Reading aloud in 19th century England: some evidence from Victorian fiction     

Maxine Burton 《Changing English: An International Journal of English Teaching》2020,27(1):83-90

ABSTRACT

Victorian fiction can provide a valuable source of information about society by virtue of its topicality and realistic techniques, influenced by contemporary journalism. In particular, the novels of Charles Dickens and Thomas Hardy throw light on literacy practices, including reading aloud. The higher the literacy levels of the novels’ characters, the less reading aloud is reported; and as literacy becomes more widespread through the 19th century, it is commented on increasingly less. Significantly, when instances of reading aloud are depicted, they fulfil purposes that seem to correspond with recognisable present-day scenarios, in which the power of the spoken word resonates.  相似文献   

The teaching of mathematics to young children using a problem solving approach     

Leone Burton 《Educational Studies in Mathematics》1980,11(1):43-58

It is the purpose of this article to report upon the early stages of a research project in Mathematical Education, currently in progress at the Polytechnic of the South Bank, London. The project, supported by funds from the Social Science Research Council, is entitled, The Skills and Procedures of Mathematical Problem Solving in pupils of 9–13 years (S.P.M.P.S.) The article explores the background to the need for such a project, both from a mathematical and from a pedagogic point of view.  相似文献   

A Critique of the external product evaluation of the brazilian system of undergraduate education     

da Rocha Bastos  Lilia  Michael  William Burton  de Oliveira  Denize Torres 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2001,47(1-2):151-158

International Review of Education -  相似文献   

Leadership and innovation in universities from theory to practice     

Burton R. Clark 《Tertiary Education and Management》2013,19(1):7-11

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Defining the Role of the University Mentor in Initial Teacher Education   总被引：1，自引：1，他引：0  

Diana Burton 《Mentoring & Tutoring: Partnership in Learning》2013,21(2):50-55

In the rush to identify the tasks of school mentors in school‐based teacher training the changes to the role of the higher education tutor have been neglected. It is argued here that the role exists in an organic relationship with school mentors and intending teachers, within evolving teacher education partnerships. A call is made for a shared understanding of that role to be circumscribed by a model of teacher education which prizes the reflective practitioner and school and university mentor roles be complementary within the implementation of this model, it is argued that the recognition of this will enhance the quality of school‐based teacher education.  相似文献   

English in action: school based teacher development in Bangladesh     

Tom Power  Robina Shaheen  Mike Solly  Clare Woodward  Sonia Burton 《Curriculum Journal》2013,24(4):503-529

In the Least Economically Developed Countries (LEDCs), School Based Teacher Development (SBTD) is sometimes advocated as a potential mechanism for improving the classroom practices experienced by millions of children in a complete school system, as quickly as possible. Robust evidence is required for approaches to be implemented with some confidence by Government development agencies, such as the UK Department for International Development (DFID). SBTD has a long history stemming from ideas of school-based curriculum development, which underlay the ideas on teacher-as-researcher, and is typically advocated in the developed world based on a view of the teacher as a professional. How might such notions play out, and to what effect, in LEDC contexts? This article examines the issues at stake in introducing SBTD in LEDCs, by examining: the nature of the evidence for various forms of teacher development, the nature of SBTD in particular and the evidence for its effectiveness. The latter issues will be illustrated through examination of English in Action (EIA, www.eiabd.com), a large-scale SBTD programme for primary and secondary English language (EL) teachers serving government schools across Bangladesh.  相似文献   

Sonnet to a Friend     

Grace Oakes Burton 《The Educational forum》2013,77(2)

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What is the impact on six underachieving year 4 children's choice of language and development of character when ‘writing in role’?     

Melissa Dalby  Neil Burton 《Education 3-13》2013,41(1):82-89

This study examines the impact that the ‘writing in role’ drama strategy has upon underachieving year 4 children's writing. The findings draw upon observations during the activities, group interviews with the sample group and analysis of children's writing. The study shows that children have positive attitudes towards the ‘writing in role’ strategy and an increased motivation to write. Technical aspects of writing were improved which developed interesting and flourishing pieces of creative writing.  相似文献   

Self-actualization: The Heart and Soul of a Potential-based Life Skills Program for a Child with Multiple Disabilities     

Gillian Croft  Wanda Boyer  Geoffrey Hett 《Early Childhood Education Journal》2009,37(1):43-49

Although every child with disabilities may come to self-actualization by different means and measurements it is, nevertheless, an important goal. The child with disabilities may be guided toward her goal of self-actualization by being encouraged to find her individual strengths and capacities, and by being assisted to successfully interact with her environment. This article explores the use of the scientific method to support the development of a potential-based program that has nurtured self-actualization and the joy of learning for a child with multiple disabilities and chronic illness.  相似文献   

Warring with words: narrative and metaphor in politics     

Jill Burton 《Studies in Continuing Education》2018,40(2):234-235

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