The Effects of a Comprehensive Early Literacy Project on Preschoolers’ Language and Literacy Skills     

Yaoying Xu  Christopher Chin  Evelyn Reed  Cynthia Hutchinson 《Early Childhood Education Journal》2014,42(5):295-304

The purpose of this study was to examine the effects of a federally funded early literacy project that aimed to promote the school readiness skills of preschool-age children from low income families. Through daily, explicit, and systematic instruction, the project targeted to improve preschoolers’ oral language skills, phonological awareness, print awareness, and alphabet knowledge that aligned with the existing curriculum of the local school district. Data were collected through multiple sources at the individual child level, classroom level, and from the family/home environment. Significant gains were found between pre- and post-tests in child outcomes, classroom environments, instructional practices, parent attitudes toward early literacy, and family involvement in literacy activities. Additionally, classroom organization was identified as a significant predictor for children’s receptive language skills. Limitations of the current study and implications for future research as well as instructional practices were discussed.  相似文献   

Relooking Assessment: A Study on Assessing Developmental Learning Outcomes in Toddlers     

Marjory Ebbeck  Geraldine Lian Choo Teo  Cynthia Tan  Mandy Goh 《Early Childhood Education Journal》2014,42(2):115-123

In most countries the funding for early childhood education has increased and governments in some countries have taken serious steps to bring about positive change in the profession. However, the increase in funding by governments and other funding organisations around the world has, understandably, attracted increased accountability as these organisations need to know that their financial investments are achieving desired outcomes. To seek evidence that positive learning outcomes have indeed been achieved through these investments is a reasonable request, and there is a shared responsibility and accountability for professionals to provide appropriate evidence. The downside, however, can be the request for standardised test information, as if performance on such tests provides proof of all desired outcomes. More than ever before, it is important for early childhood educators to be able to provide accurate, objective information about children’s assessment in ways other than by standardised testing, which may not reflect the complex reality of children’s lives. This paper reports on a research study in Singapore that investigated curriculum effectiveness using developmental learning outcomes as a means of assessing children. The research was devised to examine if eight specified broad developmental learning outcomes could measure the effectiveness of the curriculum by assessing children’s learning as shown in qualitative data. Practical examples showed evidence of children’s learning and the role of the educator in facilitating and documenting developmental learning outcomes.  相似文献   

Refutational texts and the change process   总被引：1，自引：0，他引：1  

Cynthia R.   《International Journal of Educational Research》2001,35(7-8)

The purposes of this chapter are to examine the persuasive qualities of refutational text and explore the role of refutational text in educational settings that have competing agendas. As educators, we should understand the competing agendas existing in education and find ways to meet those agendas effectively. The use of refutation to aid learning fits into one agenda. The teaching of refutation as a persuasive rhetorical device fits into another.  相似文献   

A child‐structured learning context     

Alister Fraser 《Cambridge Journal of Education》1987,17(3):146-151

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气候·人类·地球     

Cynthia G.Wagner 《海外英语》2005,(3):14-15

随着工业化进程脚步的加快,现代化痕迹遍布生活的每个角落,同时人类也不得不面临现代化生产给自然气候带来的不容忽视的严重影响。我们在渐渐失去冬天……  相似文献   

Statewide survey of vocational educators: Attitudes,training, and involvement with handicapped learners     

Patricia L. Sitlington  Cynthia M. Okolo 《Journal of Career Development》1987,13(4):21-29

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Evaluation for growth: growth of an evaluation; a case study of a local TVEI evaluation     

Angela Fraser 《Cambridge Journal of Education》1986,16(2):84-93

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Directions in curriculum evaluation     

Barry J. Fraser 《Studies in Educational Evaluation》1984,10(2):125-134

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Ethnographic Data and Education Policy Analysis: Recent Qualitative Research     

Cynthia Porter-Gehrie 《Educational theory》1979,29(3):255-262

Review of Harry F. Wolcott, Teachers vs. Technocrats: An Eduacational Innovation in Anthropological Perspective (Eugene, Ore.: Univ. of Oregon, 1977).
Review of Safe School Study: Violent Schools – Safe Schools (Washington, D.C.: U.S. Government Printing Office, 1978).
Review of Ray Rist, The Invisible Children: School Integration in American Society (Cambridge, Mass.: Harvard Univ. Press, 1978).  相似文献   

African American preschool children's physical activity levels in Head Start     

Shen B  Reinhart-Lee T  Janisse H  Brogan K  Danford C  Jen KL 《Research quarterly for exercise and sport》2012,83(2):168-174

The purpose of this study was to describe the physical activity levels of urban inner city preschoolers while attending Head Start, the federally funded preschool program for children from low-income families. Participants were 158 African American children. Their physical activity during Head Start days was measured using programmed RT-3 accelerometers. Results revealed that the children spent the most time in sedentary and light physical activity, while their participation in moderate-to-vigorous physical activities was low. Given the sedentary class format and limited physical space for the Head Start programs observed, we suggest adding a structured physical activity component to Head Start schools to fight the overweight and obesity crisis.  相似文献