Chapter 11 We are similar, but different in writing curriculum and instruction

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Tác giả: Jill Jeffery, Judy Parr

Ngôn ngữ: eng

ISBN-13: 978-0367508142

ISBN-13: 978-0367508166

Ký hiệu phân loại: 372.634 *Handwriting (Penmanship)

Thông tin xuất bản: London ; New York : Taylor & Francis, 2021

Mô tả vật lý: 1 electronic resource (20 p.)

Bộ sưu tập: Tài liệu truy cập mở

ID: 225395

 Here we present our analyses and inferences arising from the data in the cases, representing countries whose educational systems are diverse: Chile, Denmark, Germany, Hong Kong, New Zealand, Norway, England, the United States and Uzbekistan. The synthesis highlights patterns of similarities and differences in their curricula and instruction in writing. We identified themes under three broad dimensions: social and contextual factors that shape writing curricula
  the discourses of writing reflected in curricula and official documents
  and hallmarks of classroom practice, including the relationship with official discourse. Themes included a trajectory towards accountability and outcomes-based educational reform to address perceived under-performance in writing
  a range in the extent of flexibility in implementing curricula, linked to notions of teacher professionalism
  common curricula discourse of skills, process and genre
  limited robust data on writing
  narrow constructs of competence in writing in some countries' standards and assessments
  non-empirically based development of writing standards
  detrimental influence of high-stakes assessments
  and evidence of a disjuncture between curriculum statements about writing and assessment, and between curricula and actual implementation. In almost no cases did curricula specify the nature of writing instruction. However, research on writing instruction in classrooms was limited in several countries.
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