Results 131 to 140 of about 73,710 (303)

Beyond the phonics debate: Blending code and context in classroom reading instruction

British Educational Research Journal, EarlyView.
Abstract This mixed‐methods study adds to the body of knowledge around current reported practices of teachers of reading in the early years of schooling in Australia. It provides a comprehensive analysis of 254 teachers' practices and perspectives as reported by the study participants.
Rachelle Naidu, Stacey Campbell, Sue Walker   +2 more
wiley   +1 more source

Investigating EFL instructors’ approaches to classroom-based assessment culture: an explanatory sequential mixed-method approach

Language Testing in Asia
Based on sociocultural theory and pragmatism philosophical underpinnings, this study explores the classroom assessment practices of tertiary EFL practitioners, focusing on their alignment with contemporary constructivist assessment trends, methods, and ...
Muhammad Wasim Latif, Arzoo Wasim
doaj   +1 more source

Fostering language assessment literacy for university language teachers

Calenda, 2021
In many countries, evidence from the assessment practices in the different school systems, including the tertiary level, is scanty and such evidence is not of quality to support the inferences that these assessments as expected to yield in relation to both teaching and learning.
openaire   +1 more source

Educational pathways and outcomes for care‐experienced children: A 16‐year longitudinal study

British Educational Research Journal, EarlyView.
Abstract Children who are removed from their birth families during childhood—termed care‐experienced—can be at risk for lower educational attainment and poorer school experiences, often linked to deprivation and behavioural factors. However, research often uses aggregated measures that obscure the complexities of care (e.g.
Emily Lowthian, Stuart Bedston, Olivia Deavall, Tom Crick, Lucy J. Griffiths, Ashley Akbari, Alex Lee, Gemma Hammerton, Jon Heron, Donald Forrester   +9 more
wiley   +1 more source

Growth mindset is positively associated with mathematics attainment in Scotland—But socioeconomic status plays a greater role

British Educational Research Journal, EarlyView.
Abstract There is currently a gap in knowledge around pupils' growth mindset (GM) and attainment in Scotland, particularly in relation to Socioeconomic Status (SES). This study offers insights on the relevance of growth mindset in Scotland for attainment in mathematics by drawing on large‐scale data from the OECD's Programme for International Student ...
Catherine Reid, Ellen Boeren
wiley   +1 more source

Fairer for all: Teachers identifying and solving problems with the assessment of English language learners in the mainstream classroom

The emphasis in classroom-based assessment on assessment for learning means that the classroom teacher now bears greater responsibility for assessment (Malone, 2008).
Erlam, Rosemary
core  

What are the factors influencing the relationship between school language policy and the literacy proficiency of learners at Grade 7 level?

, 2009
Includes bibliographical references (leaves 94-99).Includes abstract.The foundation for academic success in formal education is based on the language and literacy proficiency of the learner. In addition, the relationship between the home language and the
Da Rocha, Trevor
core  

Publicly funded private schools and academic achievement: A comparative analysis of PISA data in European countries

British Educational Research Journal, EarlyView.
Abstract This paper analyses differences in academic achievement associated with attendance at publicly funded private schools and public schools across 11 European countries. Using eight waves of PISA data (2000–2022), we apply OLS, IPW and IPWRA estimators to account for observed heterogeneity and mitigate selection bias.
Priya Maurya, Léonard Moulin, Denis Fougère   +2 more
wiley   +1 more source

Adult dyslexia in New Zealand: The professional development needs of adult literacy educators

, 2013
The needs of New Zealand adults with dyslexia are typically not sufficiently catered for in the tertiary education system (Rowan, 2010a; Tunmer & Greaney, 2010). In recent years efforts have been made to increase training opportunities for adult learners
van Lamoen, Annette
core