A longitudinal study of children's early literacy experiences at home and later literacy development at home and school

Studies of literacy attainment in the early years of school have identified various measures at school entry which predict later attainment. The study reported has sought not only to replicate earlier findings but to investigate significant home factors from a younger age. Literacy experiences of 42 children at ages 3, 5 and 7 were investigated, and the relationship of home factors to literacy development explored. Findings are reported concerning two outcome measures at age 7: children's reading level, as determined by the difficulty level of their school reading book, and whether or not children at age 7 were judged to have literacy difficulties. Significant factors included having favourite books at age 3; letter knowledge and parents reading to children at school entry; and at age 7, access to home computers, and parents’ knowledge of literacy teaching in school. Children with literacy difficulties owned fewer books, were less likely to read to themselves or their parents, and generally had less support for literacy at home. Implications for teachers, highlighting the relevance of home literacy, are discussed. The findings underline the importance of home factors for children's literacy development.     

Preparing beginning teachers for technology integration in education: ready for take-off?

The overall aims of this study are to explore (1) how beginning teachers integrate technology in their practice and (2) the connections between teachers’ technology uses and their pre-service education programmes. Data of this follow-up study were collected through in-depth interviews with beginning teachers. The results reveal that all beginning teachers used a wide range of technological applications, mainly for structured learning approaches, while few created opportunities for student-centred technology use. Further, pre-service learning experiences that impact graduate teachers’ technology use are identified. While teacher educators modelling technology use are an important motivator for beginning teachers to use technology in their own teaching, field experiences seem to be the most critical factor influencing their current practice. Based on the results of this study, recommendations about how to prepare and support pre-service and beginning teachers for technology integration are discussed.     

Heavy‐metal Humpty Dumpty: dissonant masculinities within the context of the nursery

To operationalize a feminist poststructuralist approach necessitates research of a close‐up nature in order to track shifting subject positions through a range of social contexts and to explore the interpersonal and intrapersonal power relations that operate within them. Adopting this theoretical perspective, together with Connell’s concept of hegemonic masculinity, this paper explores the practices and beliefs of one male nursery teacher, Ian, as he attempts to carry out a Government‐funded initiative aimed at increasing the involvement of fathers and male carers in his nursery. Data are drawn from a sequence of interviews with Ian, his colleagues, and the participating fathers and male carers. The analysis shows how Ian experiences identity dissonance which can be interpreted as a struggle with competing aspects of masculinity as he slips in and out of forms of hegemonic masculinity, sometimes complicit and sometimes struggling to resist. This interpretation problematizes the essentialist nature of the concept of hegemonic masculinity.     

Emotional neglect and family structure: impact on student functioning

OBJECTIVE: The goal of this study was to demonstrate the relationship between retrospective reports of child neglect, family of origin functioning, and current psychological distress. It was hypothesized that experience of childhood emotional neglect would be associated with lower levels of cohesion and adaptability in participants' family of origin and greater levels of current psychological distress. Gender effects were explored. METHOD: Retrospective reports of emotional neglect in childhood were quantified by use of a parental bonding measure, specifically by assessing level of perceived parental care. Participants were assigned to one of three groups based on level of care scores: neglect by a primary male caregiver, neglect by a primary female caregiver, and no neglect. These groups were compared on three variables: current psychological functioning, retrospective report of family of origin adaptability, and retrospective report of family of origin cohesiveness. Amount of time left in the care of others was used as a covariate based on attachment theory literature. RESULTS: Data were analyzed for 69 female and 22 male undergraduate students. Participants who reported a childhood experience of emotional neglect by a primary female caregiver described greater current psychological distress than those reporting no neglect or neglect by a primary male caregiver. Participants who experienced emotional neglect by a primary female caregiver, as compared to those reporting emotional neglect by a primary male caregiver and those reporting no neglect, described lower cohesion and adaptability in their family of origin. There were no differences between male and female participants in terms of impact of emotional neglect. CONCLUSIONS: This study suggests potential caregiver gender effects, regardless of respondent gender. Perceived neglect by female, but not male caregivers, led to psychological distress in adulthood and was associated with lower cohesion and adaptability in one's family of origin. Future research should attempt to account for the participants' expectations regarding male and female caregiver roles.     

Encouraging the transfer of ‘school’ mathematics to the ‘real world’ through the integration of process and content,context and culture

This paper reports upon a research project which considered the transfer of students' mathematical understanding across different task contexts. The research involved two groups of students from contrasting learning environments. The first environment was characterised by the complete integration of mathematical process and content using open ended activities. The second environment represented a typical English classroom with a content based scheme being predominantly used. The research demonstrated that the procedure and performance of students in response to addition and fraction tasks varied considerably when the context of the tasks changed. This variation suggested that students' perceptions of the contexts were individually constructed and contexts did not have a uniform effect upon the difficulty of tasks. The research also suggested that students who had learned in an environment characterised by the integration of process and content were more able to transfer their learning across contexts. Students who had learned mathematical process independently of content were more likely to vary their procedure and performance in response to the contexts of the tasks. This was considered in relation to the problems of school — real world transfer and the effectiveness of different learning environments.     

Good readers but at a cost? Attitudes to reading in England

The results of the Progress in International Reading Literacy Study 2001 (PIRLS) were reported in 2003. In addition to data about the reading achievements of 10‐year‐olds in 35 countries, the study also collected questionnaire information from children, their teachers, headteachers and parents. One aspect of the data that attracted comment in the media was the fact that, despite high achievement on the reading tests, children in England were reported as having relatively poor attitudes to reading, compared to children in many other countries. A review of the results of selected surveys over the past 30 years suggests that there may be some evidence of attitudes to reading in primary schools becoming less positive. Preliminary analysis of the attitude and achievement data from PIRLS suggests a more complex picture than that presented in the summary index published in 2003.     

The track of policies for educational equality and its implications in Korea

Most countries have taken equality of education as a paramount issue, but policy initiatives have not taken the same patterns across the nations. This paper addressed the features of equality policies and their changes in South Korea through an array of target groups and types of policy measures. According to a contingency approach, Korea relied critically on non-financial instruments characteristic of regulations, when the government was not financially well prepared for equalizing opportunities. It also gave a serious consideration to out-of-school factors besides school characteristics, because the equality policy confined to schools is destined to have only so little meaning. Regulations on the advantaged group were introduced along with preferential treatment for the disadvantaged in pursuit of equality. Now Korea is in transition from outside-in movements to inside-out improvements in the process of ensuring equality, and it means that the alternatives of equality policies have become dramatically narrowed. Recently, the Korean model is facing challenges from courts and constituents who advocate for constitutional rights to free choices of education.