Literacy practices of primary education children in Andalusia (Spain): a family-based perspective

Primary school children develop literacy practices in various domains and situations in everyday life. This study focused on the analysis of literacy practices of children aged 8–12 years from the perspec- tive of their families. 1,843 families participated in the non-experimental explanatory study. The children in these families speak Spanish as a first language and are schooled in this language. The instrument used was a self-report questionnaire about children’s home-literacy practices. The data obtained were analysed using categorical principal components analysis (CATPCA) and analysis of variance (ANOVA). The results show the complex relationship between literacy practices developed by children in the domains of home and school and the limited development of a literacy-promoting ‘third space’. In conclusion, the families in our study had limited awareness of their role as literacy- promoting agents and thought of literacy learning as restricted to formal or academic spaces

Analysis of Different Views and Conceptualizations of the Literacy Practices of Pupils, Families, and Teachers in Costa Rican Primary Education

This article is based on a socio-cultural discourse model of literacy, whereby literacy events are regarded as being situated within social practices, creating various formal, informal, and non-formal literacy events that are part of 10multiliteracies. The aim of the research was to analyze primary pupils ’ literacy practices (8–12 years) from the perspectives of 1,354 primary pupils, 1,020 family members, and 96 teachers in Costa Rica, using an ex-post facto design and a survey method. The findings indicate that the three groups of participants (pupils, family members, and teachers) have different views on 15and conceptualizations of literacy practices in school and in the community. The results show that young learners develop their literacy practices according to their different communicative needs inside and outside school. A multimodal literacy is promoted outside school to meet students’ daily communicative needs. However, the school promotes a monomodal lit20eracy, which allows pupils to respond essentially to school needs

Patrilocal Residence and Female Labour Supply

We examine the role of intergenerational co-residence for female labour supply in a patrilocal society. To account for the endogeneity of women's co-residence with parents or in-laws, we exploit a tradition in Central Asia, namely that the youngest son of a family usually lives with his parents. Using data from Kyrgyzstan, we therefore instrument co-residence with being married to a youngest son. We find the effect of co-residence on female labour supply to be negative and insignificant. This is in contrast to the previous literature, which found substantial positive effects in less patrilocal settings. Women who co-reside in Kyrgyzstan have more children, spend similar time on housekeeping tasks and child care, and invest more time in elder care compared with women who do not co-reside. These mechanisms appear to be inherently different from those in less patrilocal settings where co-residing parents relieve the women from household chores

But the learning has already passed: Rethinking the role of time in e-mediated learning settings

Time takes on a different character when online teachers take advantage of the possibilities for interactions occurring over different scales of time. Online teachers' pedagogical link-making becomes cumulative and progressive. This article reports on a qualitative case study of a fully online postgraduate course in Educational Research Methods within a New Zealand tertiary institution where the intention was to develop a learning communtity. The study was framed within a lecturer-researcher colllaborative approach to facilitate online lecturer devel;opment. Data collected from the online postings between lecturers and students, and among students and lecturer and student interviews, revealed how postings that point towards previous group ideas, current developing ideas and forward-focused ideas at pivotal points in the course supported student reflection, collaboration, and provided for socio-emotional support albeit in different ways and means. The authors argue that there is value in explicitly considering the mediating role of time when learning is understood as multidimensional and cumulative and provide implications for further research and practice