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1.
《Critical Studies in Education》2013,54(2):190-202
As nonprofit adult literacy programs are often the only options for low-income Latin American immigrants in North America, problems accompanying these programs affect the ability of immigrants to benefit from them. North American nonprofit adult literacy programs often struggle due to the difficulties inherent in using volunteer instructors (often from different cultural backgrounds than participants) who use curricula that often do not reflect students’ communities of origin. Hence, the outcomes of these programs can be problematic. One potential way to ameliorate these difficulties is found in the critical framework of Paulo Freire, wherein curricula are student-generated. The primary argument in this review essay is that trained community instructors (or Freirean-trained outsiders) – using Freire's model of instruction and curriculum development, working under a demand for true accountability for results from organizational administrators – could improve existent benign North American adult literacy programs into more empowering social resources for Latin American immigrant communities in the United States. The possibilities for such improvement are explored through analysis of positive and negative case studies within the larger literature on adult literacy. 相似文献
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熊冠恒 《深圳信息职业技术学院学报》2014,(4):8-13
“桶板理论”告诉我们：一只桶的装水量,取决于最短的那块桶板;要提高桶的装水量,就需要改善那块最短的桶板。人作为一个整体,他有各种各样的素养和能力,而他的潜能发挥往往受制于他的最弱的素养和能力。同样,“1＋1〉2”综合效能的道理是说：个别与个别的组合得来的不只是它们的简单之和,而是组合后产生的协作“智慧”与增殖“能量”。今天强化素养、综合素养两个概念的意义正在于此。中小学生处于身心发展和增进知能的重要阶段,一方面要掌握全面素养以承继和光大人类创造的全部精神财富,另一方面要提升综合素养以适应和应对未来世界的加速变化。 相似文献
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We examined changes in teachers’ beliefs regarding developmentally appropriate practice (DAP) in 2000, 2003, 2006, and 2009 using data from the Head Start Family and Child Experience Survey. In addition, we examined how teacher education, credentials, and professional experience relate to beliefs about DAP and explored how these relationships differ by cohort. We also explored teachers’ reports of time spent in math and literacy focused activities. Findings indicate that after 2003, developmentally appropriate beliefs decreased significantly, while developmentally inappropriate beliefs increased. Results also showed significant increases in the frequency of literacy activity across the decade, while the frequency of math activity was more consistent. Despite these changes, teachers with more education consistently held the most appropriate beliefs. These findings indicate that teacher education may buffer against influences of pushed down curricula and increased accountability. This study also illustrates that policies at the national level have the potential to impact children’s day-to-day classroom experiences. 相似文献
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Implementation fidelity of MyTeachingPartner literacy and language activities: Association with preschoolers’ language and literacy growth 总被引：2，自引：0，他引：2
Bridget K. Hamre Laura M. Justice Robert C. Pianta Carolyn Kilday Beverly Sweeney Jason T. Downer Allison Leach 《Early childhood research quarterly》2010
There is surprisingly little empirical research examining issues of fidelity of implementation within the early childhood education literature. In the MyTeachingPartner project, 154 teachers were provided with materials to implement a supplemental classroom curriculum addressing six aspects of literacy and language development. The present study examines the degree of variability in three aspects of implementation fidelity – dosage, adherence, and quality of delivery – and whether these components of fidelity were associated with children's growth in language and literacy skills across the preschool year. Findings indicate that teachers reported using the curriculum fairly often (dosage) and that they were observed to generally follow curricular lesson plans (adherence). In contrast, the quality of delivery, defined as the use of evidence-based teacher–child interactions for teaching literacy and language, was much lower. Children in classrooms in which activities were observed to last for longer (dosage) and in which teachers exhibited higher quality of delivery of literacy lessons made significantly greater gains in early literacy skills across the preschool year. Also, teachers’ use of higher quality language interactions was associated with gains for children who did not speak English at home. Results have implications for teacher professional development and the supports provided to ensure that curricula are delivered most effectively. 相似文献
