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1.
Manzoor Ahmed 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2011,19(4):179-195
Increasing recognition of a broadened concept of literacy challenges policy-makers and practitioners to re-define literacy
operationally, develop and apply appropriate methods of assessing literacy and consider and act upon the consequent policy
implications. This task is given a new urgency by the call of the Belém Framework for Action to “recognise literacy as a continuum”
in the framework of lifelong learning; and to develop “appropriate assessment methods and instruments” in surveys and collection
of data. This paper reviews the evolution of the concept of literacy and the emerging new consensus about it. It examines
the initial experience of the Literacy Assessment and Monitoring Programme (LAMP) of the UNESCO Institute for Statistics as
a methodology in assessing literacy and the potential of “simpler” alternatives, taking the Education Watch survey in Bangladesh
as an example. The policy implications for literacy programmes of the broadened definition and a new assessment approach are
noted. 相似文献
2.
C. Melanie Schuele Joanne Erwick Roberts Jill Fitzgerald Patti Lucas Moore 《Early Childhood Education Journal》1993,21(2):13-21
Recent research on the literacy development of children during the preschool years has emphasized the notion of “emergent
literacy,” according to authors Kontos (1986) and Teale and Sulzby (1986). According to this view, preschool children learn
about reading and writing as they participate in a literate culture. Early social interactions involving print are crucial
to children's reading and writing development, according to the Early Childhood and Literacy Development Committee (1986). 相似文献
3.
Jeanne S. Chall 《Annals of dyslexia》1987,37(1):240-251
A comparison of the development of reading ability among adults with that of children—from the lowest levels of literacy to
the most advanced. Included in the comparison are characteristics of adults at each level of development, the kind of instruction
that will help bring them from lower to higher levels, and the particular difficulties they experience at the various levels.
The article concludes with a historical overview of the changes in literacy standards and needs in the United States and the
growing recognition that among the adult illiterates, particularly native English speakers who have very limited reading skills,
are large numbers who have dyslexia.
This article is based, in part, on an earlier paper, “New Views on Developing Basic Skills with Adults,” presented at the
National Conference on Adult Literacy, Washington, D.C., January, 1984. 相似文献
4.
Gaye Teksoz Elvan Sahin Ceren Tekkaya-Oztekin 《Journal of Science Education and Technology》2012,21(1):157-166
The present study proposed an Environmental Literacy Components Model to explain how environmental attitudes, environmental
responsibility, environmental concern, and environmental knowledge as well as outdoor activities related to each other. A
total of 1,345 university students responded to an environmental literacy survey (Kaplowitz and Levine in Environ Educ Res
11:143–160, 2005). The structural equation model revealed that high levels of environmental knowledge stimulate a university student’s concern,
attitudes, and personal responsibility toward environmental protection. More specifically, environmental knowledge was reported
to be a significant predictor of environmental concern, attitudes, and responsibility. Environmental knowledge had significant
indirect relationships with environmental attitudes and responsibility. Moreover, while attitudes toward the environment were
found to be a significant determinant of environmental responsibility, environmental concern held significant association
with attitudes toward the environment and outdoor activities. Findings promise to give clues for finding an answer to the
question “how education for sustainability can be improved in higher education curricula?” 相似文献
5.
James Trier 《Interchange》2009,40(1):47-67
This article discusses a project designed to engage preservice teachers in a process of reconceptualizing the traditional,
autonomous views of literacy that they held upon entering the teacher preparation program and acquiring a sociocultural view
of multi-literacies. The context of this project is that of a Master of Arts in Teaching (MAT) program. Through a series of
activities as part of a secondary English theory and methods course, students were introduced to a sociolinguistic theory
of “Discourses and Literacies”; they examined their own literacy experiences in terms of primary and secondary discourses
and literacies; they analyzed the film Educating Rita in great depth for its representation of the essential elements of a theory of “Discourses and Literacies” (i.e., primary
discourses, secondary discourses, learning, acquisition, bi-Discoursal situations, and more); and then over a period of many
weeks of observations they analyzed the kind of Literacy Discourse that was constructed in classrooms that they were observing
in. Finally, the students critically reflected on the transformation of their views of literacy as a result of the Discourses
and Literacies project. 相似文献
6.
