Community leaders' views of the purposes of science in the compulsory years of schooling

Accepting that scientific literacy is the primary purpose of science in the compulsory years of schooling leads to the question ‘What does scientific literacy mean in a particular community?’ This paper reports a study designed to provide some insight into that question. Data were gathered through interviews with a sample of community leaders, in the state of Victoria, Australia, about their views of the purposes of school science.

The data reveal that, although most of those interviewed had no formal post‐school science education, their life experiences provided them with useful insights into the question raised. The wisdom of such people could make an important contribution during the initial stages of curriculum development in science.

As people successful in their own fields, the study participants were lifelong learners. Consequently, their responses suggest that a primary focus of school science must be to provide students with a framework that will enable them to continue learning beyond schooling. This is not just a matter of knowledge or skills, but of feeling comfortable with science.

The methods used provide a useful example of how views about education can be gathered from thoughtful, non‐expert community members. In this instance, they allowed a reconceptualization of the purposes of school science. These community leaders argued for an education for ‘science in life’ rather than an education about science.     

Literacy Growth in the Academic Year Versus Summer From Preschool Through Second Grade: Differential Effects of Schooling Across Four Skills

Differences in literacy growth over the summer versus the school year were examined to isolate how schooling affects children's literacy development from preschool through second grade across four literacy skills. Children (n = 383) were tested individually twice each year for up to 4 years on measures of phonological awareness, decoding, reading comprehension, and vocabulary. Growth curve analyses indicated that schooling effects were greatest for decoding skills and reading comprehension, were medium in size for phonological awareness, and were less evident for vocabulary. Except for vocabulary, relatively small amounts of growth were observed for preschoolers, followed by a period of rapid growth for kindergarteners and first graders, which slowed again for second graders. Findings demonstrate the differential effect of schooling on four separate literacy skills during the crucial school transition period.     

Reading masculinities: exploring the socially literate practices of high school young men

This paper explores recent Ontario policy directives aimed at improving literacy levels among boys in addition to the perspectives underlying these policies. By drawing on the school experiences of four high school young men, the authors examine how boys read and misread masculinities through socially literate practices. This paper argues that these kinds of reading practices routinely inform how boys think about social identities, literacy and schooling more generally. The paper concludes by arguing that the textual practices involved when high school boys read the bodily texts of their male peers are useful entry points for opening a dialogue that highlights how and what boys can read in a particular context.     

学校本位教师专业发展的立论基础

学校本位的教师专业发展为我们描绘了一幅美好的蓝图。要检验学校本位教师专业发展是否能够立论,首先需要在学理上说清楚三个基本问题。一,怎么理解教师专业发展;二,怎么理解学校本位的教师专业发展;三,学校是否真的能够为教师专业发展提供所需的知识。     

Depth of lexical knowledge among bilingual children: the impact of schooling

The majority of studies examining the language and literacy skills of second generation immigrant bilingual children have focused on the breadth of lexical knowledge in populations with a low level of involvement in literacy activities. This study extends previous work in three ways. First, we focused on a sample of second generation immigrant bilingual children from favorable socio-cultural backgrounds. Second, we examined whether these children show lexical knowledge gaps in their second language on various measures of breadth and depth, as compared to their monolingual peers. Finally, we asked whether this gap tends to increase, remain stable, or decrease with formal schooling. Bilingual (n?=?70) and monolingual (n?=?55) children between the ages of 7 and 8?years were evaluated on measures of depth and breadth of lexical knowledge in the second language of the bilingual group. Both groups were tested twice: at the beginning of second grade and at the beginning of third grade. The findings indicate a significant gap between the target groups with respect to most measures of both depth and breadth at the beginning of second grade. However, after a year of schooling, the bilingual children showed significant progress in their lexical knowledge in their second language. The discussion addresses theoretical and clinical implications of these findings.     

How Should Energy Be Defined Throughout Schooling?

