Promoting Early Literacy Through Professional Development For Childcare Providers     

Blanche Podhajski  Jane Nathan 《Early education and development》2005,16(1):1-5

This study investigated the potential benefits of offering childcare providers professional development to promote preliteracy skills in young children. It was hypothesized that direct instruction to providers, through rigorous training and mentorship, would increase children's opportunities for reading success and thus, enhance their preliteracy skills. The BUILDING BLOCKS for Literacy program followed recommendations made by the National Research Council, which included shared book reading, phonological awareness, and relationships between speech and print. Sixty-seven providers from 44 settings were trained and mentored over six months. Preliteracy skills of 88 children from those settings were assessed before and after the training. A control group of children was also assessed during the same time frame. Results demonstrated that target children showed significantly greater preliteracy gains than did controls. More importantly, a larger proportion of target children rose from below to above a level considered at risk for reading failure. Implications and recommendations are discussed.  相似文献   

Australian studies: A vehicle for scientific and technological literacy?     

Ms Beverley L Jane 《Research in Science Education》1990,20(1):152-160

In Victoria, schools are adopting one common certificate, the VCE (Victorian Certificate of Education) which encompasses two years of study (Years 11 and 12) and comprises 44 subject areas or Studies, each of one semester duration. Amongst the compulsory subjects is Australian Studies (Units 1 and 2) with its focus on Work in Australian society. This paper discusses concerns about the teaching of the compulsory subject Australian Studies in the new VCE. The purpose is to consider whether the science and technology component in the Australian Studies course can raise the students’ level of scientific and technological literacy. The discussion is based on one semester’s teaching experience of Year 11 Australian Studies and consequent reflections on practice. Specializations: science and technology teacher education, technology in the curriculum.  相似文献   

Knowledge, the disciplines, and learning in the Digital Age     

Jane Gilbert 《Educational Research for Policy and Practice》2007,6(2):115-122

ICTs (Information and Communication Technologies) are now widely used in schools: However, despite predictions, they have not revolutionized teaching and learning. Why is this? Does it matter? Should we care? This paper outline seeks to answer such questions and why we should care. School ICTs are informed by a range of different, and often conflicting ideas, with the result that student work is often “digital busywork”. The article argues that if ICTS are to play a useful role in helping us to re-develop our schools for the Knowledge Age, we need to re-examine some of our old ideas about knowledge. In particular, we need to re-examine the place and purpose of the traditional disciplinary knowledge that is the basis of the current curriculum.  相似文献   

外籍经理人的跨文化管理     

Jane Spencer 《现代企业教育》2006,(12):28-30

联想集团（Lenovo Group Ltd.）的首席执行长比尔&;#183;阿梅里奥（Bill Ameloc）胸怀大志。这位中国最大电脑公司的美国当家人明年的目标是：在美国提高联想集团品牌的知名度，抢占重要的新兴市场以及在乒乓球上击败公司的董事长杨元庆。  相似文献   

Empowering Librarians in the Provision of Data Services in Canada: A Case Study of the DLI Survival Guide     

Jane Fry  Chantal Ripp 《New Review of Academic Librarianship》2017,23(2-3):293-302

ABSTRACT

While some Canadian universities have a long history in the provision of data services, that was not the norm in Canada, especially in small universities and colleges. To maximize the use of data by students and researchers in academia, it was evident that increased education, resources, and tools were required to support those delivering data services on their campuses. To this end, the Data Liberation Initiative (DLI) Survival Guide was designed as a comprehensive reference tool, which complements an established regional training curriculum, whereby enabling librarians to effectively fulfill their role as a DLI Contact in their academic institutions. This case study will examine the history, current state, and recommended future direction of the Survival Guide. This article will also examine the challenges in understanding the drivers shaping academic service delivery and the ways in which the guide has evolved to remain current to the needs of the Canadian data community.  相似文献   