In adult literacy programs today, well-intentioned but inadequately prepared volunteer tutors are being matched with learning
disabled adult students without the benefit of receiving training from experts in the field of language/learning disabilities.
The collaboration of adult literacy providers and learning specialists is obviously the most resourceful, yet most untried,
solution to a problem that is plaguing volunteer-based programs across the country: meeting the needs of learning disabled
adults. One adult literacy program—READ/San Diego of the San Diego Public Library—recognized that its volunteer tutors needed
training in special instructional methods to teach adults who evidence learning disabilities. Accordingly, the program’s administrator
obtained the services of specialists to develop a learning disabilities tutor-training module. This article (1) presents an
overview of preservice volunteer training at READ/San Diego; (2) discusses informal assessment procedures that help identify
possible language/learning disabilities in adults and provide valuable information for instructional planning; and (3) describes
selected multisensory teaching techniques designed especially for adults who “learn differently.” 相似文献
7.
《International Journal of Educational Research》2003,39(3):293-309
In the context of the UN Literacy Decade (declared in February 2003), the present paper suggests three parameters that should be considered when new tools for assessment are considered in less developed countries (LDCs), each of which poses a special challenge to international comparative literacy assessment, such as in the International Adult Literacy Survey (IALS):
- •Smaller: Assessment methods do not need to be major entrepreneurial enterprises, but rather just robust enough to answer key policy questions at the national and local levels. International comparative studies often run counter to this perspective.
- •Quicker: Literacy assessments need to be completed in ‘real time’ so that results can affect policy and spending in the ‘lifetime’ of current ministerial appointments. Studies that take 3–5 years to generate results, even if robust, nonetheless fail to meet the test of timeliness.
- •Cheaper: LDCs cannot afford either the fiscal or human resources costs of deep involvement in highly technical assessment exercises. The higher the cost, the more difficult to get to an initial ‘yes’ to participate in such an exercise, and the more difficult to gather time-series data to follow policy decisions.
8.
Literacy development in successful men and women with dyslexia 总被引:2,自引:2,他引:0
Rosalie P. Fink 《Annals of dyslexia》1998,48(1):311-346
To investigate how, when, and under what conditions individuals with dyslexia manage to develop high literacy levels, an interview
and literacy assessment study was conducted with 60 highly successful men and women with dyslexia and 10 peers without dyslexia.
The sample with dyslexia included a Nobel laureate, a member of the National Academy of Sciences, and leaders in a variety
of fields requiring extensive reading (i.e., medicine, law, business, and the arts and sciences).
For both males and females with dyslexia, interest-driven reading was key to the development of high literacy levels. Results
showed distinct groups of successful professionals with dyslexia: a compensated group and two partially compensated groups.
In each group, literacy development was augmented by avid reading in a content area of passionate personal interest, along
with systematic phonics instruction. Through avid reading on a specific topic, the individuals with dyslexia developed knowledge
of the specialized vocabulary, typical text structures, concepts, themes, and issues of a particular field. Extensive reading
about a favorite subject enhanced the background knowledge of these individuals and enabled them to gain reading practice,
which in turn, fostered the development of reading fluency and increasingly sophisticated skills. Although topics and genres
of personal interest varied, fascination with a subject area was a common theme among those interviewed.
In the literacy assessment, the 60 men and women with dyslexia demonstrated most of the salient characteristics of Chall’s
(1983) Stage 5, the highest level of reading development. All participants comprehended sophisticated text, but some, with
partially compensated dyslexia, showed continuing lags in basic, lower level “print” skills. Individuals with partially compensated
dyslexia fell into two groups: one group showed specific deficits only in spelling, whereas the other group had difficulty
in spelling, word recognition, and oral reading. Many, but not all, of the participants with dyslexia showed ongoing lags
in reading rate. Gender differences were most apparent in topics of personal interest reading and in mentoring patterns.
