An ecological view of literacy learning     

Peg Syverson 《Literacy》2008,42(2):109-117

This article refutes the common, persistent belief in literacy learning as a linear, sequential process best broken down into small steps that can be taught mechanically in order to produce timely, quantifiable ‘outcomes’, regardless of the vast diversity among learners, teachers, institutions of learning, communities, cultures, media and languages. This naïve and simplistic belief, which flies in the face of virtually all evidence from direct observation, research on literacy learning, evolutionary biology, cognitive science, psychological and social science research, neurophysiology, educational theory, public policy, anthropology and communication, nevertheless remains well entrenched, despite its destructive consequences. Presented here is the evidence in support of an alternative view, an ecological perspective which takes into account the complex ecosystems within which teachers and learners learn, adapt, interact, communicate and connect. Furthermore, it presents a sensible and humane model for documenting and assessing learning and teaching ecologically, the Learning Record. This model is well supported both theoretically and practically, with over 20 years of successful implementation for thousands of students at every level, from pre‐school to graduate school; in every discipline, from maths to biology to writing; and across diverse student populations, from inner‐city schools to reservation schools, migrant populations, students with disabilities and newly arrived English language learners.  相似文献   

Testing in the Professions     

Andrew Boyle 《Assessment in Education: Principles, Policy & Practice》2019,26(6):721-725

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Exploring metacognitive strategy use during note-taking for students with learning disabilities     

Joseph R. Boyle  Sonia M. Rosen  Gina Forchelli 《Education 3-13》2016,44(2):161-180

This mixed-methods study analysed over 200 interviews from 20 seventh-grade students with learning disabilities (LD). Students were instructed how to use a note-taking intervention during science lectures. The interview analyses were supported by pre- and post-intervention quantitative data. Data suggest that the intervention helped students identify important information; systematised the process of listening to, interpreting and using that information; and offered students a means by which to organise the information they were hearing. A discussion about metacognition and attention explores how these processes altered students’ awareness of their own learning, as well as how they equipped students with a new strategy for holding onto and translating information from their science lectures into a useful set of notes. These findings have implications for how theorists conceptualise the relationship between metacognition and attention and how teachers use scaffolding to support the learning of students with LD.  相似文献   

Accuracy of Measurement in the Context of Mathematics National Curriculum Tests in England for Ethnic Minority Pupils and Pupils Who Speak English as an Additional Language   总被引：1，自引：0，他引：1  

Iasonas Lamprianou  Bill Boyle 《Journal of Educational Measurement》2004,41(3):239-259

Research has suggested that inappropriate or misfitting response patterns may have detrimental effects on the quality and validity of measurement. It has been suggested that factors like language and ethnic background are related to the generation of misfitting response patterns, but the empirical research on this is rather poor. This research analyzes data from three testing cycles of the National Curriculum tests in mathematics in England using the Rasch model. It was found that pupils having English as an additional language and pupils belonging to ethnic minorities are significantly more likely to generate aberrant response patterns. However, within the groups of pupils belonging to ethnic minorities, those who speak English as an additional language are not significantly more likely to generate misfitting response patterns. This may indicate that the ethnic background effect is more significant than the effect of the first language spoken. The results suggest that pupils having English as an additional language and pupils belonging to ethnic minorities are mismeasured significantly more than the remainder of pupils by taking the mathematics National Curriculum tests. More research is needed to generalize the results to other subjects and contexts.  相似文献   

‘I love a curry’: student-teacher discourse around ‘race’ and ethnicity at a UK university     

Linda Dunne  Virginia Kay  Rachel Boyle  Felix Obadan  Vini Lander 《师资教育杂志》2018,44(2):162-174

This paper presents aspects of a small scale study that considered student teachers’ language and discourse around race and ethnicity at a university in the northwest of England. The first part of the paper critiques current education-related policy, context and practice to situate the research and then draws upon aspects of critical race theory and whiteness theory as frames of reference. In the research, 250 student-teachers completed questionnaires that invited responses to statements about race and ethnicity and this was followed by two semi-structured group interviews. A discourse analysis approach was taken to analyse the language used in the questionnaire responses and, in particular, the group interviews. Recurrent discursive configurations were characterised by language that signified othering, correct knowledge, personalisation and discomfort. Hesitations and silences during group discussions perhaps intimated thinking time and also maybe a reluctance to talk about aspects of race and ethnicity, and what was not said remains significant. It is suggested that a reconstruction of a teacher/educator subjectivity that fosters self-reflection on values and racial positioning, is needed in teacher education, alongside critical examination of the silences and discomfort surrounding race and ethnicity.  相似文献   

