Home
Catalogue search
Refine your search:
Keyword
Creator / Publisher:
Fisher, Ros (22)
Lewis, Maureen (3)
University of Exeter (3)
Brooks, Greg (2)
Jones, Susan (2)
Larkin, Shirley (2)
Nation, Kate (2)
Rich, Sarah (2)
Stuart, Morag (2)
Beech, John R. (1)
more
Year
Medium
Type
BLLDB-Access
Search in the Catalogues and Directories
All fields
Title
Creator / Publisher
Keyword
Year
AND
OR
AND NOT
All fields
Title
Creator / Publisher
Keyword
Year
AND
OR
AND NOT
All fields
Title
Creator / Publisher
Keyword
Year
AND
OR
AND NOT
All fields
Title
Creator / Publisher
Keyword
Year
AND
OR
AND NOT
All fields
Title
Creator / Publisher
Keyword
Year
Sort by
creator [A → Z]
'
creator [Z → A]
'
publishing year ↑ (asc)
'
publishing year ↓ (desc)
'
title [A → Z]
'
title [Z → A]
'
Simple Search
Page:
1
2
Hits 1 – 20 of 22
1
Investigating Teachers’ and Language Learners’ use of Language in Public Primary Schools in Cyprus
Kyriakou, Nansia
. - : University of Exeter, 2015. : Graduate school of Education, 2015
BASE
Show details
2
A Case Study of International Student Participation in an Undergraduate Module in Management in a UK Business School using the Lens of Activity Theory
Straker, John Oldfield
. - : University of Exeter, 2014. : Education, 2014
BASE
Show details
3
An Investigation into Libyan EFL Novice Secondary School Teachers' Current Knowledge and Practice of Speaking Assessment: A Socio-cultural Perspective
Grada, Taaziz Khaled A
. - : University of Exeter, 2014. : Graduate School of Education, 2014
BASE
Show details
4
Carrots or Maltesers: Does it Matter? Context and Quality: Perspectives on Reading and Fiction for 11 - 16 Year Olds.
Hopper, Rosemary
. - : University of Exeter, 2013. : School of Education, 2013
BASE
Show details
5
Students’ and Teachers’ Views of Transition from Secondary Education to Western-Medical University in Bahrain
Leksander-Hayes, Aneta Maria
. - : University of Exeter, 2013. : Social Sciences and International Studies, 2013
BASE
Show details
6
Teachers’ understanding and implementation of a whole language approach to literacy in Taiwan: A study of early years’ teachers’ beliefs and practices
Huang, Ling-Ying
. - : University of Exeter, 2012. : Graduate School of Education, 2012
Abstract:
In recent years, state and national governments have introduced major programmes to reform literacy teaching, e.g. textbook programmes in the United States; the Literacy Block in Victoria, Australia (DEET, 1997, 1998); the National Literacy Strategy (NLS) in England (Department for Education and Employment (DfEE), 1998). These programmes are largely based on the growing body of evidence about what may constitute effective literacy teaching. Following the trend, Taiwan‟s government is also recognizing that in order to meet the challenges of globalization and the desire to improve students‟ PIRST in the literacy section year–on-year, Taiwanese should be well-equipped with new knowledge and literacy (Ministry of Education, Taiwan; 1999, 2000, 2003, 2005). One of the ways to make education and training more accessible is by providing better infrastructure, such as building new libraries and providing more books, as well as upgrading the teaching and learning practices through teacher training. There is also an urgent need to improve the declining standards in Chinese literacy (Ministry of Education, Taiwan; 1999, 2000, 2003, 2005). In 2000, the Taiwan Education Commission proposed a Reading Project in an attempt to deal with these challenges, which included the whole language approach (MOE, 2000). This approach was the key guideline for the implementation of the aims of early childhood education for the twenty-first millennium. Therefore, many nurseries and kindergartens claim that they have applied the whole language approach as part of their teaching policy, and have treated it as an important element of their curriculum design. In order to explore the understanding of Taiwanese early year‟s teachers regarding whole language approach and its implementation, a total of 200 questionnaires were delivered to teachers at nurseries and kindergartens. 169 were completed and analyzed. In addition, three Taiwanese nursery teachers participated in an in-depth qualitative study to investigate the implementation of the whole language approach and to explore their understanding of it. During the course of the investigation, their beliefs about literacy teaching and the extent to which those beliefs are reflected in their classroom practices were examined. Their framing of the whole language approach was tracked for more than four months by means of interviews and classroom observations. The wealth of data and information collected revealed that although the whole language approach may be positively mandated on a large scale, individual differences between teachers may make the implementation of any such approach or reform more variable in its impact than researchers and policy makers would expect. The findings indicate that, while teachers sought to include the whole language approach into their literacy teaching, their thinking often shifted and their concept of the whole language approach and literacy learning and teaching fluctuated. The findings also highlight the complexity of these views. The key influences on teachers‟ perceptions of literacy and literacy teaching form a continuum, ranging from a purely discrete skill-based curriculum, which reflects traditional Confucian beliefs, to social interaction, which supports the integration of the whole language approach. This range of beliefs is informed by a variety of different influences, including the experience of teachers; their personal background; their understanding of the needs of parents, as well as those of school requirements; government suggested guidelines, and, finally, cultural demands. Each of these influences represents a unique challenge to the beliefs of teachers. When drawn together, the combination of influences that emerge illustrates the complex ways in which teacher beliefs inform their pedagogical practice. What the data reveals is that the pedagogical practices of teachers were pushed and pulled by these intervening forces, along a continuum between a whole language approach and a more traditional skill-based teaching. Therefore, it is not that they were slow to adopt the utopian whole language approach in practice, nor were they reluctant to change, but that their practice was in reality always constrained by these forces. The findings also indicate that there are immense difficulties in understanding the concept of the whole language approach and a gap between the practitioners‟ espoused theories and practice. The study revealed the complex nature of learning and teaching and the core issue for implementing reform, namely, the need to bridge the gap between theory and practice. Based upon the findings of the study, implications for practice are also considered, namely, the need for government funding and subsidies to help nursery schools to mediate market forces; the restructuring of the bureaucratic and hierarchical management in nurseries; the empowerment of teachers through nurturing their pedagogical competence; support of professional career training; and the ongoing development and reformation of the philosophical underpinnings of teacher training.
