Purging Petraeus: The Progressive Assault on Academic Freedom     

Peter Wood 《Academic Questions》2013,26(4):454-458

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A Tortoise in the Dance     

Phyllis Taunton Wood 《The Educational forum》2013,77(2)

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The importance of early phonics improvements for predicting later reading comprehension     

Kit S. Double  Joshua A. McGrane  Jamie C. Stiff  Therese N. Hopfenbeck 《British Educational Research Journal》2019,45(6):1220-1234

The role of phonics instruction in early reading development has been the subject of significant conjecture. Recently, England implemented a phonics screening check to assess the phonetic decoding of 6-year-old students, to ensure that all students master this foundational literacy skill and attain adequate phonemic awareness in the early years of primary schooling. Students who fail this check are obliged to retake the assessment the following year. In this article, we compare the performance of students who initially pass this check (pass) and students who fail the original assessment but pass the retaken assessment (fail–pass), with students who fail both the original and retaken assessments (fail–fail). Using data from the Key Stage 1 assessment of reading and the Progress in International Reading Literacy Study (PIRLS), we examined the reading comprehension performance of these students approximately 1 and 4 years after their first phonics screening. The results suggested that fail–pass students performed substantially better than fail–fail students, even after performance on the initial phonics check was controlled for. While fail–pass students do not appear to entirely catch up with pass students in reading comprehension, their relatively better performance underscores the importance of intervening for those students who are identified as having problems with phonetic decoding to increase their likelihood of success at reading comprehension in later schooling.  相似文献   

How are action researchers contributing to knowledge democracy? A global perspective     

Lesley Wood  Mary McAteer  Jack Whitehead 《Educational Action Research》2019,27(1):7-21

ABSTRACT

Although action research has been widely recognized as an appropriate methodology for promoting the democratization of knowledge, it is not always conducted from an emancipatory and transformative paradigm. Using AR in a technical way, renders it no more than a researcher-driven, problem-solving heuristic that perpetuates the intellectual colonization of local knowledge. This begs the question: how can action researchers work in ways that are contextually and culturally relevant, and generate knowledge that enables people to take control of improving their own lives as they see fit? This paper presents a thematic analysis of the narrative reports from seven participatory workshops held around the world for the purpose of dialoging around this and related questions. Findings indicate that, generally, action researchers are indeed facing challenges on many personal, institutional and epistemic levels as they endeavor to promote knowledge derived from the principles of authentic participation and dialogue with those whom it is intended to benefit. However, the analysis also reveals creative responses of practitioners to these challenges. In keeping with the special issue theme, we offer this analysis as a starting point for further discussion around how we can mobilize knowledge for equitable social progress.  相似文献   

Archaeology and Sports History: Towards an Inclusive Methodology     

Jason Wood 《国际体育史杂志》2016,33(6-7):752-756

By focusing on football grounds as a form of material culture, this paper shows how archaeology can illuminate textual and other historical documents. It looks at the developing area of community archaeological projects and how these help reinforce the role of place, memory, and meaning in the historic sports landscape.  相似文献   

An orientation and mobility program for multiply impaired blind children     

R K Harley  T A Wood  J B Merbler 《Exceptional children》1980,46(5):326-331

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National planning and public demand in Indian higher education: The case of Mysore     

Glynn Wood 《Minerva》1972,10(1):83-106

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Rooting and Weeding: Sustainability and Its Critics     

Peter Wood 《Academic Questions》2012,25(3):419-429

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Below and Above     

Phyllis Taunton Wood 《The Educational forum》2013,77(1)

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Teaching Ethnic Cultures: Fiction and Fact     

Murry R. Nelson  Jamie Myers 《Teaching Education》2013,24(2):23-31

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