761
Views
2
CrossRef citations to date
0
Altmetric
Articles

Elementary students’ perspectives on a curriculum for literacy educationFootnote*

&
Pages 89-112 | Received 19 Sep 2015, Accepted 08 Oct 2016, Published online: 28 Dec 2016

References

  • Adams, M. J. 1990. Beginning to Read: Thinking and Learning about Print. Cambridge, MA: MIT Press.
  • Anderson, K. 2008. “Intersubjectivity.” In The Sage Encyclopaedia of Qualitative Research Methods, edited by L. M. Given, 467–468. Thousand Oaks, CA: Sage.
  • Bahktin, M. M. 1986. Speech Genres and Other Late Essays. Translated by Vern W. McGee. Austin: University of Texas Press.
  • Black, P., and D. William. 1998. “Assessment and Classroom Learning.” Assessment in Education: Principles, Policy and Practice 5 (1): 7–74. doi:10.1080/0969595980050102.
  • Braun, V., and V. Clarke. 2006. “Using Thematic Analysis in Psychology.” Qualitative Research in Psychology 3 (2): 77–101.10.1191/1478088706qp063oa
  • Brooker, L., M. Blaise, and S. Edwards, eds. 2014. The Sage Handbook of Play and Learning in Early Childhood Education. London: Sage.
  • Broström, S. 2006. “Children’s Perspectives on Their Childhood Experiences.” In Nordic Childhoods and Early Education, edited by J. Einarsdottir and J. Wagner, 223–255. Greenwich, CT: Information Age Publishing.
  • Bruner, J. 1986. Actual Minds, Possible Worlds. Cambridge, MA: Harvard University Press.
  • Carr, M. 2014. “Play and Playfulness: Issues of Assessment.” In The Sage Handbook of Play and Learning in Early Childhood Education, edited by L. Brooker, M. Blaise, and S. Edwards, 264–275. London: Sage.10.4135/9781473907850
  • CNA (National Commission for the Coordination and Support of PNEP). 2006. Documentos orientadores de circulação interna [Support documents with restricted distribution]. Lisboa (ms).
  • Cohen, L., L. Manion, and K. Morrison. 2011. Research Methods in Education. 6th ed. London: Routledge.
  • Coltheart, M., B. Curtis, P. Atkins, and M. Haller. 1993. “Models of Reading Aloud: Dual-route and Parallel-distributed Processing Approaches.” Psychological Review 100: 589–608. doi:10.1037/0033-295X.100.4.589.
  • Cope, B., and M. Kalantzis. 2009. “Multiliteracies: New Literacies, New Learning.” Pedagogies 4 (3): 164–195. doi:10.1080/15544800903076044.
  • Cope, B., and M. Kalantzis. 2010. “A Multiliteracies Perspective on the New Literacies.” In The New Literacies: Multiple Perspectives on Research Pratice, edited by Elizabeth A. Baker, 61–87. New York: Guilford Press.
  • Dede, C. 2000. “Emerging Influences of Information Technology on School Curriculum.” Journal of Curriculum Studies 32 (2): 281–303. doi:10.1080/002202700182763.
  • Edwards, S. 2013. “Digital Play in the Early Years: A Contextual Response to the Problem of Integrating Technologies and Play-Based Pedagogies in the Early Childhood Curriculum.” Technology, Pedagogy and Education 21 (2): 199–212. doi:10.1080/1350293X.2013.789190.
  • Edwards, S. 2015. “New Concepts of Play and the Problem of Technology, Digital Media and Popular-culture Integration with Play-based Learning in Early Childhood Education.” Technology, Pedagogy and Education 25 (4): 513–532. doi:10.1080/1475939X.2015.1108929.
  • Einarsdottir, J. 2014. “Children’s Perspectives on Play.” In The Sage Handbook of Play and Learning in Early Childhood, edited by L. Brooker, M. Blaise, and S. Edwards, 319–329. Los Angeles, CA: Sage.10.4135/9781473907850
  • Ellis, A. W. 1989. Reading, Writing and Dyslexia. Hove: LEA Publishers.
