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dc.contributor.authorWhitehead, David
dc.date.accessioned2008-11-26T22:25:22Z
dc.date.available2008-11-26T22:25:22Z
dc.date.issued2008
dc.identifier.citationWhitehead, D. (2008). Justifying the design and selection of literacy and thinking tools. International Electronic Journal of Elementary Education, 1(1), 34-51.en_US
dc.identifier.urihttps://hdl.handle.net/10289/1474
dc.description.abstractCriteria for the design and selection of literacy and thinking tools that allow educators to justify what they do are described within a wider framework of learning theory and research into best practice. Based on a meta-analysis of best practice, results from a three year project designed to evaluate the effectiveness of a secondary school literacy initiative in New Zealand, together with recent research from cognitive and neuro-psychologists, it is argued that the design and selection of literacy and thinking tools used in elementary schools should be consistent with (i) teaching focused (ii) learner focused, (iii) thought linked (iv) neurologically consistent, (v) subject specific, (vi) text linked, (vii) developmentally appropriate, and (viii) assessment linked criteria. Key words: Literacy, thinking, tools, justifying criteria.en_US
dc.format.mimetypeapplication/pdf
dc.language.isoen
dc.publisherIEJEEen_NZ
dc.relation.urihttp://www.iejee.com/index.php/ojs/article/view/10en_US
dc.rightsCopyright IEJEE. Used with permission.en_US
dc.subjectcomputer scienceen_US
dc.subjectliteracyen_US
dc.subjectthinkingen_US
dc.subjecttoolsen_US
dc.subjectjustifying criteriaen_US
dc.titleJustifying the design and selection of literacy and thinking toolsen_US
dc.typeJournal Articleen_US
dc.relation.isPartOfInternational Electronic Journal of Elementary Educationen_NZ
pubs.begin-page34en_NZ
pubs.elements-id33343
pubs.end-page51en_NZ
pubs.issue1en_NZ
pubs.volume1en_NZ


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