Showing papers on "Primary education published in 1984"

The Foundations of Literacy

Abstract: The Foundations of Literacy course provides a scientifically-based foundation in the cognitive, socio-cultural, linguistic, and motivational influences on literacy and language development. The course presents the key scientifically-based reading research foundations needed to understand how reading develops and effective methods and strategies used to teach literacy skills to young children through young adults. Topics include understanding reading research, cognitive psychology’s contributions to understanding the reading process, language development, the sequence of learning to read, the essential components of reading instruction, and an introduction to the most effective approaches to teaching reading across the grade bands.

Sources of Individual Differences in Reading Acquisition.

Abstract: Sources of individual differences in reading achievement were investigated in a longitudinal study of 543 children, A variety of individual attributes covering prereading abilities, oral language abilities, motor skills, personality, and home background were measured at school entry. Reading achievement was subsequently assessed at the end of Kindergarten and Grade 1. The strongest predictors of reading achievement were tasks tapping phonological processing skills, interdigital dexterity, and familiarity with the alphabetic code of English script. Collectively, individual attributes accounted for 63% of the variance in reading achievement at the end of Kindergarten and 59% at the end of Grade 1. A short set of five predictors offers a potentially useful screening test for the early identification of reading-disabled children. The effect of the ability composition of a child's class and school was also assessed. Significant ability-composition effects were obtained, accounting for 9% of Kindergarten and 6% of Grade 1 reading achievement variance over and above variance owing to individual factors. Peer ability was as strong a predictor of individual reading achievement as individual ability. Children emerging from primary school exhibit enormous variation in their reading achievement. Within a single school it is possible to find children who are reading at several grades above their own grade level, while other children at the same school are reading at several grades below. Furthermore, there are often substantial differences in reading achievement between schools. The source of this enormous variation in achievement has been the focus of considerable research in the last two decades. Both in-school factors, such as school and teacher characteristics, and out-of-school factors, such as individual pupil abilities and family background, have been investigated. The general conclusion from this research is that out-of-school factors have a far greater We wish to thank the district inspectors, principals, teachers, parents, and pupils associated with the schools in the Geelong region where the research was carried out. Particular thanks are due Barbara Matthews and Bobbie Waterman for their help with the testing of subjects and analysis of data. Financial support for the research was provided by the Percy Baxter Charitable Trust, Deakin University, and the Australian Research Grants Scheme.

A Rationale for the Merger of Special and Regular Education

Abstract: The purpose of this article is to provide a rationale for the merger of special and regular education into one unified system structured to meet the unique needs of all students. The rationale for ...

The Sustaining Effects Study of Compensatory and Elementary Education

Abstract: This article reports the results of the largest study ever under­ taken of elementary education. The Sustaining Effects Study (Carter, 1982) was primarily concerned with compensatory education as funded under Title I of the Elementary and Secondary Education Act. How­ ever, compensatory education is conducted within the setting of reg­ ular elementary education and thus it was necessary to study the opera­ tion of the regular program and the interaction between these two in­ structional settings.

Developmental Spelling as a Predictor of First-Grade Reading Achievement.

Abstract: Observant first-grade teachers have long realized, at least on an intuitive level, that there is an important relationship between children's early reading and spelling ability. Such teachers notice, for example, that, as beginning readers progress in learning to read words, there is a corresponding growth in their ability to write or spell words, even in the absence of direct instruction in spelling. Over the past 10 years, researchers (Bissex 1980; Chomsky 1979; Clay 1979a, 1979b; Henderson 1981; Henderson & Beers 1980; Read 1971, 1975) have begun to explore in some depth the developmental relationship existing between early reading and spelling ability. Though this is a relatively new area of research, it can safely be said that the findings reported thus far have been of provocative interest to theory builders and classroom

Self-Concept: The Application of a Frame of Reference Model to Explain Paradoxical Results.

Abstract: Academic abilities were substantially correlated with academic self-concept for Year 6 students (n = 305), but were uncorrelated with non-academic self-concepts. Schools for this study were specifi...

Children's Mathematics Learning: The Struggle to Link Form and Understanding.

