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1.
Daniel A. Wagner Jennifer E. Spratt Gary D. Klein Abdelkader Essaki 《International Journal of Educational Development》1989,9(4)
The issue of literacy retention is central to the educational policy concerning of most developing countries. It has been variously suggested that 4–6 years of primary education may serve as an inoculation against ‘relapse’ into illiteracy in the Third World. This paper reports on one of the first longitudinal studies designed to address this question, by investigating the nature of literacy and cognitive retention in a sample of 72 adolescents two years following fifth grade departure from primary school in Morocco. The present study found that these school leavers, when reassessed two years later, showed a significant increase in performance in first literacy (Arabic), modest gains in second literacy (French), no change in cognitive skills, and a decrement in math skill. Furthermore, urban leavers gained more literacy than rural leavers, and girls more than boys. The present findings do not support the hypothesis of literacy ‘relapse’ or loss of academic/cognitive skills after five grades of primary schooling. It was also found that girls retained more academic skills than boys, but were much less likely to be employed, a finding which calls into question certain claims about the impact of schooled knowledge and literacy on employment in developing countries. 相似文献
2.
《International Journal of Educational Development》2005,25(2):123-132
The paper is based on ethnographic fieldwork in the north-west of Bangladesh. It explores conceptual and methodological issues involved in assessing the impact of adult literacy acquisition on social development. The paper compares ethnographic perspectives on literacy within the ‘New Literacy Studies’, and the conceptual framework provided by the ‘Livelihoods Approach’. In terms of women's literacy, the paper argues that instead of seeing the process as one of ‘skills’ acquisition, impact assessment should also examine processes of negotiation and resistance over new gender roles and identities. The risk and vulnerability associated with subaltern literacy practices, and women's literacy in particular, mean that such practices often remain hidden, and are conducted surreptitiously. Such a perspective has implications in terms of how we understand literacy, and the methods employed in impact assessment. These issues are examined in relation to both secular and religious (Koranic) literacies. 相似文献
3.
‘Distance education’ and ‘e-learning’: Not the same thing 总被引：3，自引：0，他引：3
This article examines the distinct differences between ‘distance education’ and ‘e-learning’ in higher education settings. Since the emergence of the new information and communication technologies (ICT), many have related to them as the new generation of distance education, and some have referred to their implementation in academia as challenging the very existence of campus-based universities. Many policy makers, scholars and practitioners in higher education use these two terms interchangeably as synonyms. But the fact is that distance education in most higher education systems is not delivered through the new electronic media, and vice versa – e-learning in most universities and colleges all over the world is not used for distance education purposes. ‘Distance education’ and ‘e-learning’ do overlap in some cases, but are by no means identical. The lack of distinction between ‘e-learning’ and ‘distance education’ accounts for much of the misunderstanding of the ICT roles in higher education, and for the wide gap between the rhetoric in the literature describing the future sweeping effects of the ICT on educational environments and their actual implementation. The article examines the erroneous assumptions on which many exaggerated predictions as to the future impact of the ICT were based upon, and it concludes with highlighting the future trends of ‘distance education’ and ‘e-learning’ in academia. 相似文献
4.
The aim of the study reported in this paper was to develop substantive theory regarding how teachers manage their classroom work when they are placed in the position of having a student with a severe or profound intellectual disability included in their class. The result was the theory of selective adaptation. The theory proposes that teachers can be classified as ‘technicians', ‘strategists', or ‘improvisers’ according to the extent to which they selectively adapt their classroom practices. Furthermore, there is a correspondence between the extent to which teachers selectively adapt their classroom work and the impact of inclusion on their lives. 相似文献
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6.
Daniel Gil-Pérez Amparo Vilches Isabel Fernández Antonio Cachapuz João Praia Pablo Valdés Julia Salinas 《Science & Education》2005,14(3-5):309-320
The current consideration of technology as ‘applied science’, this is to say, as something that comes ‘after’ science, justifies the lack of attention paid to technology in science education. In our paper we question this simplistic view of the science-technology relationship, historically rooted in the unequal appreciation of intellectual and manual work, and we try to show how the absence of the technological dimension in science education contributes to a naïve and distorted view of science which deeply affects the necessary scientific and technological literacy of all citizens. 相似文献
7.
