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This article draws on material that formed part of a project entitled ‘Sustaining Pupils’ Progress at Year 3'1. One area that emerged as significant early in the project was the practice and the place of assessment. The project found a high increase in testing and other forms of assessment during Year 3 designed in part to facilitate progress. This article poses the question of whether we can learn from hearing what pupils have to say about their experience of assessment and concludes that, given the language with which to discuss and understand the processes they experience, children's views can indeed be of value as schools focus on ways to sustain learning 相似文献
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Semi-structured, qualitative interviews conducted with an ethno-culturally diverse group of 27 doctoral students in one Canadian university department produced narratives that often featured stories of stress and struggle. Two interrelated themes emerging from the data are highlighted here: surviving financially and dealing with divisions and diversity. The context is one where student bodies have become more diverse and the academic labour market less geared to full-time tenured positions. We argue that the commonplace notion that doctoral study means elite students being socialized into academic futures de-emphasizes the material conditions and interpersonal tensions that actually characterize everyday student life. 相似文献
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Marja-Kristiina Lerkkanen Eve Kikas Eija Pakarinen Kaili Trossmann Anna-Maija Poikkeus Helena Rasku-Puttonen 《Early education and development》2013,24(3):323-350
This paper describes the education of repatriate children who are part of a complex process of repatriation and settlement to Greece. Special emphasis is given to the education of younger children in relation to career and survival issues facing families in transitional stages. It also discusses the impact of these special circumstances on parents' educational values. The repatriate group addressed here is the Pontian group, people of Greek origin who had settled and lived in the former USSR and who have been repatriating to Greece the last few years due to the recent political realignment in that area. The authors are members of a group of researchers, most of them faculty members of the Primary Education Department of Aristotle University of Thessaloniki, who have been engaged in programs and activities combating exclusion and poverty for over ten years. The data for this paper has been drawn from the work of this team. In our effort to explain and help readers understand the difficulties the Pontian children face in adjusting to the Greek educational system, it is necessary to describe the characteristics and modalities of the group which affect the educational attitudes they develop, as well as the socio/economic structure created by the host country to accommodate their needs. 相似文献
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The aim of the study was to examine the extent to which contextual factors predict children’s mathematics skills in different cognitive domains. The sample consisted of 1734 students from 26 Estonian- and 17 Russian-language schools in Estonia. Mathematics and non-verbal reasoning tests were carried out at the beginning of the third grade. In addition, teachers were asked about their classroom management practices. The results of multilevel modelling showed that applying supportive practices in the classroom contributes to higher achievement in mathematics. Teachers from Estonian- and Russian-language schools were also found to differ with regard to their management practices, and these practices were shown to have different effects on children in Estonian- and Russian-language schools in terms of mathematics achievement. 相似文献
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Mahera Ruby John Jessel Eve Gregory Tahera Arju 《Early Years: An International Journal of Research and Development》2007,27(2):131-144
In many cultures, elders are revered within the extended family as a source of wisdom gained from long experience. In Western societies, this role has been marginalised by changes in family structure, and grandparents' significant contribution to children's upbringing often goes unacknowledged. A research study with families of three‐ to six‐year‐olds in East London reveals how grandparents from a variety of cultural backgrounds passed on knowledge about growing fruit and vegetables to their grandchildren through joint gardening activities. Children learned to identify different plants, and to understand conditions and stages of plant growth. Grandparents from Bangladesh introduced children to a wide range of fruits and vegetables, and concepts were reinforced through bilingual communication. Analysis shows that these intergenerational learning encounters fostered children's scientific knowledge in ways that supported and extended curriculum work in the early years. 相似文献
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Eve Kikas 《Research in Science Education》2006,36(3):269-283
Difficulties in students’ understanding of the spherical model of the Earth have been shown in previous studies. One of the reasons for these difficulties lies in beliefs and preliminary knowledge that hinder the interpretation of the scientific knowledge, the other reason may lie in the low level of verbal and visuo-spatial abilities. The study aims to investigate the effect of verbal and visuo-spatial abilities, but also that of preliminary knowledge on the later development of the knowledge of the Earth in school. 176 schoolchildren (96 boys and 80 girls) from five schools were tested; the mean age of the children during the first interview was seven years and eight months. All students were interviewed twice – in grades 1 and 2, before and after they had learnt the topic in school. Factual, scientific and synthetic knowledge was assessed. The facilitative effect of visuo-spatial and verbal abilities and preliminary factual and scientific knowledge on students’ knowledge of astronomy after having learnt the topic in school was shown. In contrast, the hindering effect of synthetic knowledge was not found. 相似文献