Effects of Dialect on American and British Children's Spelling     

Rebecca Treiman  Usha Goswami  Ruth Tincoff  Hilary Leevers 《Child development》1997,68(2):229-245

Two experiments were carried out to compare the spelling of children who speak General American English and children who speak Southern British English. The first dialect is rhotic (/r/may occur after a vowel in a syllable), and the second is nonrhotic (/r/may not occur in this context). Young children's spelling errors reflected the characteristics of their dialect. For example, American children with spelling ages of about 6–7½ often misspelled hurt as "hrt" whereas British children of similar spelling levels were more likely to misspell it as "hut." Such errors were uncommon by spelling ages of greater than 7½. Even at these spelling ages, however, the British children made overgeneralization errors that reflected their dialect. For example, they sometimes spelled bath as "barth" based on the fact that bath contains the same vowel sound as card in their dialect. The results show that phonology plays an important role in children's spelling development.  相似文献   

Is it possible to access the ‘voice’ of pre‐school Children? Results of a research project in a pre‐school setting   总被引：2，自引：0，他引：2  

Hilary Cremin 《Educational studies》2004,30(4):457-470

This paper presents a rationale for consulting with very young children to enable their voices to be heard, and taken into consideration, when planning pre‐school provision. It goes on to suggest that the expressed preferences of pre‐school children can be taken as an accurate account of their thoughts and feelings. This is tested through a case study of six 4‐year‐olds in a nursery setting. The research enabled a comparison to be made between what the children said were their favourite areas of nursery life, and their preferences as noted by adults. In five out of six cases, adult perspectives were the same as child perspectives. The paper ends with some exploration of the factors that contribute to reliable consultation with very young children.  相似文献   

MAINTAINING UNDERCLASSES VIA CONTRASTIVE JUDGEMENT: CAN INCLUSIVE EDUCATION EVER HAPPEN?   总被引：2，自引：0，他引：2  

Hilary  Cremin   Gary  Thomas 《British Journal of Educational Studies》2005,53(4):431-446

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Understanding Teacher Candidate Misconceptions and Concerns about Differentiated Instruction     

Hilary Dack 《The Teacher Educator》2019,54(1):22-45

While teacher education programs are expected to teach effective methods of differentiating instruction, limited research to date has examined the meaning-making processes through which candidates build an understanding of this complex philosophy of teaching and learning. Drawing upon activity theory, this interpretive qualitative study examined how candidates’ understandings of differentiation's conceptual and practical tools—and their concerns about its implementation–changed as they encountered accurate, in-depth information about the model in a course on differentiation. Data sources included interviews, assignments, and observations. Findings suggested candidates entered the course with common misconceptions about differentiation's conceptual tools. Although many candidates originally conceptualized differentiation as a set of practical tools, they later viewed it as a conceptual framework that guides practice. As candidates appropriated practical tools of differentiation, common concerns about implementing differentiation diminished. Implications include questions teacher educators who teach candidates about differentiation should pose to guide their own instruction.  相似文献   

Leading in the eye of a storm: how one team of administrators exercised disaster resilience     

Fernandez  Frank  Coulson  Hilary  Zou  Yali 《Higher Education》2022,83(4):929-944

Higher Education - Global climate change threatens university campuses around the world. However, prior research suggests that universities around the globe tend to prioritize preventing further...  相似文献   

Teaching and learning under COVID-19 public health edicts: the role of household lockdowns and prior technology usage     

Guppy  Neil  Boud  David  Heap  Tania  Verpoorten  Dominique  Matzat  Uwe  Tai  Joanna  Lutze-Mann  Louise  Roth  Mary  Polly  Patsie  Burgess  Jamie-Lee  Agapito  Jenilyn  Bartolic  Silvia 《Higher Education》2022,84(3):487-504

Higher Education - Public health edicts necessitated by COVID-19 prompted a rapid pivot to remote online teaching and learning. Two major consequences followed: households became students’...  相似文献   

Transformative learning approaches for public relations pedagogy     

Judy Motion  Lois Burgess 《高等教育研究与发展》2014,33(3):523-533

Public relations educators are frequently challenged by students' flawed perceptions of public relations. Two contrasting case studies are presented in this paper to illustrate how socially-oriented paradigms may be applied to a real-client project to deliver a transformative learning experience. A discourse-analytic approach is applied within the case studies as a technique for identifying changes in students' understandings of the ideological structures, power relations and knowledge systems that underpin public relations and for determining whether transformative learning has taken place. The discourse engagement and normative/critical/ethical paradigmatic orientations examined in this paper provide conceptual foundations for developing civic responsibility that needs to be underpinned by salient social theory.  相似文献   

‘Walking in a Foreign and Unknown Landscape’: Studying the History of Mathematics in Initial Teacher Education     

Hilary Povey 《Science & Education》2014,23(1):143-157

This article develops the argument that students in initial teacher education benefit in terms of who they are becoming from developing awareness of and engagement in the history of mathematics. Initially, current school mathematics practices in the UK are considered and challenged. Then the role of teachers’ relationship to mathematical subject knowledge and of teachers’ engagement in critical thinking are considered. Connections are made between these concerns and studying the history of mathematics in initial teacher education classrooms. I then draw on the perspectives and practices of the mathematics teacher educators at one institution to understand these connections better and to exemplify them. Issues of equity are threaded throughout.  相似文献   

Nurture corners in preschool settings: involving and nurturing children and parents     

Kelly Stone  Cheryl Burgess  Brigid Daniel  Joanna Smith  Christine Stephen 《Emotional and Behavioural Difficulties》2017,22(4):383-396

This article draws on the findings from a small qualitative study which focused on gathering perspectives and accounts of experiences from nursery practitioners, health and third sector professionals and parents. It explored the ways in which parents/carers and practitioners experienced the nurture approach developed in preschool settings in Glasgow, Scotland and their perspectives on the impact that this provision has had on the development and well-being of young children and family engagement in learning. The findings provided some insights into the specific ways in which settings involved parents and worked towards developing a nurturing ethos towards parents themselves, underpinned by the following three elements: a welcoming setting, sensitive and empathic staff and creative practice. The particular characteristics of these three elements seemed to support some parents in developing the parenting skills which were required to consolidate the benefits experienced by their children. These benefits included parents being supported to replicate some of the practices at home and becoming more involved in their children’s learning. The study identified challenges for some nurseries in achieving this, such as the limited scope for nurture corner practitioners in some of the settings to fully utilise their skills with parents due to accommodation constraints.  相似文献   

Initiatives taken by a multi-sectoral Australian University to develop lifelong learning skills at each period of formation     

Ms Zena Burgess  Jan Hastings 《Tertiary Education and Management》1996,2(2):170-177

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