The question of how to teach energy has been renewed by recent studies focusing on the learning and teaching progressions for this concept. In this context, one question has been, for the most part, overlooked: how should energy be defined throughout schooling? This paper addresses this question in three steps. We first identify and discuss two main approaches in physics concerning the definition of energy, one claiming there is no satisfactory definition and taking conservation as a fundamental property, and the other based on Rankine’s definition of energy as the capacity of a system to produce changes. We then present a study concerning how energy is actually defined throughout schooling in the case of France by analyzing national programs, physics textbooks, and the answers of teachers to a questionnaire. This study brings to light a consistency problem in the way energy is defined across school years: in primary school, an adapted version of Rankine’s definition is introduced and conservation is ignored; in high school, conservation is introduced and Rankine’s definition is ignored. Finally, we address this consistency problem by discussing possible teaching progressions. We argue in favor of the use of Rankine’s definition throughout schooling: at primary school, it is a possible substitute to students’ erroneous conceptions; at secondary school, it might help students become aware of the unifying role of energy and thereby overcome the compartmentalization problem.     

Aiming higher: Learning profiles and gender equality in 10 low- and middle-income countries

Global education goals have many aims, among them universal basic schooling, universal literacy and numeracy, and gender equality. We use unique, nationally representative data on adult learning outcomes to examine the link between schooling and literacy in ten low- and middle-income countries. We simulate scenarios of increasing school grade attainment, increasing learning per year, and achieving gender equality, and examine learning outcomes in each. In six of the ten countries only about half or less of younger adults (aged 18−37) with primary completion as their highest schooling can read a few sentences without help. Simulations show that achieving universal primary completion would still leave many adults functionally illiterate: in India nearly a third of adults would still be unable to read. Our simulations further show that, while achieving equality of schooling attainment would produce improvements in women’s literacy, in many countries this would still leave a third of women unable to read. Gender equality of learning per year produces very little gain as, once in school, girls’ learning nearly matches that of boys. In nearly all countries steepening the learning profiles for all students to the best-performing of the ten countries would lead to greater gains in literacy for women than achieving gender equality in both schooling and learning. Achieving learning for all will require both eliminating gender gaps but also improving how much is learned while in school.     

The effect of school inputs on labor market returns that account for selective migration

In this paper, I estimate the effect of state school inputs on labor market returns to schooling. The method follows Card and Krueger (1992) and Heckman et al. (1996), but I extend their analysis in two ways. First, I correct state-level returns to schooling for selective migration, adapting a method from Dahl (2002). Second, I use more recent data and assess the degree to which the 1999 labor market capitalized school inputs (with 2000 Census data). Higher state-level school inputs are associated with higher returns to schooling after correcting for selective migration. These positive effects are present in all Census years I study.     

学校为什么不春游了——一个乡镇公立小学的个案研究

教育应鼓励儿童参与社会文化生活,在开拓视野、增长新的经验的过程中长大成人。然而近年来,全国各地陆续出现中小学停止春游的现象,为深入分析产生这一现象的原因,笔者对G省T市H镇中心校进行了个案研究,并做出如下解释:公共舆论使学校和政府面临的安全压力被放大;习俗型信任瓦解,契约型信任缺乏建立的条件,学生安全问题引发的矛盾倾向于以冲突的形式爆发;公共舆论和群众造成的扭曲压力通过教育行政体系下压至学校,学校的安全压力大,满足学生发展的动力低。最终,学校以牺牲学生的全面发展为代价确保安全。     

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.     

Learning equity requires more than equality: Learning goals and achievement gaps between the rich and the poor in five developing countries⋆