The study explores how adults with dyslexia, who may continue to lack strong integration of lower level “print” skills, succeed
in constructing higher order “meaning” skills. This analysis underscores the need for a balanced approach to literacy instruction
that includes both “print” and “meaning” aspects. It emphasizes the need to integrate solid interest-based approaches as a
centerpiece of instruction. 相似文献
9.
Jane M. Watson Ben A. Kelly 《International Journal of Science and Mathematics Education》2008,6(4):741-767
This paper considers the development of school students’ ability to define three terms that are fundamental to statistical
literacy: sample, random, and variation. A total of 738 students in grades 3, 5, 7, and 9 were asked in a survey to define
and give an example for the word “sample.” Of these, 379 students in grades 7 and 9 were also asked about the words “random”
and “variation.” Responses were used to describe developmental levels overall and to document differences across grades on
the understanding of these terms. Changes in performance were also monitored after lessons on chance and data, emphasizing
variation for 335 students. After 2 years, 132 of these students and a further 209 students who were surveyed originally but
did not take part in specialized lessons, were surveyed again. The difference after 2 years between the performance of students
who experienced the specialized lessons and those who did not was considered, revealing no differences in performance longitudinally.
For students in grades 7 and 9, the association of performance on the three terms was explored. Implications for mathematics
and literacy educators are discussed. 相似文献
10.
Honor J. Passow Matthew J. Mayhew Cynthia J. Finelli Trevor S. Harding Donald D. Carpenter 《Research in higher education》2006,47(6):643-684
Academic dishonesty (cheating) has been prevalent on college campuses for decades, and the percentage of students reporting cheating varies by college major. This study, based on a survey of 643 undergraduate engineering majors at 11 institutions, used two parallel hierarchical multiple regression analyses to predict the frequency of cheating on exams and the frequency of cheating on homework based on eight blocks of independent variables: demographics, pre-college cheating behavior, co-curricular participation, plus five blocks organized around Ajzen’s Theory of Planned Behavior (moral obligation not to cheat, attitudes about cheating, evaluation of the costs and benefits of cheating, perceived social pressures to cheat or not to cheat, and perceived effectiveness of academic dishonesty policies). The final models significantly predict 36% of the variance in “frequency of cheating on exams” and 14% of the variance in “frequency of cheating on homework”. Students don’t see cheating as a single construct and their decisions to cheat or not to cheat are influenced differently depending on the type of assessment. Secondary findings are that a student’s conviction that cheating is wrong no matter what the circumstances is a strong deterrent to cheating across types of assessment and that a student who agrees that he/she would cheat in order to alleviate stressful situations is more likely to cheat on both exams and homework. 相似文献
11.
Rosario Hernández 《Higher Education》2012,64(4):489-502
A distinction is often made in the literature about “assessment of learning” and “assessment for learning” attributing a formative function to the latter while the former takes a summative function. While there may be disagreements among researchers and educators about such categorical distinctions there is consensus that both types of assessment are often used concurrently in higher education institutions. A question that often arises when formative and summative assessment practices are used in continuous assessment is the extent to which student learning can be facilitated through feedback. The views and perceptions of students and academics from a discipline in the Humanities across seven higher education institutions were sought to examine the above question. A postal survey was completed by academics, along with a survey administered to a sample of undergraduate students and a semi-structured interview was conducted with key academics in each of the seven institutions. This comparative study highlights issues that concern both groups about the extent to which continuous assessment practices facilitate student learning and the challenges faced. The findings illustrate the need to consider more effective and efficient ways in which feedback can be better used to facilitate student learning. 相似文献
12.
David Sless 《Educational technology research and development : ETR & D》1984,32(4):224-228
This article is a reaction to the article by Cassidy and Knowlton, “Visual Literacy: A Failed Metaphor,” that appeared in
theECTJ, Summer 1983. 相似文献
13.