Practitioners teaching new Internet users often report that adult learners are disappointed by their first experiences of the World Wide Web. This article focuses on problematic experiences of developing new web-based literacy practices, particularly for adult learners, and how they can be addressed without attributing difficulties to learners’ own deficiencies or attitudes.The perspectives of inexperienced learners in a variety of settings are discussed in relation to the constructs of usability and affordance. Concepts of multimodal affordances and hypermodality, developed within textual studies, foreground potential readings while usability studies foreground technological design. Within literacy studies meanwhile there has been a strong turn towards social context. This paper aims to connect these models of reading, rooted variously in studies of human–computer interaction, theoretical approaches to multimodal texts, and socially situated literacy practices. It concludes that for practitioners, an interdisciplinary approach can be most effective. 相似文献
8.
This paper traces the emotions of 29 Canadian secondary school department heads as they engage with their own and others’ educational purposes, with the power relationships of secondary schooling and with their relationships with other individuals around them who are affected by and have expectations for their role. Such interactions have embedded within them a range of emotions which point to internal ambiguities about power and position, in middle management in particular and within educational administration more widely, which seemed perpetuated by normative educational administrative practices. The findings revealed tensions between teaching and leading, experiences of loneliness, emotional misunderstanding and the resentment that comes from feelings of powerlessness. 相似文献
9.
What do they do at home? The literacies of children living in residential care in Malaysia 
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下载免费PDF全文 Jennifer Tan 《Literacy》2015,49(2):91-97
This paper presents an ethnographic study of the out of school literacy practices of children living in residential care in Malaysia. Although residential homes generate much publicity, especially during the festive seasons, not much is known about the children living within the confines of these homes. Even more lacking is research on their literacy practices, despite the embeddedness of literacy in the everyday lives of these children, which includes formal schooling, after‐school tuition classes and devotion sessions with volunteers. 相似文献
10.
James Bryce 《Religious education (Chicago, Ill.)》2013,108(1):30-39
This article begins with an acknowledgment of the complexities of religion's position in the English school system that open it to diverse interpretations. It uses research in a variety of schools to illustrate three different approaches to religion: doxological, sacramental, and instrumental, founded, respectively, on certain faith in God, on openness to the possibility of God, and on a default scepticism. The contested nature of religion's place in schooling is acknowledged and, in response, both secular and religious reasons are given for hearing religious voices in the educational sphere. The argument is made that an equitable religious-and-secular settlement is dependent on “religiously understood” religion being allowed into the conversation. The relationship between penultimate and ultimate is used to analyze each of the three approaches for their engagement with “religiously understood” religion and their contributions to religious and secular understanding. 相似文献
11.
The present study examined the way in which children attending Orthodox Jewish schools internalize the value of both their Jewish studies and secular studies, as well as the value of Jewish cultural practices. A distinction was made between identified internalization, where children perceive Jewish studies and Jewish culture to be an important part of their sense of self, and introjected internalization, where children participate in Jewish studies and Jewish culture because they feel like they “ought to” or because of external pressures. Primary identified reasons for their Jewish studies and Jewish cultural practices were significantly associated with positive self and teacher ratings of adjustment; internalization of secular studies was unrelated to adjustment. The study also found that parental support of autonomy, which involves allowing children some latitude in making decisions for themselves regarding religious issues, was associated with greater identification. Together, these results highlight the importance of autonomy-supportive parenting in promoting identification of adolescents' Jewish identity. 相似文献
12.
