选拔测验 [3]
论文作者:www.51lunwen.org论文属性:问卷调查 questionnaire登出时间:2016-01-29编辑:kittytwin点击率:8531
论文字数:4076论文编号:org201601201921102744语种:英语 English地区:澳大利亚价格:免费论文
关键词:选拔测验调查问卷语音意识
摘要:本文讲述了一个关于选拔测验的调查问卷,调查采用计算机软件对数据进行分析。调查显示回收率和问卷的观点与教师在学校所处的职务有关。调查显示了教师们对语音意识以及早期语言形成的观点和知识。
councils could be that they live in areas where more Gaelic is spoken.
由被采访者代表组成的委员会——Councils represented by interviewees.
The coding of the interviews and open questions from the questionnaires using NVivo 8 software involved examining each question and searching for similar themes. The software is intended for qualitative information gathering but it was also possible to group information quantitatively. Once the texts of the interviews were typed into the software, it was possible to see a pattern of information appearing. This, when added to the quantitative information gathered, enabled several broad themes to emerge. Gibbs (2007) stated that if data is categorised thus by theme then not only can comparisons and summaries be made but new phenomena can also be identified. The value of considering quantitative data alongside qualitative is recommended by several authors (Cohen & Manion, 1994; Robson, 2000). The following themes appeared: Identification of Phonological Weaknesses, Screening Test and Administration, Teacher Knowledge of Phonological Awareness, Previous Identification and Gaelic Fluency Differences. Following an examination of these themes, some of the common difficulties presented within these themes were gathered together.
识别语言缺陷——Identification of Phonological Weaknesses:
In the questionnaire, 87% of teachers thought that the test accurately identified areas of phonological weakness; 9% of teachers thought that it identified areas of weakness to some extent; 2% thought that it did not identify areas of weakness and 2% did not respond. Table 20 shows the numbers of respondents to this question according to teaching position.
Positive responses were received to this question from all interviewees. 'It made me home in on the areas of weakness.' CT33WI. Seven interviewees stated that the screening test had been very helpful and the two support for learning teachers both agreed that it had identified the weaknesses and would 'try to work on them.' 'It has helped already with several children.'SfL32H. Other respondents believed that the test was a good general indicator of where problems might lie. Only four respondents made any reference to particular aspects of phonological awareness, namely, initial and final phoneme deletion, initial sounds and sounds; however, one classroom teacher referred to rhyming, blending and initial/ final phonemes and went into some detail describing some of her
methodology in teaching phonics in class. Further discussion of this will follow. Two interviewees referred to what they thought they knew about the phonological development of their pupils before the test by saying: 'It reinforced what we felt' DHT46WI ... 'you pick up so much in class but it was good to do it in a more structured way.' CT4WI.
One principal teacher stated: 'By the end of the test I knew which children knew their sounds, which children knew their blends, which children didn't and I found that very helpful.'PT37O.
The second part of the question was intended to establish if enough information had been gained from the screening to enable certain programmes of intervention to be put in place. The identification of weaknesses and the possibility of specific intervention planning were considered together in order to gain an indication
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