Stuart Fleischer 《Cultural Studies of Science Education》2011,6(1):235-241
In their treatise, Mitchell and Mueller extend David Orr’s notions of ecological literacy (2005) to include biophilia (Wilson
1984) and ecojustice (Mueller 2009). In his writings, David Orr claims that the US is in an “ecological crisis” and that this stems from a crisis of education.
The authors outline Orr’s theory of ecological literacy as a lens to understand Earth’s ecology in view of long-term survival.
In their philosophical analysis of Orr’s theory, Mitchell and Mueller argue that we move beyond the “shock doctrine” perspective
of environmental crisis. By extending Orr’s concept of ecological literacy to include biophilia and ecojustice, and by recognizing
the importance of experience-in-learning, the authors envision science education as a means to incorporate values and morals
within a sustainable ideology of educational reform. Through this forum, I reflect on the doxastic logic and certain moral
and social epistemological concepts that may subsequently impact student understanding of ecojustice, biophilia, and moral
education. In addition, I assert the need to examine myriad complexities of assisting learners to become ecologically literate
at the conceptual and procedural level (Bybee in Achieving scientific literacy: from purposes to practices, Heinemann Educational
Books, Portsmouth, 1997), including what Kegan (In over our heads: the mental demands of modern life, Harvard University Press, Cambridge, 1994) refers to as “Third Order” and “Fourth Order” thinking: notions of meaning-construction or meaning-organizational capacity
to understand good stewardship of the Earth’s environment. Learners who are still in the process of developing reflective
and metacognitive skills “cannot have internal conversation about what is actual versus what is possible, because no ‘self’
is yet organized that can put these two categories together” (p. 34). Mitchell and Mueller indicate that middle school learners
should undergo a transformation in order to reflect critically about the environment with a view toward determining critical
truths about the world. However, if this audience lacks “selective, interpretive, executive, construing capacities” (Kegan
in In over our heads: The mental demands of modern life, 1994, p. 29), assimilating the notions of ecojustice and biophia may be problematic. 相似文献
14.
15.
Mary Benson McMullen James Elicker Giselle Goetze Hsin-Hui Huang Sun-Mi Lee Carrie Mathers Xiaoli Wen Heayoung Yang 《Early Childhood Education Journal》2006,34(1):81-91
A team of researchers used a collaborative assessment protocol to compare the self-reported teaching beliefs of a convenience sample of preschool teachers (N = 57) to their documentable practices (i.e., practices that could be observed, recorded, and categorized using a deductive strategy). Data were examined from survey instruments, detailed classroom observations and time-sampling, curriculum materials, and program artifacts. Results indicated that when child-directed choice/play time, emergent literacy and language development activities were emphasized, teachers self-reported beliefs were more strongly aligned with developmentally appropriate practice (DAP) as a philosophy of practice. When consistent routines, organized classrooms, preplanned curriculum, and teacher-directed learning were the dominant behaviors, the teachers were found to report more “traditional” or academic-oriented beliefs. 相似文献
16.
The link between learning and the knowledge-economy is so crucial that the Organisation for Economic Co-Operation and Development
has reconceptualised the term knowledge-economy to call it “learning economy”. Ultimately, one of the main challenges of learning
and development in the 21st century is to evaluate the significant learning attributes of the adult learners. Literature on
Students’ Approaches to Learning (SAL), were used to conceptualise the study. However, researchers have reported the weakness
of the SAL for cross-cultural studies. This study acknowledges the importance of cultural issues in the study of learning
approaches. The adapted version of SPQ, i.e. R-SPQ-2FM (Revised-Study Process Questionnaire-2 Factors Malaysia) which considers
both etic (universal) and emic (culturally specific) characteristics was administered on 532 Malay and 326 Chinese Malaysian
adult learners. Results show that there are significant cross-cultural insights between Malay and Chinese adult learners,
particularly in the Understanding and Memorising Approach, Career/Achieve Motives constructs, the effects of “work experience”
and “time spent on study” have on approaches to learning. Findings above would strengthen “evidence-informed” policy making
for Malaysian authorities or regional policy makers in the Asia Pacific. 相似文献
17.