Whereas the MDG was a simple schooling goal the Sustainable Development Goals (SDGs) have a number of targets for learning. Target 4.1 specifies not just that all children complete primary and secondary school but that this schooling leads to “relevant and effective learning outcomes” and Indicator 4.1.1 tracks progress goal using the proportion of children reaching “minimum proficiency” at early (grade 2/3), intermediate (primary complete) and late (end if lower secondary) stages of basic education with the aim that "all youth…achieve literacy and numeracy" (Target 4.6). We use the Annual Status of Education Report (ASER) data from India and Pakistan, and Uwezo data from Kenya, Tanzania, and Uganda that assess all children in a given age range, whether in school or not, on simple measures of learning in math, reading (local language), and English, to quantify how much achieving within country equality between the richest 20 percent and the poorest 40 percent in (a) grade attainment and (b) learning achievement by grade would contribute to an SDG-like global equity goal of universal numeracy and literacy for all children by age 12−13. We have three empirical findings. First, except in Kenya equalizing grade attainment between children from rich and poor households would lead to only modest progress in achieving universal numeracy, closing only between 8% (India) and 25 % (Pakistan) of the existing gap to universal literacy. Second, equalizing the learning profiles, that is, closing the gap in learning for children in the same grade between those from the poorest 40 percent of households and the richest 20 percent, would close between 16 % (Pakistan and Uganda) and 34 % (India) of the gap to universal numeracy, and between 13 % (Uganda) and 44 % (India) of the gap to universal literacy. Third, even with complete equality in grade attainment and learning achievement with children from the richest 20 percent children from poorer households still be far from the equity goal of universal numeracy and literacy, as even children from the richest 20 percent of households are far from universal mastery of basic reading and math by ages 12−13. In the currently low performing countries achieving universal literacy and numeracy to reach even a minimal proficiency of global equity goal will require more than just closing the rich-poor learning gap, it will take progress in learning for all.     

Parent decision-making when selecting schools: The case of Nepal

This paper analyzes the parent decision-making processes underlying school selection in Nepal. The analysis is based on primary survey and focus group data collected from parent meetings in diverse local education markets in two districts of Nepal in 2011. It highlights three main arguments that are less frequently discussed in the context of school choice, including in developing countries. First, children who go to public schools play a significant role in their own decision-making on schooling; this complicates the currently predominant conceptualization that schooling decisions are primarily made by parents and school officials. Second, the gradual growth in private schools has led to significant sorting of students and created a stigma around public education. Finally, in contexts such as Nepal, that suffer from political conflict, and poor conditions for law and order, a school’s proximity to their home becomes a greater priority for students and families.     

论提高我校教育教学质量的方法和措施

制约我校教育教学质量的因素有：生源质量不高、师资队伍不够、教学条件紧张和运转经费不足,但经费问题不久将会圆满解决。解决我校质量的具体方法和措施：首先,下大力气加强师资队伍建设;其次,引导教师把教学作为首要任务,加强师德师风建设,调动广大教师授课的积极性和努力提高授课艺术;第三,学校要努力调动学生学习的积极性;第四,学校要为学生创造良好的学习条件。     

‘They do it anyway’: a study of Primary 1 teachers' perceptions of children's transition into primary education

Almost all 3‐ and 4‐year‐olds in Scotland now experience some form of pre‐school provision prior to school entry. Given such high rates of participation, the impact of pre‐school experiences on children's readiness for primary school has become an important issue for those involved in the early stages of compulsory schooling. Teachers in early years classes need to be aware of the experiences and achievements of individual children in their pre‐school setting to enable each child to transfer into mainstream education with the least amount of disruption to their learning. This study was carried out in one small Scottish local authority and explored the perceptions of early years teachers, from a diverse range of primary schools, of what information is important for them as children start school. This article presents the perspectives of Primary 1 teachers on children's readiness for schooling. It reports the factors, which these teachers identified as having an impact on successful transition from the pre‐school setting into the primary school.     

Approaching Participation in School-Based Mathematics as a Cross-Setting Phenomenon

This article reports on an ethnographic study of a 10-year-old's pursuit of school-based mathematics across school and home to suggest that participating in school-based mathematics is a cross-setting phenomenon in at least 2 ways. First, I illustrate how accomplishing school-based mathematics literally extends into the home and how individuals recruit resources from their histories of participation in alternative settings to accomplish the work of school-based mathematics. Second, I show how a youth's social identification in the classroom is shaped by his teacher's partial accounts of how learning is arranged for in the home. Approaching participation in school-based mathematics as a cross-setting phenomenon illustrates the complexity inherent in participating in schooling and raises questions about how to coordinate schooling across school and home settings.     

