Thematische Bibliographien / Children's writing

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Auswahl der wissenschaftlichen Literatur zum Thema „Children's writing“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 1. März 2023

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Zeitschriftenartikel zum Thema "Children's writing"

Burrell, Andrew, und Roger Beard. „Children's advertisement writing“. Literacy 44, Nr. 2 (Juli 2010): 83–90. http://dx.doi.org/10.1111/j.1741-4369.2010.00556.x.

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Gerde, Hope K., Lori E. Skibbe, Ryan P. Bowles und Tiffany L. Martoccio. „Child and Home Predictors of Children's Name Writing“. Child Development Research 2012 (11.12.2012): 1–12. http://dx.doi.org/10.1155/2012/748532.

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The current study used dominance analysis to investigate the relative importance of multiple factors on children's (ages 3–5; mean age of 47.3 months) name writing skill when they enter preschool. Children () were tested individually at the beginning of preschool on six factors thought to be important for name writing success: letter knowledge, decoding, motor skills, problem behaviors, self-regulation, and home literacy environment. Collectively, these variables explained 37.1% of the variation in children's name writing, but the importance of each factor differed widely. Children’s knowledge of capital letters (11.8%) and their motor development (11.8%) were the most important for children’s name writing whereas the home learning environment (2.3%) and reported problem behaviors (1.5%) were the least important factors. These findings suggest that researchers and teachers should focus on letter knowledge and motor development in understanding and promoting children’s name writing skills.

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Allison, Paula, Roger Beard und John Willcocks. „Subordination in Children's Writing“. Language and Education 16, Nr. 2 (Juni 2002): 97–111. http://dx.doi.org/10.1080/09500780208666822.

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Yang, Minyoung. „Exploring Photographic Writing about Korean Mothers’ Educational Strategies“. Asian Qualitative Inquiry Association 1, Nr. 2 (31.12.2022): 85–99. http://dx.doi.org/10.56428/aqij.2022.1.2.85.

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Photography has been continuously attempted as a research tool in social science research. Photo-based qualitative research continues to this day while branching out into various methods such as the visual methodology (Rose, 2016), photovoice (Wang, 1999), and photo essay (Quinn et al., 2006). The purpose of this study is to present a case of reconstructing the research results presented in the existing text as photo-based qualitative research. The subject of the study is 'A Qualitative Case Study on the Educational Practice of Mothers for Their Children's Academic Success: Korean Bear Moms,' a study by Kyung-ri Kim, Young Chun Kim, and Jae-seong Jo (2022). The four significant subjects presented as the study's main results were converted into visual data, including photos, to reconstruct the existing results differently. The research methodology was participatory observation and in-depth interviews using photographs. The research participants were parents who actively supported their children's academic achievement. Data were analyzed using a comprehensive data analysis procedure among about 100 photos taken in 2022. One or two photos most suitable for the four areas of the research topic were presented. First, the participants turned their homes into places suitable for their children’s study. Second, parents become learning experts to teach their children effective learning methods. Third, parents make an intensive financial investment in children’s shadow education. Fourth, mothers use the coffee gathering to collect useful information for their children’s academic success. This study exemplifies how photography transcends the limits of text, delivering intuitive and implicit messages, including the symbolic expression of the inner feelings of the participants, which might not have been revealed in the written text.

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McDonald, Lorraine. „Writing as Readers: developing genre in children's writing“. Westminster Studies in Education 15, Nr. 1 (Januar 1992): 79–84. http://dx.doi.org/10.1080/0140672920150108.

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DeLuca, Geraldine, und Roni Natov. „Writing Children's Literature in Romania:“. Lion and the Unicorn 10, Nr. 1 (1986): 108–11. http://dx.doi.org/10.1353/uni.0.0220.

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Green, Laura, Deborah McCutchen, Catherine Schwiebert, Tom Quinlan, Amy Eva-Wood und J. Juelis. „Morphological Development in Children's Writing.“ Journal of Educational Psychology 95, Nr. 4 (2003): 752–61. http://dx.doi.org/10.1037/0022-0663.95.4.752.

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Stein, Nancy L. „The Importance of Children's Writing“. Contemporary Psychology: A Journal of Reviews 30, Nr. 6 (Juni 1985): 489–90. http://dx.doi.org/10.1037/023865.

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JACOBS, SUZANNE E. „The Development of Children's Writing“. Written Communication 2, Nr. 4 (Oktober 1985): 414–33. http://dx.doi.org/10.1177/0741088385002004005.

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McCUTCHEN, DEBORAH. „“Functional Automaticity” in Children's Writing“. Written Communication 5, Nr. 3 (Juli 1988): 306–24. http://dx.doi.org/10.1177/0741088388005003003.

