首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 234 毫秒
1.
This study explores the impact of practica in multigrade schools in rural areas in Turkey on the development of preservice teachers’ identities, drawing in particular on Gee’s four perspectives regarding viewing identity. Interpretation of the identity categories was based on the content of students’ reflective narratives written over four consecutive years and discussed in terms of these categories, which were identified as nature, institution, discourse and affinity. The results indicated that a practicum undertaken in multigrade classrooms influenced students’ thinking about continued identity development as teachers and supported their development, as well as the awareness needed to develop, shape or reshape an identity. The data also demonstrated that practicum experiences in multigrade classrooms are important, particularly in countries where teachers are frequently appointed to such an educational setting in their first year of teaching.  相似文献   

2.
This study, which is based on a longer report by Willms and Somers (2000), employs hierarchical linear regression models to examine the relationships between 3 schooling outcomes (language and mathematics achievement, and time to complete primary schooling) and family background, as well as various school policies and practices. The analyses employ data from the Primer Estudio Internacional Comparativo (PEIC ; UNESCO, 1998), which includes data for 13 Latin American countries, with samples of approximately 100 schools in each country, and 40 grades 3 and 4 pupils sampled in each school. The study finds that the relationship between schooling outcomes and family background varies among countries. The most successful country, Cuba, has uniformly effective schools, and relatively small inequities along social class lines and between the sexes. Across all countries, the most effective schools tend to be those with: high levels of school resources; classrooms which are not multigrade, and where students are not grouped by ability; classrooms where children are tested frequently; classrooms and schools with a high level of parental involvement; and classrooms that have a positive classroom climate, especially with respect to classroom discipline. The article concludes with a discussion about how we might improve capability to monitor school performance in low-income countries.  相似文献   

3.
Parents of children in a large primary school in New South Wales were asked questions related to their attitudes towards and beliefs about composite (multigrade) classes. Parental concerns about composite classes are commonly reported as negative and this study confirmed this concern. Issues identified as causing concern for parents were a belief that some grades and some children are more suited than others to being part of a composite class, position in the class (younger or older grade), cohesion both within the class (class identity) and with grade peers in monograde classes (grade identity), perceived choice (between composite and monograde classes) and selection bias. Selection of particular teachers and students for the composite classes had both positive and negative effects — a positive effect on the composite class but a negative effect on the monograde classes because of the removal of the good role models and the ‘best’ teachers. Many parents reported more favourable attitudes after a positive experience with a composite class but not all such parents were prepared to indicate their support for composite classes.  相似文献   

4.
The ‘summer learning effect’ (SLE) is described as a stall or drop in achievement over summer, especially in schools serving poor or ‘minority’ communities. There has been little research in Europe on the effect, and research internationally has primarily focused on the effect in reading, with minimal focus on writing. This paper describes the extent and nature of the SLE in reading comprehension and writing in second grade classrooms in Germany. The SLE was evident in both subject areas with all students experiencing lower progress rates over summer. In reading, students attending the high‐income school progressed significantly more over summer than their low‐income peers, while there was no significant difference in writing progress over summer. Literacy logbooks over summer and interviews with a subset of students provided information on how home literacy practices influenced the effect.  相似文献   

5.
We use three data sources to build a rationale for why intensive interventions are necessary for students with pervasive reading disabilities: current data on the performance of students with disabilities on reading achievement measures over time, observation studies on students with reading disabilities in general and special education classrooms, and findings from intensive intervention studies for students with reading disabilities. Results of these data sources indicate that students with disabilities are not making progress in reading at the same rate as students without disabilities, reading instruction for students with reading disabilities is comprised of excessive amounts of low level tasks, and findings from intensive intervention studies suggest positive impacts for students with reading disabilities. We argue that students with reading disabilities require ongoing intensive interventions that are likely to require schools to change the contexts and practices for these students.  相似文献   

6.
Multigrade teaching in Peru, Sri Lanka and Vietnam: an overview   总被引：1，自引：0，他引：1  
This paper comprises reviews of multigrade teaching in three countries: Peru, Sri Lanka and Vietnam. For each country, we describe the context for multigrade teaching, the country's education system, the place of multigrade teaching within the system, problems associated with multigrade teaching and current strategies for multigrade teaching. We conclude by noting some common experiences for multigrade schools across the countries, including those of isolation and dispersion, lack of physical facilities, poor teacher backgrounds and conditions, limited classroom teaching and learning strategies and pupils' deprived backgrounds. Also common across the three countries is a national commitment to improving the situation for multigrade classrooms.  相似文献   

