Elementary Students' Perspectives on a Curriculum for Literacy Education

Autor/inn/en	Pires Pereira, Íris Susana; González Riaño, Xosé Antón
Titel	Elementary Students' Perspectives on a Curriculum for Literacy Education
Quelle	In: Research Papers in Education, 33 (2018) 1, S.89-112 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-1522
DOI	10.1080/02671522.2016.1270999
Schlagwörter	Elementary School Students; Student Attitudes; Literacy Education; Curriculum; Learning Processes; Curriculum Design; Foreign Countries; Sociocultural Patterns; Formative Evaluation; Teaching Methods; Interviews; Information Technology; Play; Groups; Cooperative Learning; Qualitative Research; Grade 2; Grade 3; Grade 4; Portugal + Suchen Sie Ihr Suchwort? Schülerverhalten; Curricula; Lehrplan; Rahmenplan; Learning process; Lernprozess; Lehrplangestaltung; Ausland; Soziokulturelle Theorie; Teaching method; Lehrmethode; Unterrichtsmethode; Interviewing; Interviewtechnik; Informationstechnologie; Spiel; Kooperatives Lernen; Qualitative Forschung; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04
Abstract	This article arises out of an initiative to implement a curriculum designed to enhance the literacy learning of elementary school children in Portugal. Researchers explored students' perspectives about the experienced curriculum through the enactment of group interviews. Thematic analysis of the conversations revealed positive opinions and feelings about the learning experience. It further showed students' representations about the experienced curriculum, namely their acute awareness of the specialised dimensions of language that shaped the learning content and the importance of such learning. The analysis unveiled the key role students attributed to situated playful practice in the learning process, side by side with agency, collaboration and ICT mediation. Explicit learning, transformed practice and formative forms of assessment were other valued pedagogical dimensions. On the whole, this research brings empirical support to a sociocultural understanding of a literacy curriculum for elementary grades, an original contribution made from the perspectives of learners themselves. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01