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1.
《British Journal of Educational Studies》2012,60(4):344-368
ABSTRACT:? This paper draws on a study of numeracy coordinators in primary schools in the UK in the second year of the implementation of the National Numeracy Strategy (NNS). It identifies them as working between three main tasks: embedding the Strategy, sustaining teacher collegiality and auditing accountability. We identify tensions in ‘being a coordinator’ in relation to these tasks, especially for discourse and identity. We assess the usefulness of the metaphor of ‘brokering’ in ‘communities of practice’ (Wenger, 1998) to theorise such tensions. We conclude with some reservations about the metaphor, especially in the way the tensions are discursively performed in relation to the rate of change, complexity of notions of professional identity, and the problematic ‘community’ status of audit in the educational context. 相似文献
2.
Maureen Vandermaas‐Peeler Jackie Nelson Charity Bumpass Bianca Sassine 《International Journal of Early Years Education》2009,17(1):67-84
Studies of the processes by which parents encourage early numerical development in the context of parent–child interactions during routine, culturally relevant activities at home are scarce. The present study was designed to investigate spontaneous exchanges related to numeracy during parent–child interactions in reading and play activities at home. Thirty‐seven families with a four‐year‐old child (13 low‐income) were observed. Two types of numeracy interactions were of interest: socio‐cultural numeracy exchanges, explaining the use and value of money or numbers in routine activities such as shopping or cooking, and mathematical exchanges, including counting, quantity or size comparisons. Results indicated that high‐income parents engaged in more mathematical exchanges during both reading and play than did low‐income parents, though there were no differences in the initiation of socio‐cultural numeracy exchanges. The focus of parental guidance related to numeracy was conceptual and embedded in the activity context, with few dyads focusing on counting or numbers per se. The findings suggest the importance of parent education efforts that incorporate numeracy‐related discourse in the context of daily routines to augment young children’s numeracy development. 相似文献
3.
Steve Herne 《The International Journal of Art & Design Education》2000,19(2):217-223
This paper presents the findings of a small-scale qualitative research enquiry into some of the effects on the primary school art curriculum of the introduction of the National Literacy and Numeracy Strategies in 1988 and 1999. Five art curriculum co-ordinators and an additional part time specialist art teacher, drawn from five inner city primary schools in two London boroughs, were the subject of a semi-structured interview designed to elicit data on the broad changes in primary art education. Key external factors were the introduction of the Art National Curriculum in 1992, its subsequent development and its current condition during a period of ‘relaxation’ of the Orders, following the government's introduction of the Literacy and Numeracy Strategies. Little official attention has been given to other, perhaps unintended, outcomes of the latter strategy across the curriculum. This study gives an insight into the experience and perceptions of some of those carrying the responsibility for leadership of art in school in the primary phase. 相似文献
4.
Ivanna K. Lukie Sheri-Lynn Skwarchuk Jo-Anne LeFevre Carla Sowinski 《Early Childhood Education Journal》2014,42(4):251-259
Children’s involvement in home literacy and numeracy activities has been linked to school achievement, but the subtleties in the home environment responsible for these gains have yet to be thoroughly investigated. The purpose of this study was to determine how children’s interests and collaborative parent–child interactions affect exposure to home literacy and numeracy activities. Parents of 170 four-to-five year old children completed a survey about their child’s home learning environment. They rated their children’s interests in 14 activities, and the extent of parent–child collaboration on a cooking and card-making task. Follow up interviews were also initiated with four mothers to provide validation of the survey data in numeracy. Factor analyses reduced the number of survey items. Parents whose children preferred exploratory, active or crafts activities reported frequent engagement in literacy and numeracy activities. Parents seeking a collaborative approach during activities reported increased exposure to home literacy and numeracy activities than families with less collaborative involvement. Interview data confirmed that parents of children with high numeracy scores were exposing their children to rich numeracy activities during play. The findings suggest that children’s interests and collaborative parent–child involvement impact literacy and numeracy exposure in the home. 相似文献
5.
The National Assessment Program – Literacy and Numeracy (NAPLAN) is a nationwide testing program for literacy and numeracy in Australia. Several studies explored and used NAPLAN numeracy test results as a source of valuable data and a potential means to improve education. This paper presents a systematic literature review to investigate the use of NAPLAN numeracy test results in those peer-reviewed articles in relation to the purposes of NAPLAN results mentioned by the Australian Curriculum, Assessment and Reporting Authority (ACARA). Findings showed a variety of uses of the NAPLAN numeracy test results in these studies. Most of the studies used the test results to map student progress and identify strengths and weaknesses in teaching. A significant number of studies used the NAPLAN numeracy test results that differ from the purposes mentioned by ACARA. The review concluded that there is currently insufficient use which reflects the purpose of NAPLAN test results. 相似文献
6.