Multimedia literacy practices in the homes of young children are changing rapidly, but the use of them in the early years of education is moving slowly. This research was aimed to find out what teachers of 5‐year‐olds, in their first 6 months of compulsory schooling, think about the children's literacy practices at home, including the perceived use of digital media at home. We also wanted to find out what the teachers did in their classrooms that was similar or different to the students' experiences of literacy practices across several media. Parents of 76 children, and their teachers, from 10 classrooms in mid‐high and mid‐low socio‐economic areas completed surveys. The parents' survey asked about the literacy‐related experiences their children are involved in. The teachers' survey asked for their beliefs about the literacy‐related experiences the children in their classrooms engaged in, on average, including the use of digital media. The teachers were also asked about the literacy practices in their classroom and their use of media. This paper describes the teachers' beliefs and the similarities and differences in practices between home and school, including literacy practices using digital technology. 相似文献
13.
Lewis C. Solmon 《Economics of Education Review》1985,4(4):273-290
This paper assesses the impact of school quality on student outcomes, particularly job performance, and subsequently on economic growth. It begins by showing that ‘investment in human capital’ has evolved from being viewed as simply an investment of student time to including interactions between time and monetary resources which may serve to improve school quality. Evidence is provided from studies of both elementary/secondary schooling and post-secondary education, and from studies of developed and less developed nations. It appears that school quality has substantially greater impact on changes in students' cognitive and behavioral outcomes in less developed than advanced countries. Yet school quality seems to effect lifetime earnings of all students regardless of the level of development of their nations. The paper explains why. in some cases, more years and money spent for schooling may not necessarily appear to reflect higher earnings. Explanations are provided for differences in the impact of school quality on student changes. A major one is the fact that there are significantly diminishing returns to expenditures on schooling, along with the fact that expenditure levels are so much lower in the poorer countries. Reasons are provided as to why, if institutional differences do not account for changes in students in wealthier nations, these differences should still account for differences in earnings. Factors such as measurement problems and institutional arrangements come into play in this regard. The paper concludes that improvement in the quality of schooling provided in developing countries may be more important tor the future economic prospects of these nations in the long run than will expanded access to poor quality education. 相似文献
14.
Micropolitical literacy: reconstructing a neglected dimension in teacher development 总被引：2，自引：0，他引：2
Teachers’ professional learning takes place in an organisational context, in which issues of power, influence, and control can play an important part. In this article, we argue that learning how to deal with these inevitable micropolitical aspects of their work lives, constitutes an important dimension in teachers’ professional development and needs to be included in any appropriate theory on teacher development. We describe this ‘political’ learning process as the development of micropolitical literacy. Although the development of micropolitical literacy may be stimulated and intensified by particular policy measures or reforms, as a learning process it starts at the very beginning of the teacher career. Using the micropolitical perspective as a theoretical framework, we will illustrate this by presenting the results of an interpretative analysis of one primary teacher's story about his first years in teaching. 相似文献
15.
In research on teachers’ beliefs, a distinction is often made between what teachers state (“professed beliefs”) and what is reflected in teachers’ practices (“attributed beliefs”). Researchers claim to have found both consistencies and inconsistencies between professed and attributed beliefs. In this paper, methods and research designs typically used in studies of teachers’ beliefs are examined. It is asserted that, in some cases, the perceived discrepancy between professed and attributed beliefs may actually be an artifact of the methods used to collect and analyze relevant data and the particular conceptualizations of beliefs implicit in the research designs. In particular, the apparent dichotomy can be the result of a lack of shared understanding between teachers and researchers of the meaning of terms used to describe beliefs and practices. In addition, it is asserted that it is inappropriate to classify any belief as entirely professed since researchers make various attributions to teachers through choices about data collection, theory, analysis of data, and presentation of findings. Moreover, the emphasis on classifying beliefs in this manner may be inhibiting researchers from developing a more comprehensive understanding of teachers’ beliefs. Traditional and alternative methods are described, a data example is provided to illustrate the claims, and implications for future research are discussed. 相似文献
16.
AbstractIn Israel, youth movements (YMs) comprise a main agent for nonformal education of youth and a youth-engagement framework in which civic engagement can be expanded to address environmental challenges. A major source of sociocultural diversity among YMs is their religious identity, based on the categorizations of secular, religious, and ultraorthodox. We compared, among these groups, the environmental literacy (EL) characteristics of “young-guides” and YM-leaders’ perspectives of sustainability in relation to their YM. Differences among groups were found in the young-guides’ EL: members of secular YMs demonstrated greater EL and openness to including pro-environmental activities within their YM. “Judaism as a platform for addressing sustainability” emerged as a major theme from leaders’ interviews. Implications for meaningful incorporation of sustainability and EE within the groups are discussed. 相似文献
17.
