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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
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Chris Peers 《Educational Philosophy and Theory》2017,49(8):822-831
AbstractPrakash Nair has made comments about the kind of spatial planning that educationists should make for the purpose of improving, and refining the architectural model of the school that can be adopted in the twenty-first century. These remarks imply that an “old” and out-dated architectural model needs to be replaced by one that is better suited to the kinds of workers that children will become when they graduate, so that schools can more effectively prepare students for the workforce to come. In this article, I argue that his proclamation that “the classroom is obsolete” should be interpreted in the context of neo-liberalism, alongside similarly hyperbolic claims by Francis Fukuyama in 1989 that the fall of the Berlin Wall signified the “end of history”. By addressing the rhetorical structure of such remarks, I deconstruct Prakash Nair’s promise to build a better future for education. Additionally, I argue that educational researchers may benefit from thinking of the classroom as a fictional place, a “scene” that does not always bear identical and universal attributes, owing to the diversity of cultural and geographical contexts in which classrooms are found. 相似文献
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In this article we offer an ontological theorization of care. The article interrogates the self-evident quality of everyday meanings for ‘care’ that might be generated from psychological or biological discourses; we aim to question the way that ‘care’ is applied in a technical or an emotional sense within the field of early childhood education. The article works towards offering a new theorization that does not treat the meaning of ‘care’ as self-evident. If ‘care’ is a way of addressing concern for ourselves as human beings, we think that deepening the theoretical parameters of this concept will add to how we understand the complexity of gender and race relations. By articulating Heidegger’s use of ‘care’ and comparing it to Irigaray’s critique of Heidegger’s work on this concept, we hope to enable professionals and families to view conceptions of ‘care’ outside the familiar definitions applied in everyday discourse. The article treats early childhood education professional practice as an instance of how both gender and race delimit the way in which human relationships can be understood. 相似文献
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Michele G. Peers 《Cultura y Educación》2013,25(19-20):53-61
Peers describe sus esfuerzos para diagnosticar las aptitudes para la lectoescritura de sus estudiantes de formación profesional, mediante el empleo de una evaluación más auténtica del rendimiento que integra lectura y escritura. Este diseño ofrece un modelo claro de la enseñanza y evaluación basada en capacidades ecológicamente pertinentes y un buen ejemplo de articulación de los objetivos que interesan al profesor y los que interesan al alumno. 相似文献
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George Boyce James Curran Pauline Wingate Frank W. Peers K. Watson 《Communication Booknotes Quarterly》2013,44(6):117-119
George Boyce, James Curran, and Pauline Wingate, eds. Newspaper History from the 17th Century to the Present Day (London: Constable Beverly Hills, Calif.: Sage, 1978—$20.00/10.95) Frank W. Peers' The Public Eye: Television and the Politics of Canadian Broadcasting, 1952-1968 (Toronto: University of Toronto Press, 1979—price not given) K. Watson, et al. "A Financial Analysis of the Private Radio Broadcasting Sector in Canada and the United States" (Ottawa: Department of Communications, Social Policy and Programs Branch, 1978—no price given, paper) Outcomes from the Telecom 2000 Report (Australian Government Publishing Service, P.O. Box 94, Canberra, A.C.T. 2600 Australia—price not given, paper) Australian Broadcasting Commission: 46th Annual Report (1977-78) (ABC, 145-153 Elizabeth St., Sydney NSW 2001, Australia—apparently free on request, paper) Media Centre Papers series (Centre for the Study of Educational Communication and Media, School of Education, La Trobe University, Bundoora, Victoria 3083, Australia—about A$2.50 each plus postage, paper) 相似文献
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Peers Cheryl E. Diezmann Carmel M. Watters James J. 《Research in Science Education》2003,33(1):89-110
Internationally, considerable reform in science education is occurring which promotes constructivist philosophies and advocates constructivist-inspired pedagogical strategies that are new to many teachers. This paper reports on the supporting factors necessary for teacher professional growth and the issues of concern that were evident during one primary teacher's successful implementation of a unit of work based on a draft of a new state-wide science syllabus which proposes such approaches. One researcher (CEP) provided guidance during the writing and implementation of the unit through professional development workshops complemented by ongoing collegial support. The analysis of the teacher's practice reveals that professional growth required a willingness of the teacher to engage with change and modify his professional practice. The support factors for teacher growth consisted of an appropriate program of professional development, teacher understanding of the elements of the curriculum innovation, and successful experiences in implementing new approaches. In contrast, the issues of concern were: the adequacy of support for planning including the time required to understand the innovation and make changes to teaching practice; science equipment; teacher knowledge; classroom management strategies; and ways to cope with change. Understanding of these support factors and issues of concern is vital for the successful implementation of science curriculum innovations. 相似文献