Zobrazeno 1 - 10
of 10
pro vyhledávání: '"Frances Hoyte"'
Autor:
Beryl Exley, Frances Hoyte
Publikováno v:
Education Sciences, Vol 14, Iss 7, p 725 (2024)
In this article, we overview the research literature exploring the teaching of evaluative language in written and/or visual texts in the elementary years of schooling. We then review the recently redrafted Australian Curriculum: English to identify t
Externí odkaz:
https://doaj.org/article/6726374ab4804ac8b7ee9a3e3229e352
Publikováno v:
The Australian Educational Researcher.
In Australia, the Teaching Performance Assessment (TPA) is a relatively new, mandatory hurdle which must be completed just prior to the graduation stage of initial teacher education (ITE) programmes. This high-stakes task is one of a growing number o
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::932678128c7ef22e6481d8f1c6430c80
https://doi.org/10.1007/s13384-023-00635-7
https://doi.org/10.1007/s13384-023-00635-7
Publikováno v:
Australian Journal of Teacher Education. 46:1-15
This article examines how the ‘teacher quality’ agenda, evident in the globalised discourse on education policy, constructs changes to teachers’ work and teacher education. We undertake a critical policy analysis of two reportsfrom the Organisa
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::ff50a98cd54e9eba1bf105096795a4f8
https://doi.org/10.14221/ajte.2021v46n4.1
https://doi.org/10.14221/ajte.2021v46n4.1
Publikováno v:
Teacher Education in Globalised Times ISBN: 9789811541230
Teacher quality has emerged as a powerful construct over the last 20 years at a global level. In Australia, it is a major discursive term in government-initiated inquiries, policy statements and enactment strategies. The quality discourse, driven by
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::2fdb5ec94714986823097f3b0e7364dd
https://doi.org/10.1007/978-981-15-4124-7_9
https://doi.org/10.1007/978-981-15-4124-7_9
Autor:
Frances Hoyte
Publikováno v:
Journal of Early Childhood Literacy. 18:299-303
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::5f8f9f19256624cb1e60abec9bdc836b
https://doi.org/10.1177/1468798418775895
https://doi.org/10.1177/1468798418775895
Autor:
Frances Hoyte
Publikováno v:
Journal of Early Childhood Literacy. 18:154-158
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::40f123939fdfc99018dc5d5c19fda484
https://doi.org/10.1177/1468798417713437
https://doi.org/10.1177/1468798417713437
Publikováno v:
Preparing Globally Minded Literacy Teachers ISBN: 9780429397790
The three interrelated foci of this chapter are (i) our ways of working in teacher education to develop their pedagogical practices for (ii) growing children’s global mindedness and (iii) the role of multimodal text production in this pursuit. In o
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::ed863b4bed9dd0e6e1b0f4da120efa8b
https://doi.org/10.4324/9780429397790-3
https://doi.org/10.4324/9780429397790-3
Publikováno v:
International Journal of Play. 4:136-148
Play gives young children opportunities to develop language and relationships. Friendships and the topics children choose for play can influence the nature of that play, but little is known about how friendship and topic choice impinge on topic maint
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::56c96b4eb96ec8224ce8467008963988
https://doi.org/10.1080/21594937.2015.1060566
https://doi.org/10.1080/21594937.2015.1060566
Publikováno v:
International Journal of Early Years Education. 23:17-30
Friendships and play provide children with opportunities for mutual engagement, which both require and facilitate children's language use. Modality is a semantic system in the language associated with children's learning. One way in which modality is
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::b34bd006fd318b696a8ffbadb77a0fc7
https://doi.org/10.1080/09669760.2014.992867
https://doi.org/10.1080/09669760.2014.992867
Publikováno v:
Journal of Early Childhood Research. 12:20-34
This article presents findings of a pilot project for a study investigating the language of preschool-aged peers, with particular attention to differences in genre that were evident in the dyadic play of children who self-identified as being ‘very
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::317fc5d37ddbb0d98d4c96fd7b0b581f
https://doi.org/10.1177/1476718x13492941
https://doi.org/10.1177/1476718x13492941