Fostering pupils’ competencies in inventive thinking and problem-solving has remained a rather unresolved issue in traditional schooling, mainly because many people regard creative thinking as a God-given ability, something an individual either possesses or does not possess, but can only be slightly learned or improved. The current study is aimed at evaluating the impact of teaching pupils problem-solving principles based on the ‘idea focusing’ concept, rather than the ‘idea generating’ approach through random search or brainstorming. Data included pre- and post-course quizzes, interviews and observations of class activities. The finding indicated that the participants significantly improved their achievements in suggesting original solutions to problems in comparison to a control group, and successfully utilized the method they had learned in their final project. Some pupils reported that they used the thinking patterns they had procured during the course in other contexts as well, for example, in school or at home. These results suggest that there is benefit in teaching pupils methods for focused thinking in problem-solving; these methods, however, should be regarded as a kind of heuristics that can help guide the thinking process rather than being used as strict algorithms. The important point is to provide pupils with opportunities to develop their own thinking methods and explain their ideas. 相似文献
18.
Cristine A. Smith Rebecca Paulson Stone Sarah Kahando 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2012,25(2):533-555
Delaying girls’ early marriage is a critical public health and education goal in developing countries, in which their own or their mothers’ education may play an important role. This paper reviews the existing evidence of any relationship between girls’ schooling or women’s literacy education and delayed marriage for themselves or their daughters. The majority of research reports focus on the correlation between girls’ schooling and brides’ age at first marriage. But it is conceivable that adult women’s/mothers’ literacy education also has considerable influence on the age at which their daughters are married. Since this aspect has hitherto not been explicitly investigated, the authors propose a model – based on relevant research about the outcomes of girls’ schooling and women’s literacy education – of the mechanisms that mediate between women’s education and delayed marriage for their daughters. The authors argue for research that will inform policy makers interested in helping girls complete secondary schooling about the potential contributions of adult women’s literacy education to this goal. 相似文献
19.
Julia Gillen 《International Journal of Educational Research》2003,39(8):873
This paper approaches the theme of this special issue, the distinctive contribution of new technologies to collaborative thinking and learning, through an analysis of postings to an EdD bulletin board. Bourdieu's concept of habitus as socialised subjectivity is manifestly appropriate to the focus on professionality, the key theme of the course. A crucial element of the educationalists’ professional development is constituted by deliberation and dialogue, shaped in forms of a discourse associated with this community of practice. Analyses of data draw on Bourdieu's conception of the intrinsically double nature of the ‘reality’ accessible here; that in order to apprehend the ongoing construction of meanings within the bulletin board postings, we should also endeavour to attend to the ‘objective structures (spaces of positions)’ among the participants. The evidence suggests that greater success is demonstrated among learners and tutors in appropriating/demonstrating/developing their professional habitus in exchanges where symmetries in discourses are achieved, or, perhaps more accurately, asymmetries in either or both aspects of Bourdieu's ‘double nature’ of reality, are managed or avoided. 相似文献
20.
Jackie Marsh 《Discourse: Studies in the Cultural Politics of Education》2016,37(3):369-380
This paper draws on data from a study of a four-year-old child, Gareth, in his first year of formal schooling in England. The aim of the study was to identify the nature of Gareth's literacy practices across home and school spaces. The focus for this paper is an analysis of one aspect of Gareth's home digital literacy practices: his repeated viewings at home of ‘unboxing’ videos on YouTube. These include videos that feature the unpacking of commercial products. It is argued that the child viewer/reader is co-constructed in these practices as cyberflâneur and that this mode of cultural transmission is a growing feature of online practices for this age group in the twenty-first century. The paper addresses issues concerning young children's online practices and their relationship to material culture before analysing the growth of interest in peer-to-peer textual production and consumption in the digital age. 相似文献