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Dissertationen zum Thema "Children's writing"

Peters, Sandra Jane. „Reading recovery and children's writing : developing the writing of children with literacy learning difficulties“. Thesis, University College London (University of London), 1998. http://discovery.ucl.ac.uk/10006606/.

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This thesis comprises a three-part longitudinal study of a one-to-one literacy intervention programme for children having difficulty reading and writing after one year at school. The programme, named Reading Recovery and founded by Marie Clay, consists of daily half-hour lessons taught by a teacher trained to diagnose and support children's problem-solving approaches to reading and writing. Children's writing development in Reading Recovery is the main focus of this thesis. The first two sections of the thesis review writing development, the Reading Recovery programme, and scaffolding. The third section presents a year long comparison of Reading Recovery children's writing with the writing from a comparison group of children who scored equally low on a battery of tests but who did not receive tutoring. Writing samples from classroom activities were collected from children in both groups, divided into four phases through the year and were scored on a scale by two raters. Statistical analyses showed improved performance by children in Reading Recovery on five dimensions of writing criteria with six levels of attainment. This development emerged in the latter part of the year and indicates that Reading Recovery children successfully transfer their increasing ability and independence to other writing events where the Reading Recovery teacher is not present to provide intensive support. This section also includes the second empirical study, an investigation into children's views on literacy. An interview on writing and reading was conducted with children in both groups at the end of the longitudinal studies. Findings indicated a greater metalinguistic awareness and level of sophistication of word awareness and analysis in the Reading Recovery children's approach to print. The fourth section of the thesis explores the interactive structure of Reading Recovery lessons. Clay claims the programme is consistent with the principles ofVygotsky's theory on the acquisition of cultural tools. More specifically Clay and Cazden (1990) have shown how the features of Reading Recovery lessons exemplify the scaffolding of learning based on assessment of each child's current reading strategies and techniques for moving the child towards independence in writing and reading. In this year-long observation, Reading Recovery lessons were studied using a sample of 17 children taught by seven trained teachers. The writing episodes of the lessons were qualitatively analysed. Teacher utterances were categorised and text-generation topics and styles, talk-cycles and rehearsal routines were identified. These are discussed in the light of the scaffolding literature. Although the writing episodes conformed to many aspects of scaffolding, some reconceptualisation is necessary to take account of the dynamic nature of literacy learning in contrast with scaffolding within brief, experimental tasks. In the light of the findings from the three studies and drawing them together, teaching and learning strategies are discussed, the importance of the process of learning to write is emphasised and recommendations for further research are made.

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Cleland-Broyles, Pamela Lea. „Authentic writing and assessment: Facilitating the learning process of children's writing“. CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1294.

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Medwell, J. A. „The context of children's writing in junior classes“. Thesis, University of Exeter, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.286529.

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Reavie, Maryanne M. „Building a writing community, the role of children's talk during the writing process“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/mq30541.pdf.

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Platt, David Ian, und University of Lethbridge Faculty of Education. „The use of journals in children's writing development“. Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1991, 1991. http://hdl.handle.net/10133/46.

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The purpose of this study is to analyze the content of dialogue journals of selected third grade students in order to discover the predominant themes in their writing. A second purpose is to explore how a teacher used the information gained from journals with her students to make curriculum decisions in her classroom. Although many reasons have been given for using journals in school writing programs, few studies have examined the role and impact of dialogue journals in primary grade classrooms. It is hoped that this study will add to the knowlege concerning dialogue journals in primary grades. This study is rooted in the desire to explore and explain what it means for a teacher to enter into a dialogue through journal writing with his or her students. It is hoped that this investigation will not only provide new insights into this relationship but also describe what grade three students and their teacher write about in the process of utilizing a journal. Six grade three students and thier teacher were involved in this study. Student journal entries, the teacher responses to the students' journal entries, and subsequent teacher interviews were all subjected to content analysis. The principal finding of this study was that dialogue journals not only provided a safe and secure environment in which children could express their ideas and knowledge, but it also became an important curriculum tool where specific writing needs and/or instruction based on interest could be met cooperatively. All student wrote on a variety of topics, regardless of their writing ability, and the teacher always responded in a positive manner. This study may provide added awareness of the possibilities of utilizing dialogue journal writing for cooperative curriculum planning. If teachers provide opportunities for students to become partners in curriculum planning, based on their needs, perhaps schools may become more personally fulfilling for both teachers and students.
xii, 120 leaves : chart, plan ; 28 cm.

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Harmey, Sinead J. „Change Over TIme in Children's Co-Constructed Writing“. The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1440059434.

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Nelson, Belinda. „The role of children's talk in writing development“. Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2001. https://ro.ecu.edu.au/theses/1023.

