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Articles 1 - 8 of 8

Full-Text Articles in Education

Review: What Video Games Have To Teach Us About Learning And Literacy By James Paul Gee. Co- Authored With Cynthia L. Selfe And Scott Lloyd Dewitt, Pamela Takayoshi Dec 2004

Review: What Video Games Have To Teach Us About Learning And Literacy By James Paul Gee. Co- Authored With Cynthia L. Selfe And Scott Lloyd Dewitt, Pamela Takayoshi

English Publications

No abstract provided.


Putting Humpty Dumpty Together Again: What's Right With Betsy, Elaine R. Silliman, Louise C. Wilkinson, Robin L. Danzak Jan 2004

Putting Humpty Dumpty Together Again: What's Right With Betsy, Elaine R. Silliman, Louise C. Wilkinson, Robin L. Danzak

Speech-Language Pathology Faculty Publications

Betsy is a telling case of the struggles and victories of a youngster who has grappled with a language learning disability for most of her 17 years. Her story is a fitting way to conclude this volume because she represents how a child with motivation and resilience can confront the educational and interpersonal obstacles she has experienced. Her story, which predates the passage of the No Child Left Behind Act of 2001 and the 1997 Individuals with Disabilities Education Act, is a metaphor for the ongoing debates in theory and practice about the meanings of a learning disability versus a ...


Beginning Reading Instruction In Massachusetts Public Schools: Research, Policy, And Teachers' Knowledge And Beliefs, Shayne B. Piasta Jan 2004

Beginning Reading Instruction In Massachusetts Public Schools: Research, Policy, And Teachers' Knowledge And Beliefs, Shayne B. Piasta

Fenwick Scholar Program

Research on reading acquisition and instruction has identified the incorporation of an explicit, systematic code-based approach into a comprehensive reading curriculum as most successful in teaching beginning readers, including those who are reading disabled (e.g., Adams, 1990; National Reading Panel, 2000; Pressley, 2002; Rayner, Foorman, Perfetti, Pesetsky, & Seidenberg, 2001). Yet, 70% of 4th grade students nationwide and 60% of such students in Massachusetts are not reading at proficient levels (National Assessment of Educational Progress, 2003), statistics which raise questions about how well the research is translated into educational policies and classroom practices. Over the course of my Fenwick year, I have investigated the process by which research may influence educational decisions regarding early reading instruction in Massachusetts public schools, through a review of the relevant literature and state and national policies (e.g., Massachusetts Education Reform Act, 1993; Massachusetts English/Language Arts Curriculum Framework, 2001; No Child Left Behind, 2001), a set of semi-structured interviews with policymakers, school administrators, and teachers (n=58), and a statewide teacher survey (n=112). Although educational policies are aligned with instructional methods supported by research, the degree to which individual districts or schools utilize ...


Pre-School Experience And Literacy And Numeracy Development At The End Of Year 2 Of Primary School, Edward Melhuish, Louise Quinn, Karen Hanna, Kathy Sylva, Iram Siraj-Blatchford, Pam Sammons, Brenda Taggart Jan 2004

Pre-School Experience And Literacy And Numeracy Development At The End Of Year 2 Of Primary School, Edward Melhuish, Louise Quinn, Karen Hanna, Kathy Sylva, Iram Siraj-Blatchford, Pam Sammons, Brenda Taggart

Faculty of Social Sciences - Papers

This longitudinal study assesses the attainment and development of children followed from the age of 3 until the end of Key Stage 1 (age 8). Over 700 children were recruited to the study during 1998 and 1999 from 80 pre-school centres in Northern Ireland. Both qualitative and quantitative methods are used to explore the effects of pre-school experience on children's cognitive attainment and social/behavioural development at entry to school and any continuing effects on such outcomes up to 8 years of age. In addition to the effects of pre-school experience, the study investigates the contribution to children's ...


A Profile Of The Literacy Practices Of K-5 Central Florida Teachers Of, Stephanie Cowern Jan 2004

A Profile Of The Literacy Practices Of K-5 Central Florida Teachers Of, Stephanie Cowern

Electronic Theses and Dissertations

The problem of this study was to develop a literacy teaching profile of the 2004-2005 Teachers of the Year in Kindergarten through grade 5 in four central Florida school districts. Of primary interest was the extent to which these teachers indicated their use of exemplary literacy practices as defined using the domains and indicators of the National Exemplary Literacy Teacher Assessment (NELTA). The NELTA results were analyzed using frequencies and percentages. The results of the NELTA were also evaluated and discussed when total length of years teaching, and length of years at present grade level were considered. The data were ...


Pisa : Providing International Comparisons, John Cresswell Dec 2003

Pisa : Providing International Comparisons, John Cresswell

Dr John Cresswell

OECD's Programme for International Student Assessment (PISA) aims to measure how well students nearing the end of their compulsory schooling are prepared for adult life. This article discusses the findings and major issues coming out of the study. It also discusses PISA 2003, the next cycle of PISA which is taking place in Australia in 2004.


Putting Children In Charge Of Reading, Genan Anderson Dec 2003

Putting Children In Charge Of Reading, Genan Anderson

Genan Anderson

Practical curriculum and family involvement ideas for preschool teachers to use to encourage and facilitate literacy and literature skills in children


Contradictory Literacy Practices Of Mexican-Background Students: An Ethnography From The Rural Midwest, Heriberto Godina Phd Dec 2003

Contradictory Literacy Practices Of Mexican-Background Students: An Ethnography From The Rural Midwest, Heriberto Godina Phd

Heriberto Godina PhD

This ethnographic study explores the contradictory literacy practices of 10 high school students of Mexican background from the rural Midwest. The author uses the term Mexican background to encompass both settled Mexican Americans and recent-immigrant Mexicanos. Literacy is investigated through English and Spanish in a sociocultural context. Findings reveal how Mexican-background students demonstrate different literacy practices in their homes and communities than those acknowledged at school. Educators in the school setting did not recognize Mexican-background students’ linguistic proficiency. In school, Mexican-background students were viewed in terms of their limited-English status and were mostly enrolled in low academic tracks. At home ...