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This research compared how the scientific literacy-related goals of the current Chinese and Finnish national science curricula at primary school level are actualised using a revised Programme for International Student Assessment (PISA) scientific literacy framework in the content analysis of the curricula. The content of the curricula focuses principally on knowledge, followed by competencies and attitudes, respectively. The learning context was seen to be thoroughly integrated with the content in both countries. However, the curricula are written in different ways. Generally, the literacy objectives for both curricula are based on scientific knowledge (Vision I) and the application of knowledge-based skills in situations (Vision II). However, they are characterised by implicit views that derive from the pursuit of the value-driven transformation of individuals and society achieved through science education (Vision III). The Chinese curriculum appears to favour the Anglo-American curriculum tradition, whereas the Finnish curriculum appears to be more attached to the Bildung-Didaktik tradition in terms of core tasks and the specification of objectives. The recommendation is that Vision III should be included in the science curricula, and should explicitly relate to social and scientific topics with a view to furthering a scientifically literate public. 相似文献
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Jane Tapp 《Teaching in Higher Education》2013,18(7):711-722
Academic writing is challenging, particularly for new undergraduates who can struggle to know what is expected of them. Research into Academic Literacies often presents academic literacy practices as a barrier to the academy, excluding those not familiar with and those not able to participate in those practices and positioning them permanently on the periphery of the academic community. In seeking to explore how curricula should be designed to counter exclusion, this paper brings three theoretical frameworks together: Academic Literacies; Communities of Practice; and Bernstein's conceptualisation of the classification and framing of knowledge. Together, they provide a multi-layered understanding of how students are positioned by academic literacy practices: Academic Literacies illuminates the ‘problem’; Communities of Practice provides an analytical perspective on the process of exclusion; and Bernstein's work offers pedagogical insights into how academic literacy practices can be reimagined as a bridge, rather than as a barrier, to the academic community. 相似文献
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Recent curriculum design projects have attempted to engage students in authentic science learning experiences in which students engage in inquiry‐based research projects about questions of interest to them. Such a pedagogical and curricular approach seems an ideal space in which to construct what Lee and Fradd referred to as instructional congruence. It is, however, also a space in which the everyday language and literacy practices of young people intersect with the learning of scientific and classroom practices, thus suggesting that project‐based pedagogy has the potential for conflict or confusion. In this article, we explore the discursive demands of project‐based pedagogy for seventh‐grade students from non‐mainstream backgrounds as they enact established project curricula. We document competing Discourses in one project‐based classroom and illustrate how those Discourses conflict with one another through the various texts and forms of representation used in the classroom and curriculum. Possibilities are offered for reconstructing this classroom practice to build congruent third spaces in which the different Discourses and knowledges of the discipline, classroom, and students' lives are brought together to enhance science learning and scientific literacy. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 469–498, 2001 相似文献
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信息教育中的教师信息素养及培养 总被引：1，自引：0，他引：1
在信息教育中，教师的作用是多方面的，一方面自身也需要接受信息教育；另一方面，教师又是学校教育的主要承担者，在学科教学中让学生接受信息教育，教师自身的信息素养关系到整个信息教育的成败。本文论述了教师信息素养的重要性和特征，还对如何提高我国的教师信息素养提出了若干建议。 相似文献
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试论当代大学生“闲暇消极”的成因与对策 总被引：1，自引：0，他引：1
随着我国高等教育改革的深化,当代大学生可自由支配的闲暇时间日益增多。由于大学生主观方面和学校等客观方面的原因,他们对于可自由支配的闲暇时间经常感到不知所措,从而无目的地过闲暇生活,造成“闲暇消极”,产生了一系列消极后果。但是,闲暇时间增多也给当代大学生的发展提供了新的契机。如何把握这一契机,值得我们深思并提出相应的对策。 相似文献
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Experiences relevant to emergent literacy and numeracy in 2‐year‐ old and 3‐year‐old children were examined in 10public nurseries. The research was guided by three aims, ie. to describe the frequency and variety of such experiences and investigate the contexts in which they occur; to gauge the quality of the experiences in terms of the type of adult‐child interaction in which they are embedded: and to examine variation between nurseries with regard to the frequency of relevant experience. Observations showed numeracy experiences to be infrequent relative to literacy experiences; both were highly context‐ dependent and related to adult input. Variation between the nurseries on a number of measures was examined and showed consistent patterns between variables relating to staff background and nursery organisation on the one hand and the frequency of literacy and numeracy experiences provided for children on the other. In those nurseries with smaller groups, more effectively implemented staff‐child assignment systems and younger staff, the children were more frequently observed involved in some kind of literacy or numeracy experience, and more often seen having positive and less often negative interaction with adults around these experiences. The importance of the interactive basis of early learning is stressed by these findings. 相似文献