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This study is a 'snap shot' into the interactions and utterances of developing writers. It provides insight into the usefulness of talk, the need to model and encourage talk in the composing processes of children and also into the factors that impact on such talk making it more or less effective for young writers. The study observed six middle primary school students during the writing of two texts and recorded the accompanying talk. Classroom observations provided insight into the pedagogical and cultural influences within the writing contexts. Writing samples enabled each student's writing development to be analysed and became a point of reference for the analysis of the associated talk. These data were developed into a number of case studies enabling a thick description of the different contexts, each student, the writing activity, the written texts and most importantly the children's talk. The patterns that emerged as the talk was analysed indicated that the students engaged in a variety of talk while composing written texts. The talk of these more developed writers included private speech, conversations with peers, assertive regulatory talk aimed at managing the behaviour of other students to other talk that reflected the instructional discourse of the classroom. Three categories were established from the data analysis, capturing the essence of the talk. The categories describe the talk as 'Doing Writing', 'About Writing' and 'Outside Writing'. These categories enabled further analysis which indicated that talk supported the students as they worked through issues of content, form, genre and audience in their writing. Furthermore, some of the talk of these older writers was similar to the talk that emergent writers engage in as they seek to make meaning in the written form. However, important differences indicate that talk continues to be a scaffold for language learning, by enabling more capable writers to begin developing an awareness of audience or how their writing sounds to others. Talk also appears to help more developed writers gain a greater consciousness of the control of form and conventions and to maintain focus in a complicated and multi-faceted cognitive task.

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Nichols, Edward Gerard. „Children Authoring Themselves:Young Children's Negotiation of Authority within Dialogue Journals“. Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/194191.

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This dissertation is a teacher research study of the ways that young children author themselves by negotiating teacher authority in the context of their dialogue journals. The study detailed herein attempts to discover some of the ways in which young children negotiate teacher authority within the context of a dialogue journal.I collaborated with four second grade students in my multiage classroom who agreed to allow me to analyze the entries in their dialogue journals. We engaged in written dialogue in the context of their journals over two years, from when they were first graders in my multiage class until they left my class at the end of second grade.As a participant observer I used a form of discourse analysis called textual analysis, as mediated by Deborah Tannen's (2005, 2007) work in conversational analysis to unpack the negotiation of teacher authority revealed by the written interactions that took place in the context of the dialogue journals. This study explores the role that the children's personalities, textual competence and relationship with me as their teacher played in shaping their willingness and ability to negotiate teacher authority. It also explores the role my attitudes and actions had in fostering or hindering that negotiation.Implications include the use of ethnographic portraiture to establish context in teacher research, the importance of establishing routines that foster independence in classroom assignments, creating an atmosphere that encourages ownership of the activity in question, the necessity for the teacher to interact with the students in ways that allow them to control the conversation in their dialogue journals, and the importance of periodically reviewing the entire journals to counteract the myopic effect of reading only one journal entry per day. This last is important because when reading only one journal entry at a time it is possible to misinterpret the students' intent, lose sight of context or misinterpret the extent to which the students are engaged in writing in their dialogue journals.

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Holt, Jill. „Children's Writing in New Zealand Newspapers, 1930s and 1980s“. Thesis, University of Auckland, 2000. http://hdl.handle.net/2292/2315.

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This thesis is an investigation of writing by New Zealand children in the Children's Pages of five New Zealand newspapers: the New Zealand Herald, Christchurch Press and Otago Daily Times in the 1930s and 1980s, the Dominion in the 1930s; and the Wellington Evening Post in the 1980s. Its purpose is to show how children reflected their world, interacted with editors, and interpreted the adult world in published writing, and to examine continuities and changes between the 1930s and 1980s. It seeks evidence of gender variations in writing. and explores the circumstances in which the social role of writing was established by young writers. It considers the ways in which children (especially girls) consciously and unconsciously used public writing to create a public place for themselves. It compares major themes chosen by children, their topic and genre preferences in writing, and the gender and age differences evident in these preferences. The thesis is organised into three Parts, with an Introduction discussing the scholarly background to the issues it explores, and its methodology. Part One contains two chapters examining the format and tone of each Children's Page. And the role and influence of their Editors. Part Two (also of two chapters) investigates the origins and motivations of the young contributors, with a special focus on the Otago Daily Times as a community newspaper. Part Three. of four chapters, explores the children's writing itself, in separate chapters on younger and older children, and a chapter on the most popular genre, poetry. The conclusion suggests further areas of research, and points to the implications of the findings of the thesis for social history in New Zealand and for classroom practice. The thesis contains a Bibliography and an Appendix with a selection of writings by Janet Frame and her family to the Otago Daily Times Children's Page in the 1930s.
Note: Whole document restricted at the request of the author, but available by individual request, use the feedback form to request access.

