Linda M Phillips
Biographic Data
| ID | 5167252 |
|---|---|
| NAME | Linda M Phillips |
| GIVEN NAMES | Linda M |
| FAMILY NAME | Phillips |
| SIGNATURE | PHILLIPS L M |
| AFFILIATIONS | University of Alberta |
| VERIFIED | No |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1990 |
| LATEST PUBLICATION YEAR | 2010 |
| H-INDEX | 0 |
Assessment Techniques Corresponding to Scientific Texts in Commercial Reading Programs
This research is part of a larger study of commercial reading programs used in Canada in grades 1-6. The specific purposes of the results reported here were to identify and quantify the assessment techniques suggested for the selections that contain scientific content, to show how the assessments differ by grade, to evaluate the nature and quality of the assessments, and to examine the extent to which the assessments help foster scientific litera…
Story and Illustration Reconstituted
This study addresses the differences between literature in children's trade books and the literature in commercial elementary language arts reading programs used in Canada. Although the nature of the literature included in language arts programs has received considerable scrutiny in the United States, there is no parallel body of research in the Canadian context. Using a textual content analysis, all the literature selections contained in the thr…
How literacy in its fundamental sense is central to scientific literacy
This paper draws upon a distinction between fundamental and derived senses of literacy to show that conceptions of scientific literacy attend to the derived sense but tend to neglect the fundamental sense. In doing so, they fail to address a central component of scientific literacy. A notion of literacy in its fundamental sense is elaborated and contrasted to a simple view of reading and writing that still has much influence on literacy instructi…
University Students' Interpretation of Media Reports of Science and its Relationship to Background Knowledge, Interest, and Reading Difficulty
Three hundred and eight first and second year university students were asked to read five media reports that described recent scientific research and findings. We instructed the students to interpret and make judgments about the certainty, status, and role of statements identified in the reports, and to assess how much knowledge they had about the general topics of the reports, their interest in the general topics, and their difficulty reading ea…
The anatomy of junior high school science textbooks
Classroom discourse
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Classroom discourse
How literacy in its fundamental sense is central to scientific literacy
This paper draws upon a distinction between fundamental and derived senses of literacy to show that conceptions of scientific literacy attend to the derived sense but tend to neglect the fundamental sense. In doing so, they fail to address a central component of scientific literacy. A notion of literacy in its fundamental sense is elaborated and contrasted to a simple view of reading and writing that still has much influence on literacy instructi…
University Students' Interpretation of Media Reports of Science and its Relationship to Background Knowledge, Interest, and Reading Difficulty
Three hundred and eight first and second year university students were asked to read five media reports that described recent scientific research and findings. We instructed the students to interpret and make judgments about the certainty, status, and role of statements identified in the reports, and to assess how much knowledge they had about the general topics of the reports, their interest in the general topics, and their difficulty reading ea…
The anatomy of junior high school science textbooks
Story and Illustration Reconstituted
This study addresses the differences between literature in children's trade books and the literature in commercial elementary language arts reading programs used in Canada. Although the nature of the literature included in language arts programs has received considerable scrutiny in the United States, there is no parallel body of research in the Canadian context. Using a textual content analysis, all the literature selections contained in the thr…
Assessment Techniques Corresponding to Scientific Texts in Commercial Reading Programs
This research is part of a larger study of commercial reading programs used in Canada in grades 1-6. The specific purposes of the results reported here were to identify and quantify the assessment techniques suggested for the selections that contain scientific content, to show how the assessments differ by grade, to evaluate the nature and quality of the assessments, and to examine the extent to which the assessments help foster scientific litera…
Mathematics education (6 works) · Psychology (6 works) · Linguistics (4 works) · Pedagogy (4 works) · Science education (4 works) · Science Education and Pedagogy (4 works) · Scientific Literacy (4 works) · Education and Critical Thinking Development (3 works) · Educational Strategies and Epistemologies (3 works) · Reading (process) (3 works)