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Kindergarten reading and writing curricula in the European Union 总被引：1，自引：0，他引：1
Eufimia Tafa 《Literacy》2008,42(3):162-170
The aim of this study was to examine whether the current literacy programmes in European Union kindergarten curricula support and enhance young children's reading and writing development. This study investigated whether the kindergarten curricula of 10 European countries: Britain, Belgium, France, Finland, Greece, Ireland, Luxembourg, Portugal, Spain and Sweden set appropriate goals for young children's acquisition of literacy, provide methodological guidelines that support children's active engagement in reading and writing activities, provide a print‐rich classroom environment, emphasise the communicative nature of reading and writing and use play in the learning process. The comparative data analysis showed that European kindergarten curricula seem to support and enhance young children's reading and writing development, and that early literacy acquisition is based on the principles of the new perspective of the emergence of literacy. 相似文献
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Booksharing is often considered one of the most important activities parents can do to promote young children's early literacy skills. However, there is relatively little research on the style and nature of booksharing in Latino homes. This study examined the relation between maternal booksharing styles and low-income Latino children's subsequent language and literacy development. Eighty Latino Head Start four-year-old children and their mothers were audiotaped while they shared a wordless children's picture book together in their home. Six months later, children's emergent literacy ability was assessed. Results of a cluster analysis identified three types of maternal booksharing styles which had differential predictive power over children's literacy longitudinally. Results are discussed in terms of improving culturally appropriate research, practice and policy for early childhood and family literacy programming designed to meet the needs of young Latino children and their parents. 相似文献
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R. W. Connell 《牛津教育评论》2013,39(3):291-203
Most educational work concerned with changes in gender relations has been addressed to girls, justified on ‘equal opportunity’ principles, and governed by ‘sex‐role’ theories. This framework is not very relevant to educational work with boys, yet gender issues arise here too. The paper presents retrospective data on schooling from the life‐histories of two groups of men, drawn from a larger study of contemporary changes in masculinity. Unemployed working‐class men recall ‘getting into trouble’, a process of constructing masculinity through conflict with the institutional authority of the school. Here, the school, as part of the state represents a power they cannot participate in. However, the school is also a site of the differentiation of masculinities. Some working‐class boys embrace a project of mobility in which they construct a masculinity organised around themes of rationality and responsibility. This is closely connected with the ‘certification’ function of the upper levels of the educational system and to a key form of masculinity among professionals. Some young men from this background, however, reject the connection with abstracted knowledge and bureaucratic authority, among them men interviewed who are in the environmental movement. A number of these men had encountered feminism first‐hand, for instance through feminist texts. Where there are low levels of literacy, especially political literacy, feminist influence on men is slight. On the other hand, a common reaction among men who do study feminist writing is a demobilising guilt. A major opportunity for educational action exists, but there are difficulties in designing it. Broadly, the strongest effects of schooling on the construction of masculinity are the indirect effects of streaming and failure, authority pattern, the academic curriculum and definitions of knowledge—rather than the direct effects of equity programmes or courses dealing with gender. This is a major strategic problem for reform. Two criteria for action can be suggested: curricula need to be designed to broaden boys’ sources of information about sexuality and gender; programmes need to be designed that allow for practical accomplishment on these issues, not open‐ended problem identification alone. 相似文献
15.
