Complicating What it Means to ‘Struggle’: One Young Child's Experience with a Mandated Literacy Initiative

Spencer, Tamara

doi:10.2304/ciec.2009.10.3.218

Cited by 8 publications

(4 citation statements)

References 23 publications

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“…Closer critical scrutiny of what is displaced by the concentrated future-focused emphasis on the child as learner reveals further key shifts in emphasis. For example, the words development and care-traditionally associated with the phrases early childhood care and education, and learning and development-are notably absent in the "Curriculum and learning" sections of international early years studies highlight related tensions between children having the freedom to pursue their own agendas at their own pace-as traditionally encouraged in play-and interest-based curricula-and busy teachers pressed to come up with learning goals for accountability purposes (Spencer, 2009;Wohlwend, 2007Wohlwend, , 2011.…”

Section: Dis/re/placing Development and Carementioning

confidence: 99%

Recent policy developments and the "schoolification" of early childhood care and education in Aotearoa New Zealand

Alcock¹,

Haggerty²

2013

ECF

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Section: Dis/re/placing Development and Carementioning

confidence: 99%

Recent policy developments and the "schoolification" of early childhood care and education in Aotearoa New Zealand

Alcock¹,

Haggerty²

2013

ECF

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“…In response, curricula for young children have become increasingly standardized, regimented, and paced, dimensions that stand in direct contrast to the playfulness and imagination of children's engagement with learning and their recursivity in exploring topics of interest. Children's multimodal and multilingual resources have not only become further excluded from classroom spaces (Spencer 2009), but they may also be coded as ''off-task'' or ''resistant'' to the academic expectations of school.…”

Section: (Re)forming Multilingual Children and Educators In New York mentioning

confidence: 99%

Linguistically Diverse Children and Educators (Re)Forming Early Literacy Policy

Spencer

Falchi

Ghiso

2011

Early Childhood Educ J

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The current context of increased accountability and the proliferation of skills-based literacy mandates at the early childhood level pose particular tensions for multilingual children and educators. In this article, we draw on data from two ethnographic studies to examine how educators and children negotiate the constraints of early childhood curricular mandates within two New York City schools with multilingual populations and long traditions of attending to their linguistic, cultural, and social resources. Our data documents how educators sought to understand, grapple with, and (re)form early literacy policies to make spaces for student languages, collaboration, and inquiry. We found that young children distinguished between scripted practices and authentic literacy learning, and despite constraints found openings to bend the curriculum to suit their linguistic, intellectual, and social repertoires. The studies also emphasized the role of administrators and teachers in navigating-and mitigating-curricular mandates that were often contradictory to the bilingual missions and practices of their schools and at times conflicting and confusing in and of themselves. We argue that while policy is very much a participant in today's early literacy contexts, it is not deterministic. All members of the school community have an impact on mediating how policy is enacted and creating alternative opportunities for learning. The findings of these complementary studies illustrate how multilingual children and educators negotiated policy mandates in order to affirm the intellectual and cultural traditions of their schools.

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“…Narrative is the text type selected for this study because it is the common text type in schools (Haris ,2010). For example, the WAEC Chief Examiner's reports have frequently shown that students prefer answering questions on narrative text type but such attempts are largely unsatisfactory (WAEC 2008;2009;2010;.…”

Section: Introductionmentioning

confidence: 99%

Instruction in text-structure as a determinant of senior secondary school students’ achievement in English narrative text in Ido Local Government Area, Oyo State

Fakeye¹,

Fakeye²

2016

AFRREV IJAH: Int J. Art and Humanities

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The study determined the effectiveness of instruction in text-structure on achievement of students in English narrative text. The pretest-posttest control group quasi experimental design was adopted for the study. The participants were 120 students in intact classes from four purposively selected senior secondary schools in Ido Local Government Area of Oyo State. Data were collected using English Narrative Text Achievement Test (r=0.86) and instructional guides. Three null hypotheses were tested at .05 level of significance. Data were analysed using Analysis of Covariance and Estimated Marginal Means. Findings revealed that treatment had significant main effect on students' achievement in English narrative text((F(2,117)=15.725; P<.05; 2  =.107). Students exposed to instruction in text structure obtained higher posttest mean IJAH 5(2), S/NO 17, APRIL, 2016 272 Copyright © IAARR 2016: www.afrrevjo.net/ijah Indexed African Journals Online (AJOL) www.ajol.info score (X =10.68) than their counterparts in the conventional strategy group (X 2.70) groups. It is therefore recommended that the strategy should be adopted in teaching English narrative texts for better results.

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Complicating What it Means to ‘Struggle’: One Young Child's Experience with a Mandated Literacy Initiative

Cited by 8 publications

References 23 publications

Recent policy developments and the "schoolification" of early childhood care and education in Aotearoa New Zealand

Recent policy developments and the "schoolification" of early childhood care and education in Aotearoa New Zealand

Linguistically Diverse Children and Educators (Re)Forming Early Literacy Policy

Instruction in text-structure as a determinant of senior secondary school students’ achievement in English narrative text in Ido Local Government Area, Oyo State

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