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Willett, Rebekah Jane. „Children's use of popular media in their creative writing“. Thesis, Institute of Education (University of London), 2001. http://eprints.ioe.ac.uk/7282/.

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This study is an examination of the social world of children's story writing, focusing on the way children use the agency offered to them in the context of the' writing process' pedagogy as a way of negotiating existing practices to position themselves in the discursive field of the classroom. Using methods from teacher-research and ethnographic traditions, I collected data from the class I was teaching, focusing on six children aged eight to nine. Data collection included observations of social interactions, photocopies of stories children wrote, interviews with children, group discussions, tape recordings of children talking while writing stories, and a diary of my experiences as a teacher-researcher. Using a form of discourse analysis, I focused on three areas in my data analysis: writing process, media consumption and production, and identity work. My analysis shows the ways children negotiate with and manipulate school practices in order to include their peer cultures in writing workshop, indicating children's understanding of school practices and concern with their social positions. In my study I show how popular media, a significant element of peer culture, is used by children in story writing as a way of establishing and defining personal identities and friendship groups. It is through friendships and often within the context of talk around media that children define, perform, and to some extent play with their gendered identities. The conclusions of my study point to a need for educators to recognise the way discursive practices of school create a very narrow definition of' acceptable stories' in classrooms. The practices problematise stories which contain media, and therefore teachers overlook and misunderstand many of the things children are doing during the process of writing media-based stories.

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Bücher zum Thema "Children's writing"

Annette, Johnson, Bearne Eve 1943- und United Kingdom Literacy Association, Hrsg. Children's writing journals. Royston, Herts: United Kingdom Literacy Association, 2003.

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Cummings, Kate. Thinking about children's writing. Nottingham: School of Education, University of Nottingham, 1989.

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Marcia, Farr, Hrsg. Children's early writing development. Norwood, NJ: Ablex Pub., 1985.

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Nancy, Farnan, Hrsg. Children's writing: Perspectives from research. Newark, Del: International Reading Association, 1998.

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Hughes, Michael. Textual approaches to children's writing. Ormskirk: Edge Hill Collegeof Higher Education, 1988.

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Newman, Judith. The craft of children's writing. Portsmouth, N.H: Heinemann, 1985.

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Peter, Economy, Hrsg. Writing children's books for dummies. Hoboken, NJ: Wiley, 2005.

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Woolley, Catherine. Writing for children. New York, N.Y: New American Library, 1990.

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Woolley, Catherine. Writing for children. New York, N.Y., U.S.A: Plume, 1989.

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David, Booth, Hrsg. Writers on writing: Guide to writing and illustrating children's books. Markham, Ont: Overlea House, 1989.

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Buchteile zum Thema "Children's writing"

Clements, James. „Children's literature and writing“. In On the Write Track, 93–117. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003142461-10.

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Khalil, Saussan. „Children's literature and early literacy“. In Arabic Writing in the Digital Age, 146–63. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003044321-7.

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Dyson, Anne Haas, und Sophie Dewayani. „Writing in Childhood Cultures“. In International Handbook of Research on Children's Literacy, Learning, and Culture, 258–74. Oxford, UK: John Wiley & Sons, Ltd, 2013. http://dx.doi.org/10.1002/9781118323342.ch19.

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Barry, Peter. „Censorship and children's literature: some post-war trends“. In Writing and Censorship in Britain, 232–42. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003385295-20.

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Kokkola, Lydia. „"Instruction with delight": The narrator's voice in John Newbery's early English children's books“. In Instructional Writing in English, 161–85. Amsterdam: John Benjamins Publishing Company, 2009. http://dx.doi.org/10.1075/pbns.189.12kok.

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Dunkerly, Judith M., Julia Poplin und Valerie Sledd Taylor. „Multimodal Literacies and LGBTQIA+ Children's Literature“. In Facilitating LGBTQIA+ Allyship through Multimodal Writing in the Elementary Classroom, 25–40. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003110934-3.

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Parr, Judy, und Stuart McNaughton. „The Unfulfilled Pedagogical Promise of the Dialogic in Writing: Intertextual Writing Instruction for Diverse Settings“. In International Handbook of Research on Children's Literacy, Learning, and Culture, 215–27. Oxford, UK: John Wiley & Sons, Ltd, 2013. http://dx.doi.org/10.1002/9781118323342.ch16.