Kyle L. Peck 《TechTrends》1998,43(2):47-53
Conclusion I applaud ISTE, AASL, AECT, and the other organizations involved for tackling the “messy work” of developing standards for
the use of technology and information resources in schools. And, at the same time, I call for a “second generation” of standards
that define realistic expectations for teachers based on the subjects and levels they are called upon to teach. I propose
that professional organizations from each subject work with ISTE and AECT to complete this huge task, and I propose that we
consider as a “next step” the creation of a set of on-line learning experiences through which teachers can gain the identified
skills and knowledge by using the very technologies we’re hoping they’ll embrace in their own teaching.
There’s an old saying, “If you don’t know where you’re going, any road will do.” As far as educational technologies are concerned,
this is also true. For many, the goal seems to have been simply to “get more computers into the schools,” without much thought
about purpose. To return to Phil Schlechty’s metaphor, It’s generally been a brief and misguided “Ready” stage (occupied with
questions like “How many do we need?” “What type?” “Where?” and “How shall we connect them?”), followed by “Fire!” (the acquisition
and installation of equipment). What we need is: “Ready” (the creation of appropriate teams of people who will combine their
insights to plan for the district)... “Aim” (a series of discussions about what technologies can accomplish for schools and
the students they serve)... “Fire” (acquisition, installation, and professional development according to plan)... “Aim” (an
assessment of how well the technologies and related programs met the intended goals, and a new planning effort designed to
close the gap)... “Fire” (acquisition and implementation designed to eliminate the gap)... “Aim” (another gap assessment)...
“Fire” (another attempt to close gaps)..., And so on. 相似文献
18.
Theodore J. Kopcha Howard Sullivan 《Educational technology research and development : ETR & D》2007,55(6):627-646
This study investigated self-presentation bias in the self-reports of teachers about their practices in six topic areas in
educational technology (Instructional Design, Assessment, Learner-Centered Instruction, Curriculum Alignment, Attitudes about
Computers, and Use of Computers with Students). Subjects were 50 middle-school teachers. Data were collected using a 30-item
Likert-type survey containing five items per topic area. Teachers responded to items in two forms: “what I do” and “what other
teachers do.” Significant differences favoring the “I” form were obtained in three of the six areas (Instructional Design,
Learner-Centered Instruction, and Curriculum Alignment) and on nine of the 30 items, indicating a rather strong self-presentation
bias. Responses were generally positive across both forms. Results are discussed with implications for working with teachers
and for using additional assessment measures that complement teacher self-reports. 相似文献
19.
This research addresses issues in the design of online scaffolds for regulation within inquiry learning environments. The
learning environment in this study included a physics simulation, data analysis tools, and a model editor for students to
create runnable models. A regulative support tool called the Process Coordinator (PC) was designed to assist students in planning,
monitoring, and evaluating their investigative efforts within this environment. In an empirical evaluation, 20 dyads received
a “full” version of the PC with regulative assistance; dyads in the control group (n = 15) worked with an “empty” PC which contained minimal structures for regulative support. Results showed that both the frequency
and duration of regulative tool use differed in favor of the PC+ dyads, who also wrote better lab reports. PC− dyads viewed
the content helpfiles more often and produced better domain models. Implications of these differential effects are discussed
and suggestions for future research are advanced. 相似文献
20.
Harvey J. Graff 《Interchange》1993,24(3):271-286
Sketching broadly to suggest the power of the past in shaping how we think about, use, and even abuse the skills of literacy, Literacy: Myths and Lessons draws practical and theoretical instruction from the history of literacy. Its goal is to suggest new perspectives on literacy and literacies today and tomorrow in part by probing the connections tying past to present and both to possible futures. 相似文献