7.
Reading and comprehending content area texts is important for academic and professional success as well as life skills necessary to maintain good health and quality lifestyle. Spanish speaking English language learners have shown poor performance on high-stakes assessments in reading comprehension. The number of Spanish speaking English learners (ELs) in our schools continues to increase at a fast pace, and therefore it is imperative that we address their reading comprehension needs swiftly and effectively. The text structure strategy has shown positive results on comprehension outcomes in many research studies with students at Grades 2, 4, 5, and 7. This study is the first implementation of instruction about the text structure strategy expressly designed to accommodate the linguistic and comprehension needs of Spanish speaking ELs in Grades 4 and 5. Strategy instruction on the web for English learners (SWELL) was designed to deliver instruction about the text structure strategy to Spanish speaker English learners. A randomized controlled study with pre and post-tests was conducted with 14 classrooms at fourth-grade and 17 classrooms at fifth-grade in high poverty schools where over 85% of students were Spanish speaking bilinguals or ELs. Analysis of data using multi-level models show moderate to large-effects favoring the students in the SWELL classrooms over the business as usual control classrooms on important measures such as a standardized reading comprehension test and main idea and cloze tasks. This research has practical implications for the use of web-based tools to provide high-quality and supportive instruction to improve Spanish speaking ELs reading comprehension skills.  相似文献   

8.
As one of the world's largest and most diverse countries, Indonesia faces an enormous challenge as it seeks to upgrade the skills and knowledge of its widespread primary teacher workforce. This challenge is even more acute in remote rural areas, where practising teachers require specialized training to work in classrooms with children of different ages and grades. Yet, due to their remote locations, these teachers have little access to training opportunities, and teacher educators have few opportunities to assess their needs. To explore training needs and instructional strategies employed by rural teachers, we conducted a case study of nine rural schools in the district of Bogor, West Java. We interviewed headmasters and teachers in these schools, instructors at a major Indonesian university, and a district official. We found that while rural teachers generally consider their training to be helpful, they receive little guidance to help them manage and teach large multigrade classes. As a result, pedagogical practices and perspectives vary across nine schools in the same rural district. At the same time, a growing number of “contract teachers” in these schools has reduced the number of multigrade classrooms while increasing the need for training of novice teachers in rural schools.  相似文献   

9.
We know that knowledge of word structure—morphology—relates to reading, but there is limited research on its unique contribution to reading comprehension, especially with students in middle and high schools and with the nesting of students within classrooms taken into account. In this study with 4780 students in grades 3 to 10, we examined how students' winter scores in morphological knowledge, spelling, text reading efficiency, and reading comprehension predicted spring scores in reading comprehension. Reading comprehension was measured by a computeradaptive, interim reading assessment. Bivariate relations were examined and a strong relation between morphological knowledge and reading comprehension was observed in all grades except grade 10. Multilevel analyses showed that morphological knowledge added 2%–9% unique variance beyond the autoregressor in predicting spring reading comprehension at the student level and that over 90% of the large variability between classrooms was explained by performance on these component skills. Educational implications were discussed.  相似文献   

10.
Evaluating multigrade school reform in Latin America   总被引：1，自引：0，他引：1  
This paper describes three multigrade school reforms in Latin America: (1) Colombia’s Escuela Nueva, (2) Guatemala’s Nueva Escuela Unitaria, and (3) Chile’s MECE‐Rural. Each reform endowed primary teachers and students with special training and instructional materials, and encouraged new kinds of instruction in rural classrooms, with the goal of improving student learning. The paper discusses the challenges to evaluating school reforms in a rural context. It then reviews the international literature on each reform, assessing whether reforms were effectively implemented and whether they caused improvement in student outcomes. Even in the best cases, multigrade schools were not fully implemented. There is consistent evidence of positive effects on student achievement. Yet, the causal interpretation of evaluation findings is severely limited, especially in Guatemala and Chile. It concludes with suggestions for improving multigrade evaluations.  相似文献   