Views from the Margins: News Coverage of Women in Abortion Protests, 1960–2006     

Cory L. Armstrong  Michael P. Boyle 《Mass Communication and Society》2013,16(2):153-177

This study links two traditionally marginalized groups in media coverage: women and protesters. Both have generally been found to be underrepresented and misrepresented in mainstream news coverage. Employing a content analysis of abortion protest coverage over 46 years, this study assesses the impact of protesters' goals and tactics on the proportion of women in news coverage. Results indicate that female mentions were more likely to appear when protesters supported the status quo and when protesters were treated more favorably in coverage. Overall, however, the focus on men as sources over women as sources remained quite apparent. Implications for news treatment of women in protest coverage are discussed.  相似文献   

The Role of Exemplification in Shaping Third-Person Perceptions and Support for Restrictions on Video Games     

Mike Schmierbach  Qian Xu  Michael P. Boyle 《Mass Communication and Society》2013,16(5):672-694

The origins of third-person perceptions remain uncertain, with most research focusing on psychological mechanisms. We investigate whether media content might also play a role, using a 2 × 2 experiment presenting a single story describing video games as harmful or harmless and using either research and statistics or a specific anecdotal exemplar to illustrate this claim. Results show perceived effects on others are influenced by the use of an exemplar but do not show an effect for explicitly describing games as harmful. The findings suggest that media may influence third-person perceptions and subsequent support for censorship in previously unexplored ways.  相似文献   

SCHOOL INTEGRATION IN ENGLAND     

Sir Edward Boyle 《Equity & Excellence in Education》2013,46(3):27-29

Following is the text of a memorandum prepared in January, 1970, for submission to members of the Select Subcommittee on Education of the U.S. House of Representatives Committee on Education and Labor. These Congressmen visited Israel during the same month.  相似文献   

Una aproximación socio-histórica a la re-mediación     

Michael Cole  Peg Griffin 《Cultura y Educación》2013,25(3-4):89-100

La adquisición de la lectoescritura plantea en nuestras sociedades numerosos problemas que tradicionalmente se le han achacado al individuo como portador de déficits específicos que estarían en la base de cualquier dificultad a la hora de enfrentarse a un texto escrito. Si tenemos en cuenta el origen socio-histórico del proceso lector, nos daremos cuenta de que al niño se le exige en los primeros años de escolaridad un esfuerzo que la humanidad realizó gradualmente y con el apoyo de sucesivos sistemas mediadores que hoy se han suprimido en el proceso de aprendizaje. En este artículo, los autores proponen recuperar esos sistemas mediadores tanto para la enseñanza de la lectoescritura como para la recuperación de los malos lectores.  相似文献   

Effects of Aerobic Exercise on Overweight Children's Cognitive Functioning     

Catherine L. Davis  Phillip D. Tomporowski  Colleen A. Boyle  Jennifer L. Waller  Patricia H. Miller  Jack A. Naglieri 《Research quarterly for exercise and sport》2013,84(5):510-519

The study tested the effect of aerobic exercise training on executive function in overweight children. Ninety-four sedentary, overweight but otherwise healthy children (mean age = 9.2 years, body mass index ? 85th percentile) were randomized to a low-dose (20 min/day exercise), high-dose (40 min/day exercise), or control condition. Exercise sessions met 5 days/week for 15 weeks. The Cognitive Assessment System (CAS), a standardized test of cognitive processes, was administered individually before and following intervention. Analysis of covariance on posttest scores revealed effects on executive function. Group differences emerged for the CAS Planning scale (p = .03). Planning scores for the high-dose group were significantly greater than those of the control group. Exercise may prove to be a simple, yet important, method of enhancing aspects of children's mental functioning that are central to cognitive and social development.  相似文献