Results 101 to 110 of about 73,710 (303)

Teacher guided reporting in a primary literacy context : the stepping stones of mode and interaction [PDF]

, 2002
In this paper I take Gibbons' notion of Teacher Guided Reporting (TGR) and explore whether the features she identifies as being crucial in a science lesson with 9-10 year olds also are found in a literacy lesson with 5-6 year olds. The findings support
Gardner, Sheena
core  

Young children's right to be heard on the quality of their education: Addressing potential misunderstandings in the context of early childhood education

British Educational Research Journal, EarlyView.
Abstract In early childhood education many researchers and professionals across the world have embraced the United Nations Convention on the Rights of the Child's requirement to include young children in decision‐making. In the context of ongoing discussion about young children's capacity to share their views and opinions about matters affecting them ...
Laura Lundy, Colette Murray, Kylie Smith, Carmel Ward   +3 more
wiley   +1 more source

Reception Baseline Assessment and ‘small acts’ of micro‐resistance

British Educational Research Journal, EarlyView.
Abstract In September 2021, following the global COVID‐19 pandemic, the Department for Education introduced a national standardised digital Reception Baseline Assessment (RBA) for all English 4‐year‐old children. We analyse RBA and its associated Quality Monitoring Visits, as a further intensification of the new public management of early years ...
Guy Roberts‐Holmes, Diana Sousa, Siew Fung Lee   +2 more
wiley   +1 more source

‘Let's talk about the weather’: The activist curriculum and global climate change education

British Educational Research Journal, EarlyView.
Abstract Activist movements have garnered significant global attention on a range of sustainability issues, often involving collectives of citizens coming together. Invoked is the idea of citizens informed to act, emerging not from a common‐sense understanding of everyday life, but rather from a deep political understanding of the world—one that is ...
Richard Pountney
wiley   +1 more source

Unveiling student sentiment dynamics toward AI‐based education through statistical analysis and Monte Carlo simulation

British Educational Research Journal, EarlyView.
Abstract This study explores the multifaceted dynamics of student sentiment towards artificial intelligence (AI)‐based education by integrating sentiment analysis techniques with statistical methods, including Monte Carlo simulations and decision tree modelling, alongside qualitative grounded theory analysis.
Volkan Duran, Ercümend Ersanlı, Hurinur Çelik   +2 more
wiley   +1 more source

Exploring language assessment literacy and needs of English teachers at senior high school level

This study explored the language assessment literacy (LAL) level and language testing and assessment (LTA) needs of 57 English teachers at senior high school level in Taiwan.
Chang, Yu-Sheng;Lin, Ming-Huei;Lee, Jia-Ying
core   +1 more source

Understanding exam access arrangements in practice: Challenges and opportunities

British Educational Research Journal, EarlyView.
Abstract Secondary students with specific learning difficulties (SpLD) often face challenges with academic tasks, particularly with high‐stakes examinations. Exam access arrangements (EAA) are provided as reasonable adjustments to reduce disadvantage for students with SpLD.
Catherine Antalek, Amelia Roberts, Emma Sumner   +2 more
wiley   +1 more source

The use of evidence in language and literacy teaching

, 2010
Literacy education deserves evidence-based decisions. Low literacy costs the British economy between £1.73bn and £2.05bn per year (KPMG 2006) and the social and emotional costs are equally high.
Ellis, Sue
core  

Creating space for conversation in policy and practice: Award-winning teachers rehumanizing their work through dialogic praxis

, 2018
Scholars suggest current literacy policy potentially constrains teacher practice, deprofessionalizes and demoralizes teachers, and instantiates approaches to literacy that fail to recognize literacy as a socio-cultural practice.
Feldman, Kimberly Christine
core   +1 more source

How far behind in number are socioeconomically disadvantaged pupils when they start school in England?

British Educational Research Journal, EarlyView.
Abstract This paper examines the gap in number skills between socioeconomically disadvantaged and non‐disadvantaged children in the first year of compulsory schooling in England. Past research mostly relies on statutory assessment data collected towards the end of the first year of school and does not show the attainment gap associated with ...
Martin Culliney, Joanne Robson
wiley   +1 more source