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ERIC Number: ED389433
Record Type: RIE
Publication Date: 1995
Pages: 199
Abstractor: N/A
Reference Count: N/A
ISBN: ISBN-0-908916-36-1
Learning To Learn: Children's Progress through the First 3 Years of School. Junior School Study.
Wylie, Cathy; Smith, Lesley
This study organized in 2 sections examined the progress of 32 New Zealand children during their first 3 years at school. Their achievement levels in reading, mathematics, and writing were examined based on interviews with the children, their teachers, and their parents; school records; notes; and video recordings. Section 1 deals with perceptions of progress, in light of the child's actual progress; and section 2 discusses assessment and reporting practices that conveyed the child's progress to parents. The study found tension between the worlds of school and home and between perceived differences in approaches to children's learning. Teachers' understanding of how children make progress was in accord with their approach to curriculum and assessment. Their approach was oriented to developing an internal motivation for learning based on the perception that ability is changeable through effort ("learning goal" motivation). The study found that such teachers are more likely to use helpful learning strategies than persons with a "performance goal" orientation, which relies on external feedback and sees ability as fixed. Some classroom practices, however, did not fit the "learning goal" model, and the study considered the ambiguous nature of tangible feedback (such as stickers and stamps) and use of ability groups. Teachers' concern that parents may focus on these forms of feedback to gauge their child's progress was also explored. The study highlights the importance of clear communication with parents and crossing gaps between home and school that affect child's learning. (Contains two sets of references, approximately 80 and 50 items, respectively. Five appendices contain school descriptions and interview schedules.) (TM)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Ministry of Education, Wellington (New Zealand).
Authoring Institution: New Zealand Council for Educational Research, Wellington.
Identifiers: New Zealand