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Glynn, Ted, und Mere Berryman. „Chapter 2. A Community Elder’s Role in Improving Reading and Writing for Mäori Students“. In Bilingual Children's Language and Literacy Development, herausgegeben von Roger Barnard und Ted Glynn, 36–58. Bristol, Blue Ridge Summit: Multilingual Matters, 2003. http://dx.doi.org/10.21832/9781853597138-004.

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Lopez, Tiffany Ana. „Writing on Violence and Healing for Young Audiences: An Interview with Rigoberto Gonzalez“. In Ethnic Literary Traditions in American Children's Literature, 165–69. New York: Palgrave Macmillan US, 2009. http://dx.doi.org/10.1057/9780230101524_14.

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Chipere, N., D. Malvern und Brian Richards. „Using a corpus of children's writing to test a solution to the sample size problem affecting type-token ratios“. In Studies in Corpus Linguistics, 139–47. Amsterdam: John Benjamins Publishing Company, 2004. http://dx.doi.org/10.1075/scl.17.10chi.

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Konferenzberichte zum Thema "Children's writing"

Chang, Wan-Chen, Calvin C. Y. Liao und Tak-Wai Chan. „Improving Children's Textual Cohesion Based on Game-Based Writing Environment“. In 2017 6th IIAI International Congress on Advanced Applied Informatics (IIAI-AAI). IEEE, 2017. http://dx.doi.org/10.1109/iiai-aai.2017.78.

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Mesghina, Almaz. „Anxiety and Children's Math Learning: Testing an Expressive Writing Intervention“. In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1439487.

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Aminordin, Muhammad Amir Azwan Mohamad, Norizan Mat Diah und Noor Latiffah Adam. „Real-time feedback for children's pre-writing activities using haptic technology“. In 2017 IEEE 13th International Colloquium on Signal Processing & its Applications (CSPA). IEEE, 2017. http://dx.doi.org/10.1109/cspa.2017.8064942.

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Lili, Ye, und Yao Zhengwei. „Real-time Feedback and Evaluation Algorithm for Children's Digital Writing Practice“. In 2021 3rd International Workshop on Artificial Intelligence and Education (WAIE). IEEE, 2021. http://dx.doi.org/10.1109/waie54146.2021.00011.

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Weirauch, Angelika. „CREATIVE WRITING IN CONTEXT OF UNIVERSITIES“. In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end056.

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"We present an old process developed more than a hundred years ago at American universities. It means professional, journalistic and academic forms of writing. It also includes poetry and narrative forms. Creative writing has always been at the heart of university education. Today, there are more than 500 bachelor's degree programs and 250 master's degree programs in this subject in the United States. In other fields of study, it is mandatory to enrol in this subject. After World War II, it came to Europe, first to England and later to Germany. Here, ""... since the 'Sturm und Drang' (1770-1789) of the early Goethe period, the autodidactic poetics of the cult of genius prevailed. The teachability of creative writing has been disputed ever since and its dissemination has therefore always had a hard time in Germany"" [von Werder 2000:99]. It is rarely found in the curricula of German universities. At the Dresden University of Applied Sciences, we have been practicing it for five years with great response from social work students. They learn different methods: professional writing for partners and administration, poetic writing for children's or adult groups, scientific language for their final thesis and later publications. Although we offer it as an elective, more than 80% of students choose it. Final papers are also written on these creative topics or using the methods learned. ""Writing forces economy and precision. What swirls chaotically around in our heads at the same time has to be ordered into succession when writing"" [Bütow in Tieger 2000:9]. The winners of this training are not only our former students! Children in after-school programs and youth clubs improve their writing skills through play. Patients in hospitals work on their biographies. People who only write on the computer discover slow and meaningful writing, activating their emotional system. Therefore, this paper will show how clients benefit from creative writing skills of their social workers and what gain other disciplines can expect as well."

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Rowe, Deborah. „How Expert Teachers Support Young Children's Participation at the Preschool Writing Center“. In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1428565.

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Yao, Ying. „How to Improve Children's Reading and Writing Literacy Using by Chinese Original Picture Books“. In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1680787.

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KKoželuhová, Eva, Lenka Zemanová, Radka Wildová und Ondřej Koželuh. „EXPERIENCES OF PARENTS OF FIRST GRADERS IN CZECH REPUBLIC PERCEIVE EDUCATIONAL PROCESS OF READING AND WRITING DURING COVID-19 PANDEMIC“. In NORDSCI Conference Proceedings. Saima Consult Ltd, 2021. http://dx.doi.org/10.32008/nordsci2021/b1/v4/06.

