运行这一层面进行探讨和实践。     

成人高等教育课程质量监控与评价方法的研究

文章详细分析了影响课堂教学质量的主要因素,并主要从启用教务管理系统评价模块、加强督导检查、设立成人高等教育学生教学信息员、考试成绩分析等几方面阐述了如何更全面地构建课堂教学质量监控评价体系,从而更好地保障成人高等教育的教学质量.     

基础教育质量监测中的公平性问题——美国NAEP的政策与实践

公平性在基础教育质量监测和评价领域从来就是一个无法回避的根本性问题。绝对公平的监测只是一种理想,不可能存在满足各种公平要求和各方利益的监测方案,但相对公平应该成为我们的现实追求。本文通过考察美国NAEP公平性的政策与实践,从政策、理论、技术三个层面得出对我国的启示:提供全方位的支持系统、加强对基础教育质量监测和评价公平性的认识和理解、依托中介机构实现公平性。