ISSN:0141-1926    

DOI:10.1080/0141192870130101

出版商:Blackwell Publishing Ltd    

年代:1987

数据来源: WILEY

摘要:

AbstractThis paper is about the extent of children's reading related knowledge and associations with reading achievement at seven years. It presents results, from a major longitudinal study of children's progress in 33 Inner London Education Authority (ILEA) infant schools, on six measures of preschool reading related knowledge—word matching, concepts about print, letter identification, word reading, handwriting, and oral vocabulary—and their associations with Young's Group Reading scores at seven years. The strongest association was between letter identification and reading at seven. Preschool oral vocabulary and handwriting were also significantly and independently related to reading at seven, though concepts about print, in contrast to other recent research, was no more related to later reading than was word matching. Results are set in the context of conflicting theories about the early teaching of reading and, in particular, about conflicting views on the extent of preschool reading related skills and which skills have the most relevance to later reading achievem

ISSN:0141-1926    

DOI:10.1080/0141192870130102

出版商:Blackwell Publishing Ltd    

年代:1987

数据来源: WILEY

ISSN:0141-1926    

DOI:10.1080/0141192870130103

出版商:Blackwell Publishing Ltd    

年代:1987

数据来源: WILEY

摘要:

AbstractIn recent years personal construct theory has become increasingly used to underpin research into teachers' thinking, and a number of researchers have opted to give methodological prominence to the repertory grid.This paper points to the limitations of the theory in respect of research outside the domain of psychotherapy and to some of the problems associated with repertory grid studies. It is argued that repertory grids are inherently positivistic and are thus in philosophical tension with the theory on which they are based, a tension that is not removed by researching in a ‘conversation paradigm’.The importance of events in personal construct theory is discussed, and it is suggested that an emphasis on events requires the researcher to adopt an approach that is informed by phenomenology and the philosophy of history.Finally, a return is made to the level of research practice, and a methodological approach is outlined which is—to a greater extent than the repertory grid—consistent with the main thrust of personal construct theory. Stress is given to the importance of the quality of the relationships between constructs, since these have implications for connections between construing and action—an issue which is of crucial importance is the study of teachers'

ISSN:0141-1926    

DOI:10.1080/0141192870130104

出版商:Blackwell Publishing Ltd    

年代:1987

数据来源: WILEY

摘要:

SummaryAll 16‐year‐old children, in the two comprehensive schools of a town, whose reading was considered to be substantially below average by their teachers, were given a reading test to determine poor and very poor readers. The characteristics of the pupils in these groups were compared with those of a group of competent readers from the same schools. The characteristics that were examined were the personality dimensions of introversion‐extraversion and stability‐neuroticism, performance on Raven's Matrices (which was taken as an indication of wholist‐analytical reasoning style related to field‐dependence‐independence), sex and month of birth (which affected term of entry to school). The very poor readers group differed significantly from the good readers group in terms of the number of pupils who scored low on Raven's Matrices, were introverts, neurotic, and boys. Late month of birth in the school year was not significant. The results were interpreted as indicating that reading failure at 16+ is related to the incidence of two or more adverse characteristics, and an Index of Adverse Attributes

ISSN:0141-1926    

DOI:10.1080/0141192870130105

出版商:Blackwell Publishing Ltd    

年代:1987

数据来源: WILEY

摘要:

AbstractIn this paper we draw attention to an innovation, mixed sex grouping, which is increasingly featuring in the secondary school PE curriculum. The discussion considers the motivations which underpin this organisational change and examines what it means for the professional identities of teachers and their classroom practices. The paper also focuses on the process of differentiation in PE classrooms and suggests that in some circumstances innovations of this sort can exacerbate rather than attenuate childrens and teachers stereotypical attitudes.

ISSN:0141-1926    

DOI:10.1080/0141192870130106

出版商:Blackwell Publishing Ltd    

年代:1987

数据来源: WILEY

ISSN:0141-1926    

DOI:10.1080/0141192870130107

出版商:Blackwell Publishing Ltd    

年代:1987

数据来源: WILEY

摘要:

Book reviewed in this article:Learning StrategiesJohnNisbet&JanetShucksmith, 1986 London, Routledge&Kegan Paul £15.95 hardback, 104 pp. ISBN 0 7102 0569 4The Teaching of ThinkingRaymondS. Nickerson, DavidN. Perkins&EdwardE. Smith, 1985 Hillsdale, N.J., Erlbaum £28.50 hardback; 384 pp. ISBN 0 89859 539 8Youth, Unemployment and SchoolingStephenWalker&LenBarton(Eds), 1986 Milton Keynes, Open University Press £20 hardback, £6.95 paperback, 218 pp.Education and Social ChangeLenBarton&SteveWalker(Eds), 1985 Beckenham, Croom Helm £15.95 hardback, 250 pp. ISBN 0 7099 3904 3Education Under Siege: the conservative, liberal and radical debate over schoolingStanleyA. Aronowitz&HenryA. Giroux, 1986 London, Routledge&Kegan Paul 234 + xi pages ISBN 0 7102 0821 9Power and the Promise of School Reform: grassroots movements during the progressive eraWilliamJ. Reese, 1986 London, Routledge&Kegan Paul 342 + xxx pages ISBN 0 7100 9952 5 hardback 0 7102 0767 0 paperbackChildren and Microcomputers: research on the newest mediumM. Chen&W. Paisley(Eds), Beverly Hills, Sage £31.00 hardback £15.00 paperback ISBN 8039 2446 1 (cloth) 8039 2447 X (paper)The Computer and the Child: a Montessori approachPeterGebhardt‐Seele, 1985 Oxford, Computer Science Press Blackwell Scientific Publications £19.95 ISBN 0 88175 013 1Using Computers in EnglishPhilMoore, 1986 London, Methuen £5.95 ISBN 0 416 36190 0Reading and the New TechnologiesJimEwing(Ed.), 1985 London, Heinemann £9.95 ISBN 0435 10909 XUsing Micrcomputers: a guidebook for writers teachers and researchers in the social scienceBlaineA. Brownell, 1985 Beverly Hills, Sage £18.75 hardback ISBN 8039 2291 4 (cloth) 0 8039 2291 4 (paper)Science and Computers in Primary EducationFrankAdams(Ed.), 1985 Edinburgh, Scottish Council for Educational Research £9.00 ISBN 0 947833 072Girls into Science and TechnologyJudithWhyte, 1986 London, Routledge&Kegan Paul £16.95 hardback, 290 pp. ISBN 0 7102 0364 0In‐service Training and Educational DevelopmentDavidHopkins, 1986 Beckenham, Croom Helm £19.95 hardback, 334 pp. ISBN 0 7099 3710 5Sociology, Education and SchoolsRobertG. Burgess, 1986 Batsford £14.95 hardback; £7.95 paperback, 272 pp

ISSN:0141-1926    

DOI:10.1080/0141192870130108

出版商:Blackwell Publishing Ltd    

年代:1987

数据来源: WILEY