11.
Too many children fail to learn how to read proficiently with serious consequences for their overall well-being and long term success in school. This may be because providing effective instruction is more complex than many of the current models of reading instruction portray; there are child characteristic by instruction (CXI) interactions. Here we present efficacy results for a randomized control field trial of the Individualizing Student Instruction (ISI) intervention, which relies on dynamic system forecasting intervention models to recommend amounts of reading instruction for each student, taking into account CXI interactions that consider his or her vocabulary and reading skills. The study, conducted in seven schools with 25 teachers and 396 first graders, revealed that students in the ISI intervention classrooms demonstrated significantly greater reading skill gains by spring than did students in control classrooms. Plus, they were more likely to receive differentiated reading instruction based on CXI interaction guided recommended amounts than were students in control classrooms. The precision with which students received the recommended amounts of each type of literacy instruction, the distance from recommendation, also predicted reading outcomes.  相似文献   

12.
This paper presents estimates of production functions of reading and mathematics test scores to assess the effects of supply-side interventions, such as the provision of a community-based school management programme, bilingual education and multigrade teaching, on student learning in Guatemala. The efficiency and consistency of the estimates is improved by using seemingly unrelated regressions to account for potential correlation between test scores. Results indicate that the community-based management programme, bilingual schools and traditional schools produce comparable learning of first-graders. However, in the case of third-graders the community-based school management programme and bilingual schools produce less learning than traditional schools. The learning of both first- and third-graders is found to be diminished in the multigrade teaching approach.  相似文献   

13.
Reading buddies programs, which pair older and younger students to read books together on a regular basis, are common in many U.S. elementary schools. Yet, the research base on these programs is limited. Therefore, we conducted a quasiexperimental study of a reading buddies program targeting vocabulary and comprehension. The program we studied paired fourth-grade students with kindergarten students to read, talk, play, and write together. In all, 16 Grade 4 classrooms and 16 kindergarten classrooms participated in the treatment group and in the comparison group. The treatment included 10 one-hour sessions implemented over the course of roughly 10 weeks. Analyses revealed effects of treatment on proximal measures of vocabulary for both kindergarteners and fourth-grade students. However, there were no effects on distal measures for either group. Teachers' perceptions of the program are presented, and findings are discussed in light of the extant literature.  相似文献   

14.
A within-school study of the effects of two different early literacy instructional programs on the reading proficiency of Year 1 students was undertaken in three schools in New South Wales, Australia all of which used Reading Recovery. The first program under examination was a "meaning"-oriented program used by six Kindergarten and Year 1 classrooms in the three schools. The second program, a "code"-oriented one, was implemented in the same six Kindergarten and Year 1 classrooms one year later. The code-oriented program, known as Schoolwide Early Language and Literacy (SWELL), stresses the explicit instruction of phonological awareness and the alphabetic code in context. All students, including both regular and Reading Recovery students, in the six non-SWELL classrooms were tested on four early literacy measures at the end of Year 1 when they had completed two years of schooling (comparison group). At the end of the following year, all Year 1 students in the six SWELL classrooms were tested on the same early literacy measures, when they had completed two years of schooling (experimental group). Results indicated that all regular and Reading Recovery students in SWELL classes significantly outperformed their regular and Reading Recovery counterparts in non-SWELL classes on tests measuring pseudoword decoding, reading connected text, invented spelling, and a standardised reading measure at the end of Year 1. However, Reading Recovery students as a group, whether in SWELL or non-SWELL classes, did not reach the average level of their peers on any of the four literacy measures used. Implications for the most effective combination of whole-class and tutorial programs for children at-risk of literacy failure are considered in the discussion.  相似文献   

15.
Abstract

Too many children fail to learn how to read proficiently with serious consequences for their overall well-being and long-term success in school. This may be because providing effective instruction is more complex than many of the current models of reading instruction portray; there are Child Characteristic × Instruction (CXI) interactions. Here we present efficacy results for a randomized control field trial of the Individualizing Student Instruction (ISI) intervention, which relies on dynamic system forecasting intervention models to recommend amounts of reading instruction for each student, taking into account CXI interactions that consider his or her vocabulary and reading skills. The study, conducted in seven schools with 25 teachers and 396 first graders, revealed that students in the ISI intervention classrooms demonstrated significantly greater reading skill gains by spring than did students in control classrooms. Plus, they were more likely to receive differentiated reading instruction based on CXI interaction guided recommended amounts than were students in control classrooms. The precision with which students received the recommended amounts of each type of literacy instruction, the distance from recommendation, also predicted reading outcomes.  相似文献   

