Pre-reading format and learner proficiency level in L2 reading comprehension     

Ian Tudor 《Journal of Research in Reading》1990,13(2):93-106

The article describes two related experiments into the effect of pre-reading on the text comprehension of a population of L2 learners at three proficiency levels. Four sets of pre-reading materials were used, two in each experiment. All were geared to content-schemata activation, but differed in terms of the type of stimulus provided. The materials used in experiment I (a text summary and a set of pre-questions) involved the provision of a relatively elaborated set of interpretive cues; those used in experiment II (topic prediction and a vocabulary-based task) were more open and allowed for a greater degree of learner-based schemata activation. Two main lines of investigation were pursued: the first relates to the relative effectiveness of the different pre-reading formats, and the second to the possibility of an interaction between pre-reading format and L2 proficiency level. Results indicated the more constraining, schemata-provision formats used in experiment I to be more effective as aids to text comprehension. No level-treatment interaction was observed, though comprehension facilitation was observed only among the lower proficiency groups — the higher proficiency group deriving no benefit from any of the pre-reading formats used.  相似文献   

Literacy and intellect     

Ian Winchester 《Interchange》1987,18(1-2):23-31

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Teachers’ work in complex times: the ‘fast policy’ of Swedish school reform     

Ian Hardy  Karin Rönnerman  Dennis Beach 《牛津教育评论》2019,45(3):350-366

This paper analyses recent educational reforms on teachers’ work in Sweden following the 2010 Education Act, and up to the School Commission Report released in April 2017. We draw upon key policy texts and associated documents from the Ministry of Education, and the Swedish National Agency for Education (Skolverket). We consider the background to the reforms, their relations with one another and how they have played out in the Swedish educational policy context. We argue that these reforms exhibit features of ‘fast policy’ in terms of how they have taken on an increasingly centralised and neoliberal character, and the rapid-fire way they have been directed at teachers as individuals, rather than broader schooling structures. We show how the fast policy reforms have recentralised schooling and teachers’ work—effectively de-professionalising educators.  相似文献   

The Maintenance of Order and Use of Space in Primary School Buildings     

Ian Cooper 《British Journal of Sociology of Education》1982,3(3):267-279

An empirically grounded discussion of relationships which can exist between the maintenance of order in teaching situations and the use of space in primary school buildings is offered in this paper. Attention is specifically focused on verbal directives issued by teachers to their charges about what they deem acceptable behaviour in teaching areas during lesson periods. Examples of these directives are presented in order to illustrate both how teachers may manipulate children's use of space to impose on them particular definitions of educational order and also how they may use space as a means of disciplining those who transgress against that order.  相似文献   

The co-operative schools movement in England: who,where and why     

Martin Mills  Ian Hextall 《International Journal of Inclusive Education》2019,23(11):1116-1133

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Metalinguistic Awareness,Reading and Spelling: Roots and Branches of Literacy     

Monica G. Lazo  Peter D. Pumfrey  Ian Peers 《Journal of Research in Reading》1997,20(2):85-104

Studies on the role of metalinguistic awareness in emerging literacy have established that metalinguistic abilities at phonological, syntactic, print and pragmatic levels are linked to later attainments in literacy. Few have examined the interplay among these skills and developing reading and spelling. Using time-reversed path analyses, this study explores the possibility that metalinguistic awareness registers stronger direct effects on literacy than early pre-conventional reading and invented spelling skills. Sixty children aged 54 months (initially) were given measures of metalinguistic abilities, pre-conventional reading and invented spelling on three occasions. This allowed the exploration of reciprocal relationships between pre-conventional reading, invented spelling and metalinguistic abilities. On the fourth occasion, standardised tests of reading and spelling were administered. Results from time-reversed path analysis show that pre-conventional reading and invented spelling influenced each other across development and had stronger direct effects on subsequent literacy than did aspects of metalinguistic awareness. Pre-literate metalinguistic abilities were shown to affect pre-conventional reading and invented spelling skills and combine with these to influence further growth in literacy. The study’s results have implications for current models of literacy development.  相似文献   

“Science is dead. We have killed it,you and I”—How attacking the presuppositional structures of our scientific age can doom the interrogation of nature     

Ian Winchester 《Interchange》1993,24(1-2):191-198

This paper is an attempt to characterize what 20 years of teaching history and philosophy of science to science teachers have suggested to me. The most important thing which I have found is that almost all of my students have the samestandard picture of science. Karl Pearson'sThe Grammar of Science gives the main outlines of this picture. This view emphasizes the centrality of method over particular results and the purely empirical nature of observation and of generalization derived from empirical induction. My paper shows that in giving modern history and philosophy of science to a generation of students, I have sown the seeds of scepticism and disbelief in a fashion parallel to that in which the introduction of science as a sceptical methodvis-à-vis theology undermined the belief in God. Thus I suggest that a danger we may be as yet unaware of is that science as an enterprise can be undermined and so lost, unless we guard against a too facile scepticism—a scepticism quite different from a healthy wait and see or a show me the colour of your argument.  相似文献   

Departmental Planning: Use of the Directional Matrix     

Ian G. Thomas 《高等教育研究与发展》1989,8(1):79-89

Directional Matrices have been used in businesses to assist the identification of an organisation's strengths and weaknesses. This approach also has application to the activities of departments within institutions of higher education. In particular it was applied to the Graduate School of Environmental Science at Monash University to assist the planning of the School's operations. Data from a sample of the School's staff and members of its Board of Studies indicated that most of the twelve activities identified were important and were performing relatively well. Although differences in the data from the two groups occurred, results obtained from the Matrix were not substantially influenced by this variation. Observations of the responses to the Matrix help to show how future application could be improved.  相似文献   

Developing an Instrument to Examine Preservice Teachers’ Pedagogical Development     

Peter Hudson  Ian Ginns 《Journal of Science Teacher Education》2007,18(6):885-899

National and international reform documents have forged blueprints for advancing science education. Coursework for preservice teachers needs to correspond to these documents by providing learning experiences that develop preservice teachers’ capabilities to plan and implement reform measures. Using a pretest–posttest design, responses from 59 2nd-year preservice teachers from the same university were compared after involvement in an elementary science pedagogy coursework. The survey, which was linked to the course outcomes (constructs) and multiple indicators, measured the preservice teachers’ perceptions of their development towards becoming elementary science teachers. A pretest–posttest survey linked to course outcomes can be employed to assess perceived pedagogical development of preservice teachers, which can inform further teaching practices for implementing science education reform agendas.  相似文献   

Driving change from ‘the middle’: middle leading for site based educational development     

Christine Edwards-Groves  Peter Grootenboer  Ian Hardy  Karin Rönnerman 《School Leadership & Management》2019,39(3-4):315-333

ABSTRACT

Educational researchers have invested much in isolating the specific ‘drivers’ that influence school change and teacher professional development. In this vein, this article draws attention to necessarily situated understandings of practice development through research into the nature of ‘middle leading’ for site based education development in one primary school district in regional Australia. Drawing on practice theory, the analysis reveals how developing and sustaining change in schools is contingent on middle leaders’ insider knowledge, shared responsibility and capacity to sustain and ‘drive’ teachers’ learning. The article argues more situated understandings of middle leading practices are essential for sustainable educational reform.  相似文献