Keyword:
Children
;
Literacy
;
Teachers' beliefs and practices
;
Whole language
URL:
http://hdl.handle.net/10036/4085
BASE
Hide details
7
An Investigation into English as a Second Language (ESL) Learner Participation in Language Learning Opportunities: A Social View
Zulkepli, Noraini
. - : University of Exeter, 2012. : College of Social Sciences and International Studies, 2012
BASE
Show details
8
Teaching Writing: a situated dynamic
Fisher, Ros
. - : Taylor and Francis, 2012
BASE
Show details
9
Editorial: Writing development: cognitive, sociocultural, linguistic perspectives
Myhill, Debra
;
Fisher, Ros
In:
Journal of research in reading. - Leeds : Wiley-Blackwell
33 (2010) 1, 1-3
OLC Linguistik
Show details
10
Getting In and Getting On: Isolated Bilingual Children's Experiences of Schooling in Primary Schools
Davis, Loraine Madeleine
. - : University of Exeter, 2010. : Graduate School of Education, 2010
BASE
Show details
11
Young Writers' Construction of Agency
Fisher, Ros
. - : Sage, 2010
BASE
Show details
12
Pedagogy or Ideological Struggle? An Examination of Pupils' and Teachers' Expectations for Talk in the Classroom
Fisher, Ros
;
Larkin, Shirley
In:
Language and education. - Abingdon : Routledge, Taylor & Francis Group
22 (2008) 1, 1-16
OLC Linguistik
Show details
13
Pedagogy or Ideological Struggle? An Examination of Pupils’ and Teachers’ Expectations for Talk in the Classroom
Larkin, Shirley
;
Fisher, Ros
. - : Multilingual Matters, 2008
BASE
Show details
14
Whose writing is it anyway? Issues of control in the teaching of writing
Fisher, Ros
. - : Routledge, 2006
BASE
Show details
15
Plus ça change: Change and continuity in literacy teaching
Fisher, Ros
. - : Elsevier, 2006
BASE
Show details
16
Book Review: Dimensions of Literacy: A Conceptual Basis for Teaching Reading and Writing in School Settings (2nd edition)
Fisher, Ros
In:
First language. - London [u.a.] : SAGE Publ.
25 (2005) 75, 378-381
OLC Linguistik
Show details
17
Literacy research in retrospect and prospect : a special issue in recognition of contributions of Tony Pugh and Greg Brooks to the Journal of Research in Reading
Singleton, Chris
(Hrsg.);
Stuart, Morag
(Hrsg.);
Fisher, Ros
(Mitarb.)...
In:
Journal of research in reading. - Leeds : Wiley-Blackwell
28 (2005) 1, 1-69
BLLDB
Show details
18
Teacher-child interaction in the teaching of reading: a review of research perspectives over twenty-five years
Fisher, Ros
In:
Journal of research in reading. - Leeds : Wiley-Blackwell
28 (2005) 1, 15-27
OLC Linguistik
Show details
19
Reading beyond the basics : multiple perspectives
Fisher, Ros
(Hrsg.);
Stuart, Morag
(Hrsg.);
Nation, Kate
(Mitarb.)...
In:
Journal of research in reading. - Leeds : Wiley-Blackwell
27 (2004) 4, 339-424
BLLDB
Show details
20
Raising Standards in Literacy
Brooks, Greg
;
Fisher, Ros
;
Lewis, Maureen
. - Abingdon, Oxon : Taylor and Francis, 2002
UB Frankfurt Linguistik
Show details
Page:
1
2
Mobile view
All
Catalogues
UB Frankfurt Linguistik
2
IDS Mannheim
0
OLC Linguistik
5
UB Frankfurt Retrokatalog
0
DNB Subject Category Language
0
Institut für Empirische Sprachwissenschaft
0
Leibniz-Centre General Linguistics (ZAS)
0
Bibliographies
BLLDB
3
BDSL
0
IDS Bibliografie zur deutschen Grammatik
0
IDS Bibliografie zur Gesprächsforschung
0
IDS Konnektoren im Deutschen
0
IDS Präpositionen im Deutschen
0
IDS OBELEX meta
0
MPI-SHH Linguistics Collection
0
MPI for Psycholinguistics
0
Linked Open Data catalogues
Annohub
0
Online resources
Link directory
0
Journal directory
0
Database directory
0
Dictionary directory
0
Open access documents
BASE
13
Linguistik-Repository
0
IDS Publikationsserver
0
Online dissertations
0
Language Description Heritage
0
© 2013 - 2024 Lin|gu|is|tik
|
Imprint
|
Privacy Policy
|
Datenschutzeinstellungen ändern