16.
We present findings from a group-randomized teacher action research intervention to promote academic engagement and achievement among elementary school students. Eighteen teachers from 3 elementary schools were randomly assigned to 1 of 2 groups. Intervention teachers studied evidence-based instructional practices that cultivate academic engagement and conducted an action research project to implement selected practices in their classrooms. Control teachers participated in a self-study group and read about evidence-based practices to promote student engagement. Teachers in the action research group reported using more group-based instruction than self-study teachers. Students with initial low engagement and low reading grades demonstrated greater gains in these outcomes in action research classrooms than self-study classrooms. Implications for teacher development and the promotion of student academic outcomes are discussed.  相似文献   

17.
In this study, students and their teachers participated in a layered approach to reading intervention in kindergarten through third grade that included professional development for teachers in scientifically based reading instruction, ongoing measurement of reading progress, and additional small-group or individual instruction for students whose progress was insufficient to maintain grade-level reading achievement. Reading outcomes were compared with historical control groups of students in the same schools. The findings revealed overall improvements in reading, improved reading for students who began the study in high-risk categories, and decreases in the incidence of reading disability at the end of third grade. Implications for scaling up are discussed.  相似文献   

18.
The purpose of this cluster-randomized control field trial was to was to examine the extent to which kindergarten teachers could learn a promising instructional strategy, wherein kindergarten reading instruction was differentiated based upon students' ongoing assessments of language and literacy skills and documented child characteristic by instruction (CXI) interactions; and to test the efficacy of this differentiated reading instruction on the reading outcomes of students from culturally diverse backgrounds. The study involved 14 schools and included 23 treatment (n = 305 students) and 21 contrast teacher (n = 251 students). Teachers in the contrast condition received only a baseline professional development that included a researcher-delivered summer day-long workshop on individualized instruction. Data sources included parent surveys, individually administered child assessments of language, cognitive, and reading skills and videotapes of classroom instruction. Using Hierarchical Multivariate Linear Modeling (HMLM), we found students in treatment classrooms outperformed students in the contrast classrooms on a latent measure of reading skills, comprised of letter-word reading, decoding, alphabetic knowledge, and phonological awareness (ES = .52). Teachers in both conditions provided small group instruction, but teachers in the treatment condition provided significantly more individualized instruction. Our findings extend research on the efficacy of teachers using Individualized Student Instruction to individualize instruction based upon students' language and literacy skills in first through third grade. Findings are discussed regarding the value of professional development related to differentiating core reading instruction and the challenges of using Response to Intervention approaches to address students' needs in the areas of reading in general education contexts.  相似文献   

19.
This paper reports a study that examines the integration of tablet technologies such as iPads into literacy lessons to investigate how reading and meaning‐making occur within this digital medium. Specifically in this paper, we discuss the concept of reading paths as applied to physical and cognitive planes of meaning‐making. The paper reports on data collected as part of a Social Sciences and Humanities Research Council (SSHRC) funded project involving researchers from Canada, the United States and Australia. The study is currently under way in schools in the three different countries where the researchers are observing students in classrooms in primary and secondary schools. The research is designed with a mixed methods approach coding video footage of dyads to enable close study of their interaction during literacy tasks incorporating iPads. Our findings show that the affordances of touch technology allow for multimodal, multidirectional reading paths. By tracking students' interactions with the digital platform through touch, it is possible to see navigation as evidence of the relationship between material and cognitive processes, which fosters metatextual awareness. These aspects of modes and new literacies construct a dynamic materiality for students' reading and writing. As a result, we propose that current awareness of the mode of gesture needs to be expanded to take into account haptic ways of learning.  相似文献   

20.
Deaf and hard-of-hearing (d/hh) students are traditionally educated within self-contained programs at residential or special day schools, within self-contained or resource classrooms in public schools, or within regular education classrooms with support provided by an itinerant teacher. The co-enrollment model offers a promising alternative in which these students are educated within a regular education classroom composed of both d/hh and hearing students and team-taught by a teacher of the deaf and a regular education teacher. This article examines the development of one such program and the social and academic performance of the d/hh students within the program. Data on social interaction between d/hh and hearing classmates suggest that specific instructional strategies that promoted students' sign language development, identified d/hh students as "sign language specialists" and grouped d/hh and hearing students during academic activities resulted in increased interaction between these two groups of students. Stanford Achievement Test scores in the areas of reading vocabulary, reading comprehension, mathematical problem solving and procedures indicate that although d/hh students scored below the national normative hearing group, reading comprehension levels exceeded the national normative sample of d/hh students during both years two and three of the program. We discuss the challenges of implementing a co-enrollment program.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号