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"The period of the covid pandemic changed day-to-day full-time teaching into distance learning. Teachers, but also parents without any prior training, had to react immediately. What has long been theoretically talked about professionally, namely the use of digitization of teaching in the online environment, has suddenly become a reality. Long discussions about the innovation of the curriculum for primary schools in terms of the scope and quality of educational content were suddenly solved by the teachers themselves using their professional skills and experience. Most of the surveys show [22], [15] that the teachers handled this situation very responsibly and that it can be stated that they managed it within the specific possibilities. Teachers, parents, and especially first-year primary school pupils had a very specific role during the pandemic, and thus the transition to distance learning. It is for this reason that we focused on this group, in our opinion the most affected by pandemics. The present study describes the experience of parents with distance learning reading and writing in the first grades of primary schools at the time of closing schools in the Czech Republic in the school year 2020/2021. The aim of the survey was to describe the effects of distance learning on the development of initial literacy, the differences between day-to-day and online teaching; problems, challenges, pros and cons that the distance learning period brought. The research was carried out as a multi-case study, in which interviews were conducted with six mothers of children - first-class pupils. The results showed that distance learning did not affect the quality of children's acquisition of reading and writing techniques, it only slowed it down. However, there was a decline in pupils' interest in reading and a disruption of their relationship with education in general. It was difficult for parents to motivate children to learn, to help them in case of difficulties with reading and writing techniques, and to evaluate their learning outcomes. On the other hand, distance learning has made it possible to further individualize education with regard to the needs of children and has deepened cooperation between school and family. Distance learning placed increased demands (physical and mental), especially on mothers, when it was necessary for their intensive involvement in the teaching process. Based on the evaluation of the course of distance learning, the paper brings general recommendations applicable to both distance and full-time teaching reading and writing."

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Wargo, Jon. „Underscoring Uptake as a Social Process in Young Children's Composing: Writing (Righting) Expert in Personal Digital Inquiry“. In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1570602.

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Sitdhisanguan, Karanya, und Ratchadaporn Amornchewin. „A COMPARATIVE STUDY ON EFFECTIVENESS OF USING TABLET COMPUTER AND TRADITIONAL PENCIL-PAPER TO ENHANCE CHILDREN'S WRITING SKILL“. In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.1378.

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Berichte der Organisationen zum Thema "Children's writing"

Anderson, Patricia, und Kristin Butcher. Reading, Writing and Raisinets: Are School Finances Contributing to Children's Obesity? Cambridge, MA: National Bureau of Economic Research, März 2005. http://dx.doi.org/10.3386/w11177.

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Hwa, Yue-Yi, und Lant Pritchett. Teacher Careers in Education Systems That Are Coherent for Learning: Choose and Curate Toward Commitment to Capable and Committed Teachers (5Cs). Research on Improving Systems of Education (RISE), Dezember 2021. http://dx.doi.org/10.35489/bsg-rise-misc_2021/02.

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How can education authorities and organisations develop empowered, highly respected, strongly performance-normed, contextually embedded teaching professionals who cultivate student learning? This challenge is particularly acute in many low- and middle-income education systems that have successfully expanded school enrolment but struggle to help children master even the basics of reading, writing, and arithmetic. In this primer, we synthesise research from a wide range of academic disciplines and country contexts, and we propose a set of principles for guiding the journey toward an empowered, effective teaching profession. We call these principles the 5Cs: choose and curate toward commitment to capable and committed teachers. These principles are rooted in the fact that teachers and their career structures are embedded in multi-level, multi-component systems that interact in complex ways. We also outline five premises for practice, each highlighting an area in which education authorities and organisations can change the typical status quo approach in order to apply the 5Cs and realise the vision of empowered teaching profession.

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Rodriguez-Segura, Daniel, und Isaac Mbiti. Back to the Basics: Curriculum Reform and Student Learning in Tanzania. Research on Improving Systems of Education (RISE), Juni 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/099.

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In 2015, the Tanzanian government implemented a curriculum reform that focused instruction in Grades 1 and 2 on the “3Rs”—reading, writing, and arithmetic. Consequently, almost 80 percent of the instructional time in these grades was mandated towards foundational literacy in Kiswahili and numeracy skills. Other subjects such as English were no longer taught. Using student-level panel data, we evaluate the effect of this policy on learning outcomes using a difference-in-differences approach which leverages the variation in the timing of implementation across grade levels and cohorts impacted by the policy. We find that the policy increased learning by around 0.20 standard deviations in Kiswahili and math test scores one year after the start of the reform. Timely teacher training on the new curriculum was associated with even larger effects. Evaluating longer term outcomes, we find suggestive evidence that the reform decreased the dropout rate of children up to four years later. However, this was also accompanied with lower average passing rates in the national Grade 4 examination due to compositional changes as low-performing students became less likely to dropout.