Research Findings: In Study 1, we observed 32 Chinese kindergarteners playing a number board game with their caregivers in dyads. Number board game playing provided important opportunities for kindergarteners and their caregivers to talk about an array of number concepts, but their numeracy-related exchanges rarely went beyond counting. In Study 2, 88 Chinese kindergarteners and their parents were randomly assigned to 1 of 4 groups, namely, the game with parent training group, the game without parent training group, the exercise book group, and the control group. After a 4-week intervention, kindergarteners in the 3 treatment groups who began as relatively unskilled in numeracy showed comparable improvement in 3 numeracy tasks, and the effect sizes were often larger in the game with parent training group than in the game without parent training group. Moreover, kindergarteners in the 2 game groups tended to show relatively heightened mathematics interest. Practice or Policy: Findings of these 2 studies suggest that number board game playing has the potential benefit of promoting kindergarteners’ numeracy competence and mathematics interest. Training of parents might even optimize kindergarten children’s gains from parent–child number board game playing. 相似文献
7.
In this study, we examine children’s National Assessment Program—Literacy and Numeracy (NAPLAN) achievement predictors, which may enable or limit their numeracy performance and assess the relative importance of the predictor variables. Our data source was the NAPLAN numeracy results of Queensland schools from 2014 to 2017. Years 3 and 5 children’s NAPLAN numeracy scores were analysed using a hierarchical multiple regression model. We examined eight variables grouped into four themes to determine their predictive value for children’s numeracy performance in NAPLAN. Findings from this study indicate that parent’s educational level, parent’s occupation and indigenous status variables accounted for 10–11% of the total variance, while geolocation and sector type contributed an additional 0.2–0.4% of the variance. Gender and language background other than English (LBOTE) contributed 0.1–0.4% of the variance. These results were consistent across levels (Years 3 and 5) and test years (2014–2017). When these predictors were controlled, the influence of parent’s post-school education and LBOTE status were less and non-significant. Previous NAPLAN numeracy results for Year 5 children were found to be very large in its predictive value (R2?=?0.50). The implications of these results for teachers, parents and researchers are described.
相似文献8.
The New Zealand Ministry of Education has introduced a Numeracy Project for students aged 5–14 years in selected schools. The project encourages the adoption of flexible strategies for solving numerical problems, and discourages reliance on standard computational algorithms. One potential benefit of the project is that the methods students acquire in the project may provide a foundation for algebraic thinking through the use of quasi-variables in numerical operations. In order to evaluate this possibility, we constructed a 21-item test of numerical manipulation that required an underlying awareness of the presence of quasi-variables. The test was administered to 431 12-year-old students who participated in the project and to 468 students who did not. The test consisted of six sections, each of which examined the application of a different aspect of reasoning to numerical problems. The results showed that students who participated in the Numeracy Project solved numerical problems that required manipulation with more success than did students who had not participated in the project. This proved to be the case for three different levels of analysis: for the test as a whole, for each of the six sections of the test, and for every individual item of the test. The results were interpreted as showing that the project fostered students awareness of numbers as quasi-variables and thus provided an early indicator of algebraic thinking. 相似文献
9.
What is the nature of the relationship between different lower‐level numerical skills and their role in developing arithmetic skills? We consider the hypothesis of a reciprocal relationship between the development of symbolic (e.g., Arabic numerals) and nonsymbolic (e.g., arrays of objects) numerical magnitude processing. Evidence for bidirectional relationships between symbolic and nonsymbolic numerical magnitude skill development is examined. Overall, present evidence is more indicative of an influence of symbolic numerical magnitude skills on the development of nonsymbolic numerical magnitude skills than vice versa. Looking forward, methodological issues pertinent to measuring the direction of such relationships are discussed. Also discussed is the important role that training studies need to play to further understand the complex relationships between basic number skills, and in turn their relationship with arithmetic. It is important that assumptions about relationships between lower and higher‐level cognitive skills are tested empirically and that seemingly counterintuitive relationships are given serious consideration. 相似文献
10.
Specific Praise Improves On‐task Behaviour and Numeracy Enjoyment: A study of year four pupils engaged in the numeracy hour 总被引：1，自引：0，他引：1
Karen Chalk 《Educational Psychology in Practice》2004,20(4):335-351
The effects of praise on student on‐task behaviour, academic self‐concept and numeracy enjoyment were investigated. Four year four classes and their teachers participated. Two teachers were instructed to use specific praise and two to use positive praise. Classes were independently observed on four occasions, twice before and twice after the praise intervention. Student on‐task behaviour, numeracy enjoyment and academic self‐concept were measured and teachers’ use of praise was observed. Specific praise promoted more on‐task behaviour than positive praise and significantly increased academic self‐concept. Ratings of numeracy enjoyment were not significantly affected. Implications of this research for teaching practice are discussed.
Specific Praise Improves On‐task Behaviour and Numeracy Enjoyment: A study of year four pupils engaged in the numeracy hour
Published online:
19 January 2007Summary of praise types from Harrop and Swinson (2000)
Summary of praise types from Harrop and Swinson (2000)