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201.
202.
A comparative analysis of systematic synthetic phonics (SSP) and the intensive teaching of high frequency words (HFW) revealed the latter had greater impact on pupils’ reading attainment and fluency. Data were collected using multiple methods, including miscue analysis, Salford Reading Test, a phoneme skills test and HFW audits. 相似文献
203.
This paper examines the emergence of new accountabilities in teaching and teacher education in Ireland in the 15 years period 1997–2012. Framing accountability in terms of the three main approaches to it globally in education systems, that is, compliance with regulations, adherence to professional norms and attainment of results/outcomes, we identify significant changes, particularly, in compliance- and results-driven accountability. A ‘rising tide’ of accountability, due to the interrelated influences of the European higher education space, education legislation and professional self-regulation policies (i.e. Teaching Council), is evident since the late 1990s. This was punctuated by a ‘perfect storm’ in 2010 comprising ‘bad news’ from PISA 2009, the economic bailout and strategic leadership at a system level. The cumulative impact of the ‘rising tide’ and ‘perfect storm’ is evident in how they reframed both ‘to whom’ and ‘for what’ accountability in teacher education relates. Significantly, the new accountabilities in teaching and teacher education reflect a move towards the dominant global education reform movement (Sahlberg 2007) with its emphasis on standardisation, narrow focus on literacy and numeracy and higher stakes accountability. 相似文献
204.
Paul Greenbank 《Teaching in Higher Education》2013,18(3):317-331
It is often claimed that collaborative approaches to assessment improve student performance and help students to develop key transferable skills. There are, however, considerable difficulties associated with the introduction and management of such approaches. This article utilises the author's experience of introducing collaborative assessment on an undergraduate business and management course. The article focuses on the role of values, and how both student and lecturer values can have a significant influence on their attitude to such forms of assessment. The paper concludes by suggesting that we should attempt to obtain a more in-depth understanding of student and staff values, and try to address these when introducing collaborative assessment. It also suggests that an incremental approach might be adopted in order to foster commitment, help create a culture of co-operation, and facilitate an action research approach that enables those involved to learn from their experience. 相似文献
205.
Two groups of 4.5–5.5 year old children in their first year at school were examined; one taught by a whole word teaching method and one taught by a mixed whole word and phonological teaching method. The children were given a test to investigate their reading of normal words. The results of this test were subjected to a detailed error analysis and the two groups were examined in order to see if there were differences in the reading strategies they used. No evidence was found counter to the assumption that reading begins with a logographic stage. However, it was found that teaching method was having a significant impact on the reading strategies which the children adopted. In addition it was found that a number of children from the whole school appeared to exhibit letter by letter reading. This suggests that letter by letter dyslexia might in part be an extreme form of a strategy used by normal readers. 相似文献
206.
Gordon Grant Morag McGrath Paul Ramcharan 《International Journal of Disability, Development & Education》1994,41(2):127-141
Within the field of intellectual disability, progressive policy thinking in Wales has led to an emphasis on the tailoring of services to individual needs and wants of service users, especially through individual planning processes and the creation of service packages. Using an adapted structure‐process‐outcome evaluation model, research is reported about how informal supporters appraise service quality. Based on a survey of 752 families, the first phase of the research reported here has been concerned with charting relationships between personal characteristics of users, service process factors and appraisals by informal supporters of service quality. The findings suggest the importance of key service process factors to an understanding of dimensions of service quality. 相似文献
207.
Paul McColl 《Research in Science Education》1993,23(1):183-188
This paper examines an approach to the teaching of a year 12 Physics topic from within an historical setting. The Victorian
Physics course requires teachers to cover each topic within some particular prescribed context, so that the everyday relevance
of physics or its interrelationships with other fields of endeavour can be demonstrated. The Light and Matter topic specifies
only one context: Landmark Developments. Rather than adopting a ‘names, dates and events’ approach which, for many understandable
reasons, most teachers seem to follow, the author has attempted to cover the history in greater detail and more holistically.
Specializations: history of physics, nature of science, construction of knowledge, social responsibility in science. 相似文献
208.
Paul Kelley 《Learning, Media and Technology》1993,19(2):61-71
This paper analyses the use of a television film, David Leland's Flying into the Wind, in O Level English Literature examinations in 1986. This is the first use of television material in an examination of this kind. After studying the video as part of a two‐year course, candidates were shown part of the television film during the examination and asked to comment upon it. An analysis of candidates' responses suggests television is a suitable medium for use in public examinations, as well as a popular choice with the candidates themselves. Certain aspects of the candidates' responses suggest the importance of visual imagery, and this in turn may have implications for theories concerning how we understand television. Finally, the subsequent use of Flying into the Wind and the current use of Gregory's Girl in GCSE examinations, and the place of television in the new National Curriculum orders are briefly considered. 相似文献
209.
Paul J. Germann 《科学教学研究杂志》1988,25(8):689-703
There is much interest in science courses in high school and student attitudes toward those courses. A valid and reliable instrument that measures such attitudes is not available. This study first developed and validated the Attitude toward Science in School Assessment (ATSSA). The instrument was used to evaluate the relationship between such attitude and achievement in science. A low correlation was found between attitude and various achievement tests. A moderate correlation was found between attitude and achievement that included an evaluation of the quality of work, as in a course grade. 相似文献
210.
This case study illustrates instruction in an urban 6th‐grade classroom in which students were learning about mass, volume, and density by attempting to layer (stack) three miscible solutions with differing densities atop one another. The study examines classroom discourse and interaction on the basis of four teaching goals: (a) reaching consensus about which stacks were possible, (b) developing persuasive arguments that separated data from noise, (c) establishing social norms for collective inquiry, and (d) appreciating the epistemological status of scientific knowledge. The study traces the fate of three stacks that students claimed were possible after initial investigations with the solutions. These claims underwent a process of collective validation in which consensus without coercion was the goal, which illustrates emergent standards for backing claims with evidence, as well as for replicability, among the students. Students were successful in achieving three of the four goals, with some qualifications. In relation to Goal 3, which required generalization to other situations, somewhat less success is reported. Limitations in the current standards, difficulties of time allotment in current curricula, and establishing classroom cultures of inquiry are discussed. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 36: 179–199, 1999 相似文献