Associations Between Reading Skills,Interest in Reading,and Teaching Practices in First Grade     

Eve Kikas  Eija Pakarinen  Piret Soodla  Kätlin Peets  Marja-Kristiina Lerkkanen 《Scandinavian Journal of Educational Research》2018,62(6):832-849

This study examined associations between classroom-level reading fluency, comprehension, interest in reading, and teaching practices. Participants were 466 children from 21 classrooms. Reading fluency and interest were assessed at the beginning and end of Grade 1, reading comprehension at the end of Grade 1. Teaching practices were observed with the Early Childhood Classroom Observation Measure (ECCOM). Teachers were more likely to use teacher-directed methods in classrooms where children had poorer initial reading fluency. In classrooms with mostly child-centered methods, children showed better reading fluency, comprehension, and higher interest, whereas in classrooms with predominately teacher-directed practices, children had lower reading comprehension at the end of Grade 1. Findings highlight the need for teacher education programs to incorporate discussions about the benefits and disadvantages of different teaching methods.  相似文献   

The role of teacher-related factors in mathematics skills between children attending Estonian-speaking and Russian-speaking schools     

Reelika Suviste  Anu Palu  Eve Kikas  Noona Kiuru 《European Journal of Psychology of Education - EJPE》2017,32(3):501-520

This study examined the extent to which teaching practices and teaching experience predict mathematics skills of children’s in the third through fifth grade by focusing on three cognitive components: (1) knowing facts and procedures, (2) applying this knowledge and (3) using reasoning. This study was longitudinal. The data was collected from 1810 students and 90 teachers attending Estonian- and Russian-speaking schools. The students’ were tested twice, at the beginning of the third and at the beginning of the fifth grade. The teachers were asked to complete a questionnaire assessing their teaching practices. The results revealed that teachers from Estonian-speaking and Russian-speaking schools’ classrooms differed in their use of teaching practices and teaching experience. Teachers in Russian-speaking schools were slightly more experienced, and they reported using more teacher-centred practices compared to teachers in Estonian-speaking schools. The study showed different effects on the outcomes of the children attending classrooms where the study language was Estonian and Russian in solving arithmetic word problems when accounting for the teachers’ use of different learner-centred teaching practices in the classroom.  相似文献   

Rethinking inequalities between deindustrialisation,schools and educational research in Geelong     

Eve Mayes  Amanda Keddie  Julianne Moss  Shaun Rawolle  Louise Paatsch  Merinda Kelly 《Educational Philosophy and Theory》2019,51(4):391-403

Inequalities have historically been conceptualised and empirically explored with primary reference to the human. Both measurements of educational inequalities through the production of data about students, teachers and schools, and ethnographic explorations of inequalities in the spoken accounts of human actors in schools can elide affective histories and material geologies of the earth that entwine with societal inequalities, and political questions of the relation between particular human bodies and the earth. In this article, we question: What might it do to rethink the concept of educational inequalities beyond human relations, from within a specific geographical territory? We seek to rethink inequalities including but exceeding these human relations; we argue that inequalities between humans, and between humans and the more-than-human, are materially generated and perpetuated. We offer three theoretical trajectories that consider the affective, spatial and material dimensions of inequality to rethink the relations between inequality, deindustrialisation and schooling. Educational research is implicated in the (re)production of inequalities, as well as having the potential to be part of the production of more equitable relations.  相似文献   

Assessment of learning strategies: self-report questionnaire or learning task     

Eve Kikas  Anna-Liisa Jõgi 《European Journal of Psychology of Education - EJPE》2016,31(4):579-593

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Rethinking literacy: communication,representation and text   总被引：1，自引：0，他引：1  

Eve Bearne 《Literacy》2003,37(3):98-103

In this article I want to consider shifts in the use of the word ‘literacy’ and the implications for classroom work with texts, particularly the implications of the rapid and radical emergence of new relationships between different modes of representation and communication ( Kress, 2003; Raney, 1996; Unsworth, 2001 ). My concern is to argue that any approach to classroom literacy needs not only to recognise the new forms of text which children meet every day but to give multimodal texts a firm place in the curriculum. Further, if the text experience of young learners about these new combinations of modes of representation are to be realised in the classroom, then we need a framework for describing those texts. An approach which takes account of the rhetoric of design may be a way forward.  相似文献   

Sweet and Sour: Learning to Read in a British and Chinese School   总被引：2，自引：0，他引：2  

Eve Gregory 《English in Education》1993,27(3):53-59

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Exploring the definitions and discourse of co‐location          下载免费PDF全文

Eve Griffiths 《British Journal of Special Education》2015,42(2):152-165

The phenomenon of co‐location is not new, but there is very little research that focuses specifically on co‐located schools and the teaching and learning that takes place therein. This article focuses on the term ‘co‐location’ and considers the sometimes vague discourse and definitions surrounding the term. The article recommends that future research should begin to explore co‐located schools so as to support the developing discourse and to help us better understand the potential of such arrangements.  相似文献   

Spatial awareness in seven to 11‐year‐old physically handicapped children in mainstream schools     

Nigel Foreman  Claire Orencas  Eve Nicholas  Pamela Morton  Margaret Gell 《欧洲特需教育杂志》2013,28(3):171-179

ABSTRACT

Ten mainstream‐educated children with physical handicaps that restrict their independent mobility, aged between 7 and 11 years, were compared with matched classmates on measures of spatial awareness and cognitive mapping skills. Compared with their classmates, the handicapped children were significantly worse at drawing plan maps of their classrooms, placing missing objects on accurate classroom maps, and pointing in the direction of distant landmarks on the school campus. All motorically impaired children were deficient on one or more measures (whether brain damaged or not). Awareness of spatial relations is likely to be important for the development of several intellectual skills, and since physically handicapped children may be disadvantaged in this area, it is worthy of special attention from teachers and support staff.  相似文献   

INTERGENERATIONAL COMMUNITY SCHOOLS: A NEW PRACTICE FOR A NEW TIME     

Peter J. Whitehouse  Eve Bendezu  Stephanie Fallcreek  Catherine Whitehouse 《Educational gerontology》2013,39(8):761-770

This article outlines the concept and initial implementation of an intergenerational learning community (ILC), a new charter school concept, and reviews relevant literature. We discuss the mission, curriculum, educational design, philosophy, and lessons learned from initial implementation of The Intergenerational School (TIS). Such multiage communities of learners represent a conceptual and organizational response to the challenges that rapid cultural and environmental change and resultant alienation are posing for human societies.  相似文献   

The couch and the blackboard: adding the 3 Rs of relationships,reactions (emotional), and reflection to the classroom     

Betsy J. Cahill  Eve M. Adams 《课程研究杂志》2013,45(5):671-685

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