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21.
Sue Nichols Helen Nixon Valerie Pudney Sari Jurvansuu 《Early Years: An International Journal of Research and Development》2009,29(2):147-161
Parents deal with a complex web of choices when seeking and using knowledge and resources related to their young children’s literacy development. Information concerning children’s learning and development comes in many forms and is produced by an increasingly diverse range of players including governments, non‐government organisations and commercial businesses. This study used a survey, interview and artefact collection to investigate mothers’ and fathers’ reported activities in seeking, accessing, producing and circulating information and resources related to children’s learning and development. Differences were found relating to parent gender and level of education. Parents’ resourcing activities are also shaped by their particular goals for their children. 相似文献
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This quantitative study investigated the relationship between teacher dispositions, subject content knowledge, pedagogical content knowledge, and reasons that school principals recommend non-renewal of probationary teachers' contracts. Principals in the Southeastern Unites States completed an e-mailed survey. Two nonparametric tests, Kruskal-Wallis and Mann Whitney U, were used to statistically analyze group responses. Principals reported that they observed most a lack of pedagogical content knowledge from ineffective teachers and they prioritized the importance of instructional skills in deciding whether to non-renew a teacher contract. Principals identified teacher integrity, dependability, and honesty as important dispositions. The studies' findings are important for universities that prepare preservice teachers and also for the planning of professional development initiatives. The study findings suggest that principals tend to view dispositions as personality characteristics rather than as teacher competencies and that teacher expertise in both subject content and pedagogy must be woven together. 相似文献
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Jon Nixon 《British Journal of Sociology of Education》2005,26(1):91-103
This paper draws on questionnaire responses received (via e‐mail) during the period 2002–2003 from senior commissioning editors located within seven of the major UK publishing outlets. Drawing on the analytical framework of an earlier study by Nixon (1999), it focuses on the mediation of educational studies by market forces operating within and upon the educational publishing industry. More specifically it explores issues relating to the construction of readership, authorship and editorship within that force field of market pressures. Central to the argument is the claim that, in its increasing exposure to market forces, the public space afforded by educational publishing is now highly restrictive. The paper concludes with a call for a sustained debate on the future of academic publishing in general, and educational publishing in particular. 相似文献
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Michael J. Tobin Nick Bozic Graeme Douglas John Greaney Stuart Ross 《European Journal of Psychology of Education - EJPE》1997,12(4):431-447
This paper examines some of the models used for conceptualizing the possible developmental implications of blindness and severe visual impairment. It takes up the question of the significance in infancy of certain skills and proficiencies, especially motor, that may be impeded by the lack of vision. The paper then addresses such issues for the school age child as access to literacy, with the emphasis being on ways of mitigating the potentially educationally handicapping consequences of visual disability. Educational technology is cited as one of the principal means available to teachers for meeting these challenges, and examples are given of procedures and devices that are being explored. A central argument is that for psychologists, teachers, and educational technologists the search must be to pinpoint the specific and changing needs of the individual learner. 相似文献
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This paper investigates how electronic books (e-books) are used for scholarly activity. It focuses on the end-users of e-books in a case study which aimed to establish how scholars use and learn from e-books and the limitations of academic e-books. 相似文献
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Peter Farrell Alan Dyson Filiz Polat Graeme Hutcheson Frances Gallannaugh 《School Effectiveness & School Improvement》2013,24(3):335-352
This article presents the key findings and discusses the implications of a major study that explored the relationship between academic achievement and the inclusion of pupils with special educational needs (SEN) in mainstream schools in England. It is based on a statistical analysis of nationally held data on all pupils in England that is collected at the end of each of the 4 key stages, when pupils are aged 7, 11, 14, and 16. The analysis considered the relationship between academic achievement and inclusivity having controlled for a range of other variables. Findings indicate that there is no relationship between academic achievement and inclusion at the local authority (LA) level while there is a small but, for all practical purposes, insubstantial relationship at the school level. In addition, there is also a large degree of variation at the school level, suggesting strongly that there are other factors within a school's make up, rather than its degree of inclusivity, that impact on the average academic achievements of its pupils. The overall conclusion, therefore, is that mainstream schools need not be concerned about the potentially negative impact on the overall academic achievements of their pupils of including pupils with SEN in their schools. 相似文献
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