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Lamarque, Hugh. Key Considerations: Cross-Border Dynamics between Uganda and Rwanda in the Context of the Outbreak of Ebola, 2022. SSHAP, November 2022. http://dx.doi.org/10.19088/sshap.2022.044.

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This brief summarises key considerations concerning cross-border dynamics between Uganda and Rwanda in the context of the 2022 outbreak of Ebola (Sudan Virus Disease, SVD) in Uganda. It is part of a series focusing on at-risk border areas between Uganda and four high priority neighbouring countries: Rwanda; Tanzania; Kenya; and South Sudan. The outbreak began in Mubende, Uganda on 19 September 2022, approximately 300 kilometres from the Uganda-Rwanda border. At the time of writing (November 2022) it has spread to nine Ugandan districts, including two in the Kampala metropolitan area. Kampala is a transport hub, with a population over 3.6 million. While the global risk from SVD remains low according to the World Health Organization, its presence in the Uganda capital has significantly heightened the risk to regional neighbours. Rwanda is categorised as Priority 1, with significant preparedness activities underway. As of November 2022, there had been no case of SVD imported from Uganda into Rwanda, although alerts have been triggered at border posts. This brief provides details about cross-border relations, the political and economic dynamics likely to influence these, and specific areas and actors most at risk. It is based on a rapid review of existing published and grey literature, news reports, previous ethnographic research in Rwanda and Uganda, and informal discussions with colleagues from Save the Children, UNICEF, UNECA, UNDP, IOM, TBI, and the World Bank. It was requested by the Collective Service, written by Hugh Lamarque (University of Edinburgh) and supported by Olivia Tulloch (Anthrologica. It was reviewed by colleagues from Save the Children, Anthrologica, the Institute of Development Studies and the Collective Service. This brief is the responsibility of SSHAP.

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Pritchett, Lant, Kirsty Newman und Jason Silberstein. Focus to Flourish: Five Actions to Accelerate Progress in Learning. Research on Improving Systems of Education (RISE), Dezember 2022. http://dx.doi.org/10.35489/bsg-rise-misc_2022/07.

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There is a severe global learning crisis. While nearly all children start school, far too many do not learn even the most foundational skills of reading, writing, and basic mathematics during the years they spend there. The urgent need to address this crisis requires no elaborate reasoning. If one starts with love for a child, a human universal, it is easy to see that in the modern world a child’s dignity, self-worth, and freedom to define their own destiny require an adequate education. An adequate education is what will then enable that child to lead a full adult life as a parent, community member, citizen, and worker in the 21st century. To enable every child to leave school with the foundational skills they need will require fundamental changes to education systems. Since 2015, the Research on Improving Systems of Education (RISE) Programme, with which we are affiliated, has been conducting research exploring how to make these changes through country research teams in seven countries (Ethiopia, India, Indonesia, Nigeria, Pakistan, Tanzania, and Vietnam) and crosscutting teams on the political economy of education reform. Drawing on the cumulative body of research on learning outcomes and systems of education in the developing world, both from the RISE Programme and other sources, we advocate for five key actions to drive system transformation. (See next page.) A message cutting across all five actions is “focus to flourish”. Education systems have been tremendously successful at achieving specific educational goals, such as expanding schooling, because that is what they committed to, that is what they measured, that is what they were aligned for, and that is what they supported. In order to achieve system transformation for learning, systems must focus on learning and then act accordingly. Only after a system prioritises learning from among myriad competing educational goals can it dedicate the tremendous energies necessary to succeed at improving learning. The research points to these five actions as a means to chart a path out of the learning crisis and toward a future that offers foundational skills to all children. The first section that follows provides background on the depth and nature of the learning crisis. The remainder of the document explains each of the five actions in turn, synthesising the research that informs each action, contrasting that action with the prevailing status quo, and describing what the action would entail in practice.

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Lamarque, Hugh, und Hannah Brown. Key Considerations: Cross-Border Dynamics Between Uganda and Kenya in the Context of the Outbreak of Ebola, 2022. Institute of Development Studies, Dezember 2022. http://dx.doi.org/10.19088/sshap.2022.043.

