The pleasure of recognition: intertextuality in the talk of preschoolers during shared reading with mothers and teachers     

Jane Torr 《Early Years: An International Journal of Research and Development》2007,27(1):77-91

Mature readers draw on a complex web of previous experiences when interpreting written and visual texts. Yet very little is known about how preschool children, who cannot yet read, make connections between texts. This study explores how 13 4‐year‐old children made intertextual connections during shared reading with their mothers (seven children) and their preschool teachers (six children). The findings indicate that very young children actively draw on their knowledge of other texts, and their personal lived experiences, to reflect on the meanings they encounter in unfamiliar picture books. The functions served by the children's intertexts ranged from the simple pleasure of recognition to more sophisticated comparisons between texts in terms of theme and plot. The extent to which the adults were able to integrate the children's intertexts into the discussions varied. An awareness of the important role played by intertextuality in children's interpretations of texts may provide early childhood professionals with a framework within which to plan systematically for the language and literacy development of young children in their care.  相似文献   

Knowledge, the disciplines, and learning in the Digital Age     

Jane Gilbert 《Educational Research for Policy and Practice》2007,6(2):115-122

ICTs (Information and Communication Technologies) are now widely used in schools: However, despite predictions, they have not revolutionized teaching and learning. Why is this? Does it matter? Should we care? This paper outline seeks to answer such questions and why we should care. School ICTs are informed by a range of different, and often conflicting ideas, with the result that student work is often “digital busywork”. The article argues that if ICTS are to play a useful role in helping us to re-develop our schools for the Knowledge Age, we need to re-examine some of our old ideas about knowledge. In particular, we need to re-examine the place and purpose of the traditional disciplinary knowledge that is the basis of the current curriculum.  相似文献   

Professional equity as reported by biology teachers     

Claudia B. Douglas  Marsha Lakes Matyas  Jane Butler Kahle 《科学教学研究杂志》1985,22(3):241-251

In 1982, the National Association of Biology Teachers surveyed its membership in order to assess the role and status of women in biology education. Items describing roles, salaries, assignments, professional activities, and sexual bias were included in the survey. This paper compares the responses of male and female biology educators, draws conclusions from the data, and suggests implications for the science education profession. Inequality in several professional areas was revealed. More women than men were single and reported no dependent children. Women exceeded men in both the lower and upper ends of the distribution of years of experience. However, the percentage of men exceeded that of women in most salary brackets beyond $20,000 and more men reported paid consulting opportunities. Men tended to teach at larger institutions and, at all academic levels, more men taught “advanced” classes. More men than women were involved with research activities. However, neither sex felt that the other one received preferential treatment in regard to salary and promotion. The majority of education administrators as well as science and biology faculties were male. However, the recent influx of women into science education positions may produce important changes. It is recommended that a comparative study be conducted in five years.  相似文献   

Empowering Librarians in the Provision of Data Services in Canada: A Case Study of the DLI Survival Guide     

Jane Fry  Chantal Ripp 《New Review of Academic Librarianship》2017,23(2-3):293-302

ABSTRACT

While some Canadian universities have a long history in the provision of data services, that was not the norm in Canada, especially in small universities and colleges. To maximize the use of data by students and researchers in academia, it was evident that increased education, resources, and tools were required to support those delivering data services on their campuses. To this end, the Data Liberation Initiative (DLI) Survival Guide was designed as a comprehensive reference tool, which complements an established regional training curriculum, whereby enabling librarians to effectively fulfill their role as a DLI Contact in their academic institutions. This case study will examine the history, current state, and recommended future direction of the Survival Guide. This article will also examine the challenges in understanding the drivers shaping academic service delivery and the ways in which the guide has evolved to remain current to the needs of the Canadian data community.  相似文献   

Editorial     

Jane Oakhill 《Reading and writing》2006,19(1):v-vii

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Should the AER go on-line?     

Jane Kenway  Pat Thomson 《The Australian Educational Researcher》2002,29(1):1-5

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AUTONOMY OR HETERONOMY? LEVINAS'S CHALLENGE TO MODERNISM AND POSTMODERNISM     

Mark Child  David D. Williams  A. Jane Birch  Robert M. Boody 《Educational theory》1995,45(2):167-189

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Towards a collaborative methodology: An ethnography of widening educational participation     

Penny Jane Burke 《The Australian Educational Researcher》2002,29(1):115-136

This paper examines my attempts to develop a collaborative methodology, and critically considers the limitations and possibilities of this approach. It draws on a small-scale ethnography of widening educational participation undertaken for my doctoral degree. I worked with a group of access students in a UK further education college to develop the methods and methodology, to identify research questions and key areas of focus and, to a lesser extent, to analyse the data. Post/structural analytical tools enabled co-participants to deconstruct hegemonic neo-liberal discourses of widening participation. Feminist theory enabled the refashioning of radical discourses that are concerned with destabilising unequal relations of power in research and in education. In the paper I consider issues of power, research relationships, author-ity, reflexivity and ethics in collaborative methodology.  相似文献   

Science discovery: Inside story     

Jane Benesch  Beth Bergman 《Early Childhood Education Journal》1991,19(2):32-34

Human Anatomy in preschool? The answer is a resounding, “Yes!” The decision to study the “inside parts” of our bodies was based on solid ground. Young children ask questions about their bodies and we looked for activities which could help answer some of those questions.  相似文献   

Educator Talk in Long Day Care Nurseries: How Context Shapes Meaning     

Jane Torr  Lien Pham 《Early Childhood Education Journal》2016,44(3):245-254

Little is known about the quality and characteristics of the language used by childcare staff when interacting with infants in non-parental group care settings. This qualitative study analysed the manner in which staff used language when interacting with ten children aged between 9 and 20 months in four different long day care centres in Sydney, Australia. Each infant was audiorecorded for one whole day using a small recording device attached to her/his clothing, which captured all the language spoken directly to, or in their presence of, the infant. The infants and staff were simultaneously videorecorded as they went about their everyday activities, to provide additional contextual information. Using systemic functional linguistics as the theoretical underpinning, the study found that staff members tended to talk to more than one child at a time, limiting their potential to engage in the types of sustained conversations with individual children that have been shown to promote language development. Staff also tended to use language primarily to manage children’s behaviour and provide physical care, rather than using language to encourage children to use their own developing language to represent their experiences in a variety of contexts. The findings have implications for group size, early childhood teacher education and inservice professional development.  相似文献