Koen Aesaert Ruben Vanderlinde Jo Tondeur Johan van Braak 《Educational technology research and development : ETR & D》2013,61(1):131-151
The purpose of this study is to analyze the content features of educational technology curricula for primary education developed by national governments. A qualitative cross-case document analysis of the national educational technology curriculum of Norway, Flanders and England was conducted. The analysis focuses on the underlying visions, specific aims and instruction related aspects that are integrated in the national educational technology curricula of the three cases under investigation. The results indicate that specific aims mainly focus on the critical use of educational technology; safe and responsible use of educational technology; information retrieval, processing and production; communication by use of educational technology; and use of educational technology for subject learning. It is possible that a discrepancy exists between the concepts of digital literacy and the specific aims that are addressed in educational technology curricula. Moreover, the rationales that underlie educational technology curricula represent a catalytic and social point of view rather than an economic one. The implications of our findings for curriculum developers and researchers are discussed. 相似文献
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“山寨文化”是一种新型文化范式,具有模仿性、平民性、娱乐性等特征。一方面,山寨文化会降低大学生媒介分辨力;造成对传统文化认同感的缺失;妨碍大学生的创新意识。另一方面,山寨文化又有利于大学生张扬个性,争夺话语权;使平民获得对主流文化冒犯式的快感。提高大学生媒介素养教育可从如下方面入手：提高大学生自身价值观及媒介分辨力;批判吸收山寨文化合理成分,加强对传统文化的认同感;开设大学生媒介素养教育课程,并借助新兴媒介构建校园媒介管理;建立大学生媒介素养评估体系。 相似文献
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Abstract The purpose of this study was to assess perceived environmental education (EE) curriculum needs in the United States (K-16). The Environmental Education Curriculum Needs Assessment Questionnaire (EECNAQ) was developed, validated, and direct-mailed to 169 randomly selected professional environmental educators (58.6% return rate). The EECNAQ elicited perceptions about the desired status and the current state of EE curricula, the need for curriculum development, the anticipated use of curricula teachers, and the need for inservice teacher education. These five major questions were posed relative to fifteen goals which reflected the Tbilisi objectives and four levels of environmental literacy. The findings reveal a consensus among the professional participants that the EE goals are important ones, that they are not being met to a large extent in existing curricula, that extensive needs exist for both goal-oriented curricula and teacher education, and that the goaloriented curricula would be used by teachers. 相似文献
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Lisl Fenwick 《Curriculum Journal》2017,28(2):231-248
This study analyses how discourses in regional contexts affect the development of curriculum-based literacy standards for adolescents in schooling. A comparative case-study research design enabled the influences of discourses at the regional level to be analysed. The case studies include the development of curricula to define a minimum literacy standard for the final years of schooling for adolescents in Ontario, Canada, and South Australia, Australia. Critical discourse analysis of key texts associated with the development of literacy standards in each region reveals how globally shared meanings about standard setting for schooling interact with other discourses operating in local contexts to produce curricula that define literacy standards. The results indicate that, while a global discourse about standards-based reforms may be foregrounded in curriculum, locally generated discourses can challenge key ideas associated with a simplistic discourse about standards. Discourses about literacy in Ontario and South Australia contest the assertion that literacy at the end point of schooling can be defined as a basic competency and local meanings associated with literacy are emphasised within the curriculum for each location. Language choices, involving particularly lexical cohesion, complex noun groups and nominalisation, are used to ensure that local meanings inform literacy standards for the endpoint of schooling. 相似文献