AUTONOMY OR HETERONOMY? LEVINAS'S CHALLENGE TO MODERNISM AND POSTMODERNISM     

Mark Child  David D. Williams  A. Jane Birch  Robert M. Boody 《Educational theory》1995,45(2):167-189

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Re/conceptualising time and temporality: an exploration of time in higher education     

Anna Bennett  Penny Jane Burke 《Discourse: Studies in the Cultural Politics of Education》2018,39(6):913-925

ABSTRACT

In this paper we deconstruct hegemonic conceptions of time in higher education. Drawing on a recent project, we argue that limiting assumptions about time dominate notions of student capability and prospects of success. The paper reveals how the conceptualisation of time is constituted within a framework that individualises and decontextualises difficulties. Within this frame, socio-cultural elitism is left largely unchallenged, with many students left out and misrecognised as purely lacking capability and commitment. Rethinking simple distinctions between ‘time’ and ‘temporality’, we consider ways to broaden understandings to enable a more inclusive and ‘inventive’ system. We apply a Foucauldian analysis to argue that we co-construct the future in the very ways that we react to the present and think about the past. We must recognise that the way we work in the present is how we create the future. Our everyday actions, assumptions and reactions re/produce our futures.  相似文献   

Editorial     

Jane Oakhill 《Reading and writing》2006,19(1):v-vii

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Why is reading recovery successful? A Vygotskian critique of an early reading intervention     

Kathy Sylva  Jane Hurry  Sandra Peters 《European Journal of Psychology of Education - EJPE》1997,12(4):373-384

Reading Recovery is an intensive, one-to-one intervention for children experiencing reading difficulties after one year of primary school. It aims to intervene before “dysfunctional strategies” and feelings of failure take firm hold in young learners. The programme consists of daily half-hour lessons taught by a teacher trained to diagnose and support a problem-solving approach to reading texts. Lessons are planned so that the learner, no matter how inexperienced with print, is enabled to “act like a reader and writer”. Marie Clay, the founder of Reading Recovery, devised the programme on the basis of intensive work with both fluent and poor readers more than twenty years ago in New Zealand. Many years later Clay and Cazden (1990) analysed the programme from a Vygotskian viewpoint and pointed out aspects which embody Vygotskian principles, especially the notion of “scaffolding”. This paper addresses two questions: (l) which features of Reading Recovery embody Vygotskian notions? and (2) how effective is Reading Recovery at improving literacy skills and transforming children into independent problem solvers in literacy? A large national evaluation study in the U.K. showed that Reading Recovery increased reading attainment and that the gains were still apparent more than one year after the intervention. A small scale observation study demonstrated the “scaffolding” by which Reading Recovery teachers encouraged children to greater independence in reading and writing over the course of the programme. The paper ends by suggesting that future research should address the socio-cultural context of Reading Recovery instead of limiting its focus to narrow test outcomes or explicit teaching strategies aimed at skill enhancement.  相似文献   

Surveillance,Governmentality and moving the goalposts: The influence of Ofsted on the work of schools in a post-panoptic era     

Jane Perryman  Meg Maguire  Annette Braun  Stephen Ball 《British Journal of Educational Studies》2018,66(2):145-163

This paper asks the question: to what extent do inspection regimes, particularly the Office for Standards in Education (Ofsted), influence the work of a school, and how might that influence be conceptualised? It draws on an ESRC-funded study of ‘policy enactments in secondary schools’, which was based on case-study work in four ‘ordinary’ schools. Here the data set is re-examined to understand the extent to which Ofsted had an ongoing influence on the work of the leadership, management and teachers in these schools. We undertook a process of secondary analysis of the data from the project and found that the influence of the inspection agenda was strong in the schools, policy decisions were often being made to conform to Ofsted’s expectations and the influence on leadership and management was clearly apparent. In resisting this agenda we also found that schools to some extent performed ‘the good school’ for inspections. Finally, we relate this empirical evidence to conceptions of governmentality and post-panopticism to shed new light on their theoretical relevance to contemporary inspection regimes.  相似文献