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This article reports on a study in progress which is exploring the potential for teaching Key Stage 2 pupils about the grammar and vocabulary of English with materials based on an electronically stored corpus of texts and associated software. It includes examples of the teaching activities used and extracts of discussions between the researcher and two groups of pupils. It illustrates children beginning to explore the distinction between ‘open’ and ‘closed’ classes of words. 相似文献
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Paula Sealey 《Curriculum Journal》2013,24(3):239-253
In this article we draw upon focus group data from a large study of learner trajectories through 14–19 mathematics education to think about the notion of relevance in the mathematics curriculum. Drawing on data from three socially distanced sites we explore how different emphases on what might be termed practical, process and/or professional forms of relevance affect the experiences and aspirations of learners of mathematics. We consider whether an emphasis on practical relevance in schools serving relatively disadvantaged communities might aid the reproduction of students' social position. This leads us to suggest that a fourth category of curriculum relevance – political relevance – is largely missing from classrooms. 相似文献
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Tim N. Sealey 《The Australian Educational Researcher》2011,38(1):43-56
The proportion of students enrolled at university from the lowest quartile of socio-economic position has remained static
at around 15% for at least the past 15 years (DEEWR, Transforming Australia’s higher education system, 2009). This paper argues that the apparent lack of progress towards equity of access has been exacerbated due to how socio-economic
position (SEP) is measured within higher education. Three major methodological issues are identified: (a) the use of socio-economic
indicator for areas (SEIFA) at an inappropriate unit of geographic area (postcode), (b) an inappropriate choice of index (education
and occupation), and (c) using the index of education and occupation as the sole indicator of SEP thereby increasing the risk
of misclassification of individuals through the operation of ecological fallacy. This paper argues that to address these methodological
deficiencies, alternative methods of determining SEP are required at both the aggregate and individual level. Possible options
are proposed for use as replacements for the geographic area (postcode) and index (education and occupation) as well as additional
measures at the individual or household level. 相似文献
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This paper explores the versions of language and of childhood which implicitly underpin the official National Curriculum for English at Key Stages 1 and 2. It considers the politically charged context of debates about ‘grammar’ and ‘standards’ within which a standardised curriculum is imposed, and the assumptions about language, learning and children which are involved in assessing children's talk. Finally, the article draws on an empirical study of the informal talk of six 8‐ and 9‐year‐old children to present some alternative perspectives on children, language and learning. 相似文献
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