  • Fargas-Malet, M., D. McSherry, E. Larkin, and C. Robinson. 2010. “Research with Children: Methodological Issues and Innovative Techniques.” Journal of Early Childhood Research 8 (2): 175–192. doi:10.1177/1476718X09345412.
  • Flower, L., and J. R. Hayes. 2003. “A Cognitive Process Theory of Writing.” In Cross-talk in Comp Theory, edited by V. Villanueva, 2nd ed, 273–297. Urbana: NCTE.
  • Gee, J. P. 2004. Situated Language and Learning. A Critique of Traditional Schooling. New York: Routledge.
  • Gee, J. P. 2007. Social Linguistics and Literacies. Ideology in Discourse. 3rd ed. London: Taylor & Francis.
  • Gee, J. P. 2010. “A Situated-sociocultural Approach Lo Literacy and Technology.” In The New Literacies: Multiple Perspectives on Research Pratice, edited by E. A. Baker, 165–193. New York: Guilford Press.
  • Halliday, M. A. K. 1993. “Towards a Language-based Theory of Learning.” Linguistics and Education 5: 93–116. doi:10.1016/0898-5898(93)90026-7.
  • Halliday, M. A. K., and J. Martin. 1993. Writing Science. Literacy and Discursive Power. London: Falmer Press.
  • Heath, S. B. 1983. Ways with Words. Language, Life, and Work in Communities and Schools. Cambridge: Cambridge University Press.
  • Holquist, M. 2002. Dialogism. London: Routledge.
  • Irwin, J. W. 2007. Teaching Reading Comprehension Processes. 3rd ed. Boston, MA: Allyn and Bacon.
  • Kravtsova, E. 2014. “Play in the Non-classical Psychology of L. S. Vygotsky.” In The Sage Handbook of Play and Learning in Early Childhood Education, edited by L. Brooker, M. Blaise, and S. Edwards, 21–30. London: Sage.10.4135/9781473907850
  • Kress, G. 2010. Multimodality. A Social Semiotic Approach to Contemporary Communication. Abington: Routledge.
  • Krueger, R. A. 1991. El grupo de discusión: guía practico para la investigación aplicada [Focus groups: A practical guide for applied research]. Madrid: Pirámide.
  • Lewis, A. 1992. “Group Child Interviews as a Research Tool.” British Educational Research Journal 18 (4): 413–421. doi:10.1080/0141192920180407.
  • Martlew, J., C. Stephen, and J. Ellis. 2011. “Play in the Primary School Classroom? The Experience of Teachers Supporting Children’s Learning through a New Pedagogy.” Early Years: An International Research Journal 31 (1): 71–83. doi:10.1080/09575146.2010.529425.
  • Meyers, A. B., and L. E. Berk. 2014. “Make-believe Play and Self-regulation.” In The Sage Handbook of Play and Learning in Early Childhood Education, edited by L. Brooker, M. Blaise, and S. Edwards, 43–55. London: Sage.10.4135/9781473907850
  • Morgan, M., S. Gibbs, K. Maxwell, and N. Britten. 2002. “Hearing Children’s Voices: Methodological Issues in Conducting Focus Groups with Children Aged 7–11 Years.” Qualitative Research 2: 5–20. doi:10.1177/1468794102002001636.
  • The New London Group. 2000. “A Pedagogy of Multiliteracies.” In Multiliteracies, edited by B. Cope and M. Kalantzis, 19–37. London: Routledge.
  • Pereira, Í.S.P. , ed. 2010a. O ensino do português no 1.º ciclo do ensino básico. Construção de saberes profissionais no contexto do PNEP e do novo programa de português, Vol. 1 [Teaching Portuguese in elementary education. Professional knowledge construction in the context of PNEP and the new language curriculum, Vol 1], 9–44. Braga: Instituto de Educação da Universidade do Minho - Serviço de Publicações.
  • Pereira, Í. S. P. 2010b. “Um desenho global para o ensino da língua no 1.º ciclo do ensino básico” [A global design for language teaching in elementary education]. In O ensino do português no 1.º ciclo do ensino básico. Construção de saberes profissionais no contexto do PNEP e do novo programa de português, Vol. 1 [Teaching Portuguese in elementary education. Professional knowledge construction in the context of PNEP and the new language curriculum, Vol 1], edited by Í.S.P.Pereira, 45–156. Braga: Instituto de Educação da Universidade do Minho - Serviço de Publicações.
