Elementary students' perspectives on a curriculum for literacy education
Autor(a) principal: | |
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Data de Publicação: | 2018 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | https://hdl.handle.net/1822/63379 |
Resumo: | 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 |
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Elementary students' perspectives on a curriculum for literacy educationElementary school educationLiteracy curriculumGoup child interviewChildren’s perspectivesSpecialised languagePlaygroup child interviewCiências Sociais::Ciências da EducaçãoSocial SciencesThis 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 themselvesPortuguese National Agency for Science and Technology [grant number SFRH/BSAB/1440/2014]Taylor and FrancisUniversidade do MinhoPereira, Íris SusanaGonzález Riaño, Xosé Antón20182018-01-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttps://hdl.handle.net/1822/63379engPires Pereira, Í. S., & González Riaño, X. A. (2018). Elementary students’ perspectives on a curriculum for literacy education. ReseaRch PaPeRs in education, 33(1), 89-1120267-15221470-114610.1080/02671522.2016.1270999https://www.tandfonline.com/doi/full/10.1080/02671522.2016.1270999info:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2023-12-30T01:23:25Zoai:repositorium.sdum.uminho.pt:1822/63379Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T18:52:17.019581Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Elementary students' perspectives on a curriculum for literacy education |
title |
Elementary students' perspectives on a curriculum for literacy education |
spellingShingle |
Elementary students' perspectives on a curriculum for literacy education Pereira, Íris Susana Elementary school education Literacy curriculum Goup child interview Children’s perspectives Specialised language Play group child interview Ciências Sociais::Ciências da Educação Social Sciences |
title_short |
Elementary students' perspectives on a curriculum for literacy education |
title_full |
Elementary students' perspectives on a curriculum for literacy education |
title_fullStr |
Elementary students' perspectives on a curriculum for literacy education |
title_full_unstemmed |
Elementary students' perspectives on a curriculum for literacy education |
title_sort |
Elementary students' perspectives on a curriculum for literacy education |
author |
Pereira, Íris Susana |
author_facet |
Pereira, Íris Susana González Riaño, Xosé Antón |
author_role |
author |
author2 |
González Riaño, Xosé Antón |
author2_role |
author |
dc.contributor.none.fl_str_mv |
Universidade do Minho |
dc.contributor.author.fl_str_mv |
Pereira, Íris Susana González Riaño, Xosé Antón |
dc.subject.por.fl_str_mv |
Elementary school education Literacy curriculum Goup child interview Children’s perspectives Specialised language Play group child interview Ciências Sociais::Ciências da Educação Social Sciences |
topic |
Elementary school education Literacy curriculum Goup child interview Children’s perspectives Specialised language Play group child interview Ciências Sociais::Ciências da Educação Social Sciences |
description |
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 |
publishDate |
2018 |
dc.date.none.fl_str_mv |
2018 2018-01-01T00:00:00Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://hdl.handle.net/1822/63379 |
url |
https://hdl.handle.net/1822/63379 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
Pires Pereira, Í. S., & González Riaño, X. A. (2018). Elementary students’ perspectives on a curriculum for literacy education. ReseaRch PaPeRs in education, 33(1), 89-112 0267-1522 1470-1146 10.1080/02671522.2016.1270999 https://www.tandfonline.com/doi/full/10.1080/02671522.2016.1270999 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Taylor and Francis |
publisher.none.fl_str_mv |
Taylor and Francis |
dc.source.none.fl_str_mv |
reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
instname_str |
Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
instacron_str |
RCAAP |
institution |
RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
collection |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
repository.name.fl_str_mv |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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1799132298685186048 |