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This brief summarises key considerations concerning cross-border dynamics between Uganda and Kenya in the context of the outbreak of Ebola (Sudan Virus Disease, SVD) in Uganda. It is part of a series focusing on at-risk border areas between Uganda and four high priority neighbouring countries: Kenya; Rwanda; Tanzania, and South Sudan. The outbreak began in Mubende District, Uganda on 19 September 2022, approximately 340km from the Kenyan border. At the time of writing (December 2022), the outbreak had spread to eight Ugandan districts, including two in the Kampala metropolitan area. Kampala is a transport hub, with a population over 3.6 million. While the global risk from SVD remains low according to the World Health Organization (WHO), its presence in the Ugandan capital has significantly heightened the risk to regional neighbours. Kenya is categorised as a priority level 1 country, following a case in Jinja on the road between Kampala and the Kenyan border, on 13 November 2022. A total of 23 suspected cases were tested in Kenya up to 1 December 2022, all with negative results. To date, no case of SVD has been imported into the country from Uganda. This brief provides details about cross-border relations between the two states, the political and economic dynamics likely to influence these, and the specific areas and actors most at risk. The brief is based on a rapid review of existing published and grey literature, news reports, previous ethnographic research in Kenya and Uganda, and informal discussions with colleagues from the International Organisation for Migration, UNICEF, UNDP, Save the Children, the Kenyan Red Cross Society, the Kenyan Ministry of Health (MoH) and Ministry of Livestock, Agriculture and Fisheries in Kenya, and the Safe Water and AIDS project in Kisumu. It was requested by the Collective Service, written by Hugh Lamarque (University of Edinburgh) and Hannah Brown (Durham University) and supported by Olivia Tulloch (Anthrologica). It was further reviewed by colleagues from Anthrologica, the Institute of Development Studies, and the Collective Service. This brief is the responsibility of SSHAP.

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Lees, Shelley, und Mark Marchant. Key Considerations: Cross-Border Dynamics Between Uganda and Tanzania in the Context of the Outbreak of Ebola, 2022. Institute of Development Studies, Dezember 2022. http://dx.doi.org/10.19088/sshap.2022.046.

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This brief summarises key considerations concerning cross-border dynamics between Tanzania and Uganda in the context of the outbreak of Ebola (Sudan Virus Disease, SVD) in Uganda. It is part of a series focusing on at-risk border areas between Uganda and four high priority neighbouring countries: Rwanda; Tanzania; Kenya and South Sudan. The current outbreak is of the Sudan strain of Ebola (SVD). SVD is used in this paper to refer to the current outbreak in East Africa, whereas outbreaks of Zaire Ebolavirus disease or general references to Ebola are referred to as EVD. The current outbreak began in Mubende, Uganda, on 19 September 2022, approximately 240km from the Uganda-Tanzania border. It has since spread to nine Ugandan districts, including two in the Kampala metropolitan area. Kampala is a transport hub, with a population over 3.6 million. While the global risk from SVD remains low according to the World Health Organization, its presence in the Ugandan capital has significantly heightened the risk to regional neighbours. At the time of writing, there had been no cases of Ebola imported from Uganda into Tanzania. This brief provides details about cross-border relations, the political and economic dynamics likely to influence these, and specific areas and actors most at risk. It is based on a rapid review of existing published and grey literature, previous ethnographic research in Tanzania, and informal discussions with colleagues from the Tanzania’s Ministry of Health, Community Development, Gender, Elderly and Children (MoHCDGEC), Tanzania National Institute for Medical Research (NIMR), Uganda Red Cross Society, Tanzania Red Cross Society (TRCS), International Organization for Migration (IOM), IFRC, US CDC and CDC Tanzania. The brief was developed by Shelley Lees and Mark Marchant (London School of Hygiene & Tropical Medicine) with support from Olivia Tulloch (Anthrologica) and Hugh Lamarque (University of Edinburgh). Additional review and inputs were provided by The Tanzania Red Cross and UNICEF. The brief is the responsibility of the Social Science in Humanitarian Action Platform (SSHAP).

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Writing Children’s Stories to Improve Engineering Student’s Communication with Non-Engineering Audiences. Purdue University, 2019. http://dx.doi.org/10.5703/1288284316906.

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Making a difference for children affected by AIDS: Baseline findings from operations research in Uganda. Population Council, 2001. http://dx.doi.org/10.31899/hiv2001.1002.

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Many organizations and programs have begun to provide services and support to AIDS-orphaned children in East and southern Africa. Typical program components include the provision of school fees and supplies, supplementary feeding, home-visiting programs in which community members visit and assist affected children, and vocational training. However, few of these programs have been formally evaluated for impact. This paper reports on baseline findings from a study of two programs for AIDS-affected children and their families implemented by PLAN International in the Luwero and Tororo districts of Uganda. One program, referred to as orphan support, provides educational, health, and nutritional assistance as well as other services to orphans. The second program, known as succession planning, reaches AIDS-affected children earlier, by helping HIV-positive parents prepare for their children’s future through counseling, will writing, appointing guardians, and other measures.

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Roles and Responsibilities of Speech-Language Pathologists With Respect to Reading and Writing in Children and Adolescents. Rockville, MD: American Speech-Language-Hearing Association, 2001. http://dx.doi.org/10.1044/policy.gl2001-00062.

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