  • Rasinski, T., and N. Padak. 2004. “Beyond Consensus-beyond Balance: Toward A Comprehensive Literacy Curriculum.” Reading and Writing Quarterly 20 (1): 91–102. doi:10.1080/10573560490242813.
  • Reid, W. A. 1999. Curriculum as Institution and Practice. Essays in the Deliberative Tradition. Mahwah, NJ: Lawrence Erlbaum.
  • Rupley, W. H., T. R. Blair, and W. D. Nichols. 2009. “Effective Reading Instruction for Struggling Readers: The Role of Direct/Explicit Teaching.” Reading & Writing Quarterly: Overcoming Learning Difficulties 25 (2–3): 125–138. doi:10.1080/10573560802683523.
  • San Fabián, J. 2014. Evaluar programas socioeducativos en tiempos de crisis. Un enfoque organizacional. [Assessing socioeducational programs in a time of crisis. An organizational focus].  Oviedo: Ed. Trabe.
  • Saywitz, K. J., and L. B. Camparo. 2014. “Interviewing Children: A Primer.” In The Sage Handbook of Child Research, edited by Gary B. Melton, Asher Ben-Arieh, Judith Cashmore, Gail S. Goodman, and Natalie K. Worley, 371–391. London: Sage.10.4135/9781446294758
  • Schleppegrell, M. J. 2004. The Language of Schooling. A Functional Linguistics Perspective. Mahwah, NJ: Lawrence Erlbaum Associates.
  • Schwab, J. J. [1970] 2013. “The Practical: A Language for Curriculum.” Journal of Curriculum Studies 45 (5): 591–621. doi:10.1080/00220272.2013.809152.
  • Shaw, C., L.-B. Brady, and C. Davey. 2011. Guidelines for Research with Children and Young People. London: National Children’s Bureau.
  • Stephen, C., and L. Plowman. 2014. “Digital Play.” In The Sage Handbook of Play and Learning in Early Childhood Education, edited by L. Brooker, M. Blaise, and S. Edwards, 330–341. London: Sage.10.4135/9781473907850
  • Van Oers, B. 2014. “Cultural-historical Perspectives on Play: Central Issues.” In The Sage Handbook of Play and Learning in Early Childhood Education, edited by L. Brooker, M. Blaise, and S. Edwards, 56–66. London: Sage.10.4135/9781473907850
  • Vasquez, V., ed. 2014. Negotiating Critical Literacies with Young Children: 10th Anniversary Edition (Language, Culture, and Teaching Series). New York: Routledge Press.
  • Vygotsky, L. S. 1979. El desarrollo de los procesos psicológicos superiores [The Development of Higher Psychological Processes]. Barcelona: Crítica.
  • Vygotsky, L. S. 1995. Pensamiento y lenguaje [Thought and Language]. Barcelona: Paidós.
  • Watts, M., and D. Ebbutt. 1987. “More than the Sum of the Parts: Research Methods in Group Interviewing.” British Educational Research Journal 13 (1): 25–34. doi:10.1080/0141192870130103.
  • Wertsch, J. V. 1991. Voices of the Mind: A Sociocultural Approach to Mediated Action. Cambridge, MA: Harvard.
  • Wood, E. 2014. “The Play-pedagogy Interface in Contemporary Debates.” In The Sage Handbook of Play and Learning in Early Childhood Education, edited by L. Brooker, M. Blaise, and S. Edwards, 145–156. London: Sage.10.4135/9781473907850
  • Yoon, K. S., Duncan, T., Lee, S. W.-Y., Scarloss, B., & Shapley, K. 2007. Reviewing the evidence on how teacher professional development affects student achievement(Issues & Answers Report, REL 2007–No. 033). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Southwest. Retrieved from http://ies.ed.gov/ncee/edlabs
  • Young, M. 2013. “Overcoming the Crisis in Curriculum Theory: A Knowledge-based Approach.” Journal of Curriculum Studies 45 (2): 101–118. doi:10.1080/00220272.2013.764505.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.