Abstract: Most children enter school with reasonably good problem-solving strategies (Carpenter, Moser, & Romberg 1982). A significant feature of these strategies is that they reflect a careful analysis of the problems to which they are applied. However, after several years many children abandon their analytic approach and solve problems by selecting a memorized algorithm based on a relatively superficial reading of the problem (National Assessment of Educational Progress [NAEP] 1983). Why is it that many children begin school with simple but sound problem-solving procedures, and then, as they receive formal mathematics instruction, replace them with shallow and sometimes meaningless procedures? The question is fundamental. The answer is not entirely clear, but re-

Gender Imbalances in the Primary Classroom: An Interactional Account.

Abstract: (1984). Gender imbalances in the primary classroom: an interactional account. Educational Research: Vol. 26, No. 2, pp. 127-136.

When school goes home: Some problems in the organization of homework.

Abstract: Deadline for submission of papers is May 1, 1984 Request for Papers on International Education

Textbooks in the Philippines : evaluation of the pedagogical impact of a nationwide investment

Abstract: Ambiguity can be found in North America as to whether an improvement in physical resources can affect significantly the quality of educational output. Such ambiguity should not pertain to developing countries. Where schooling itself is scarce, where classrooms are impoverished, where the motivation for education is high from both privileged and underprivileged families, a physical alteration in the quality of school classroom can have sizeable effects. This appears to be true in the Philippines. Moreover, the effect of a school quality intervention appears to be the most pronounced among the children who are most impoverished and whose home backgrounds are the most underprivileged.

Tracking and Ethnicity in Israeli Secondary Education.

Abstract: Secondary education in Israel uses curricular tracking. The academic track is selective on the basis of scholastic aptitude and prepares students for higher education. The vocational tracks maintain low curricular requirements and are said to enhance educational attainment of low-aptitude students. Ethnicity is highly correlated with measured aptitude. Hence, Sephardim are typically assigned to vocational tracks whereas Ashkenazim are more likely to attend the academic track. The investigation concerns the extent to which tracking reinforces the effects of ethnic aptitude differences on ethnic inequalities in educational attainment. An analysis of data on educational histories for a subsample of Jewish men reveals that educational persistence at the secondary level is virtually unaffected by track placement. Academic track placement enhances eligibility for higher education of all but the least able students. The availability of the vocational track does not enhance educational participation of Sephardim. Rather, it inhibits further their already low likelihood of receiving higher education.

What Research Says.

Abstract: As districts across the country focus on closing the achievement gap between different socioeconomic and ethnic groups, research is pointing to early childhood as a potent time for preventing the gap before it gets established. Many states are responding by spending more than ever before on preschool. In addition, at least 10 states and a number of local districts on their own have begun expanding the kindergarten program from half to full day as a key strategy for leveling the academic field. Studies indicate that full-day kindergarten can lead to improved academic achievement and may help close the achievement gap. By reducing the need for future retention and remediation, this investment can also lower subsequent schooling costs. This brief looks at the research on full-day kindergarten and reports how states and districts are implementing this strategy. It also identifies some of the concerns they must address in doing so. Finally, it offers policy considerations. Research comparing half-day and full-day kindergarten 1 shows that children benefit from a developmentally appropriate, full-day program, most notably in terms of early academic achievement — a foundation for school and life success. Full-day kindergarten can afford children the academic learning time needed to prepare for mastery of primary-grade reading and math skills. In doing so, such programs help circumvent subsequent needs for remediation or grade retention. In this brief we focus specifically on findings from seven recent studies — one each from 1988 and 1991, the rest post-1995 — identified in a research review as meeting a set of design and methodological criteria (see p. 2). Earlier research, over several decades, tends to corroborate these studies' findings that full-day programs consistently seem more effective than half-day kindergarten, especially for disadvantaged students. 2 In particular, the weight of evidence shows that full-day kindergarten benefits children in these ways: Contributes to increased school readiness. 3 Students in full-day kindergarten tend to be better prepared for primary-grade learning than those in half-day programs. They do better with the transition to first grade, show significant gains in school socialization (i.e., they understand appropriate behavior), and are equipped with stronger learning skills. Leads to higher academic achievement. 4 Achievement findings for full-day kindergarten students show a trend toward higher achievement. Achievement differences appear to persist over time and when other factors such as student demographics and classroom factors are taken into account. Findings include higher achievement on standardized tests as …

Classroom Behaviour Problems which Junior School Teachers Find most Troublesome

Abstract: (1984). Classroom Behaviour Problems which Junior School Teachers Find most Troublesome. Educational Studies: Vol. 10, No. 2, pp. 87-92.