Gauging primary school teachers’ environmental literacy: An issue of ‘priority’

Over the past thirty years, it has often been stated that primary school education should endeavour to improve and protect the environment through producing an ‘environmentally informed, committed and active citizenry’. Even so, existing research shows that the implementation of environmental education in primary schools is problematic and has had limited success. However, the reasons for these shortcomings are far from clear, with present research merely speculating about barriers to effective implementation. This paper presents a detailed discussion and analysis of primary school teachers knowledge and beliefs about environmental concepts and environmental education. In so doing, the paper identifies a perceived gap within the field of environmental education research and literature. This field has neglected studies of Australian primary school teacher’s knowledge and beliefs about environmental education as a factor affecting the capacity of schooling to achieve environmental education goals. To these ends, we utilise the concept of ‘environmental literacy’ to assess primary school teacher’s knowledge and beliefs about environmental education. Based upon preliminary data analysis, we tentatively claim that current Queensland primary school teachers are variably committed to and demonstrably lack content knowledge of environmental concepts and environmental education. More significantly, these primary school teachers tend to dismiss the importance of content knowledge, preferring to focus upon attitudes towards environmental education and environmental concepts. Clearly these levels of environmental literacy are inadequate if environmentally literate students and thus an environmentally literate citizenry are to be achieved within schools. We conclude that the introduction of environmental literacy in educational policy would advance the goals of environmental education, namely the production of an informed, committed and active citizenry.     

The Home Schooling “Market”: Results and Implications of Current Research

ABSTRACT

One of the biggest forces in primary and secondary education today is the home schooling movement–parents opting to forego sending their children to public or private schools in order to teach them themselves in their own home. As this movement grows, more and more students entering higher education will have been home schooled. This is becoming a market segment that many colleges and universities cannot afford to ignore. The current paper reviews the research which has been conducted on home schooling to answer four questions of importance to college or university officials as they contemplate targeting this group: (1) why do parents home school? (2) what are the characteristics of home schoolers? (3) would home schoolers make good college students? and (4) how could a college or university effectively reach out to home schoolers? By answering these four questions, college and university officials can better decide whether or not they should target home schooled students and, if they do, how to best reach these students.     

Literacy in the early years: a follow‐up study

In one Australian state, a concerted effort has been made to impact the literacy achievement of students during the early years of schooling, especially those students attending primary schools in identified least‐advantaged areas. While these initiatives have been successful, their impact has been enhanced by the development of print‐enriched play environments during the pre‐school years. Data are reported here from the Preschool Literacy Project (PLP) that followed approximately 1000 students, in treatment and control groups, through into their first two years in school. The analysis of residual gain scores identifies the reciprocal relationship between spoken and written language, also the increasing Text Level achievement for students who entered school with enhanced conceptual development in relation to literacy.     

Using information and communication technologies to engage students in the later years of schooling in learning content and literacy: Case studies of three teachers

Literacy for a 21st century context is far more complex than reading and writing print. As society and information and communication technology (ICT) has changed, so what counts as literacy and how a person is deemed to be literate has changed. Students from low socio-economic backgrounds in the later years of schooling require access to multiple literacies mediated through ICT and to teachers who are willing to provide opportunities for them to be taught explicitly. ICT can promote the learning of the content as well as learning the literacies associated with specific subject areas. This paper will focus on how three teachers in the later years of schooling (years 9–12) used technology to enhance learning and engagement of students in learning the literacies associated with their subject. They challenged the hegemony of print literacy by providing opportunities to develop students understanding, critique and creation of multimodal texts, but also supported students in achieving more effective print literacy. These teachers provided appropriate teaching for students from low socio-economic backgrounds, engaging them in thinking, feeling and acting at high levels while simultaneously providing positive messages about their knowledge, ability, control, place and voice. Their pedagogical approach supported the development of cultural and social capital that will enhance their students’ life options.