PETER HANNON
Biographic Data
| ID | 5707229 |
|---|---|
| NAME | PETER HANNON |
| GIVEN NAMES | PETER |
| FAMILY NAME | HANNON |
| SIGNATURE | HANNON P |
| AFFILIATIONS | University of Sheffield |
| ORCID | 0000-0002-2291-9961 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 51 |
| AUTHOR COUNT | 14 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1986 |
| LATEST PUBLICATION YEAR | 2020 |
| H-INDEX | 4 |
An objective structured clinical examination
Objective structured clinical examinations (OSCEs) in the United States medical schools traditionally involve students interviewing and examining standardised patients (SPs) in clinical skills laboratories. Our medical students complete two-station OSCEs at the end of each clerkship. We suspended in-person curricular activities during the coronavirus disease 2019 (COVID-19) pandemic. Our dilemma referred to whether we should administer OSCEs upon…
Longitudinal students‐as‐teachers programme
Effects of extending disadvantaged families’ teaching of emergent literacy
Intervention to raise the literacy achievement of disadvantaged groups in society has focused on preschool literacy development because it is predictive of later educational achievement and because research has shown that key strands of literacy emerge very early in childhood. Intervention programmes to promote emergent literacy are likely to be more effective if they involve families rather than children alone but meta-analyses reveal effect siz…
Young children’s initiation into family literacy practices in the digital age
This article reports a study that explored young children’s digital literacy in the home. The aim of the study was to identify the range of digital literacy practices in which children are engaged in the home and to explore how these are embedded into family life and involve family members. Four children, two girls and two boys aged between 2 and 4 years, were the focus for study. Parents were co-researchers in the study in that they made written…
Fathers' involvement in young children's literacy development
Relatively few studies of family literacy programmes have investigated parents' experiences and whilst a number of such programmes have been specifically aimed at fathers, little is known about the involvement of fathers in programmes which target both mothers and fathers. This article reports fathers' involvement in a family literacy programme and their home literacy practices with their young children. The article provides a definition of famil…
The reach of early intervention
Early intervention is part of policy concerning educational, health and social inequalities but whether programmes reach those for whom they are intended is under-researched. This article reports on a case study of one programme within the national Sure Start initiative in England, 1999-2005. Reach was conceptualised as having two aspects: contact and use. It was found that, conceptualised as contact , programme reach was virtually 100%. Conceptu…
Parents’ Experiences of a Family Literacy Programme
Relatively few studies of family literacy programmes have investigated parents’ views, despite their importance for the future development of this kind of programme in early childhood education. This article reports on a family literacy programme from the perspectives of the parents involved in it. The study was carried out in socio-economically disadvantaged communities in a northern English city. Parent experiences were investigated through int…
Rhetoric and Research in Family Literacy
The term ‘family literacy’ now figures prominently in the discourses of early childhood education, literacy and adult education in several English speaking countries. It can refer to a focus for research or to a kind of educational programme. This article distinguishes family literacy programmes which combine adult basic education for parents with early literacy education and parental involvement from other kinds of family literacy programmes and…
A study of work with parents to promote early literacy development
Recent research has shown the extent of children's literacy experiences in the home before school entry, and their importance for subsequent attainment. Pre‐school intervention involving parents has been found effective in other areas of child development but there have so far been very few attempts to promote pre‐school literacy development directly by working with parents. There may be doubts about the form such work should take and its feasibi…
Parents' and Teachers' Perspectives on Preschool Literacy Development
Parents of 40 three to four year‐olds attending nursery classes in schools in one English local education authority and their children's teachers were interviewed about the teaching of reading and writing. Parents were interviewed at home, and teachers were interviewed in school, about the children's literacy experiences in both settings. A very high level of parental interest in literacy was found, centred on books and print‐related activities. …
How should Parental Involvement in the Teaching of Reading be Evaluated
The various forms of PITR (parental involvement in the teaching of reading) which have recently emerged have generally been evaluated in terms of effects on children's reading test performance. Three problems are identified. First, few such evaluations have overcome a basic difficulty of research design in this field, viz. given a set of test scores for children in a PITR programme, to what should they be compared? Second, the validity of the psy…
A Study of the Effects of Parental Involvement in the Teaching of Reading on Children's Reading Test Performance
S ummary . The reading attainment of working‐class children, as indicated by reading test performance, is lower than that of other children but there is some evidence that it might be improved if their parents are involved more in the teaching of reading by hearing their children read at home. A study was carried out of a reading at home parental involvement project in a primary school serving a working‐class area. The project was satisfactorily …
Parents’ and teachers’ strategies in hearing young children read
The principal way in which parents can be involved in the teaching of reading is by hearing their own children read at home. However, doubts have been expressed about their competence in this role. Despite its importance this is an under‐researched area. Most studies, whether experimental or naturalistic, have restricted themselves to teachers and to particular aspects of their performance considered to be of theoretical significance, usually the…
Home—School Communication by Means of Reading Cards
Despite the acknowledged importance of the home in children's education, and increasing interest in parental involvement, there has been comparatively little research into home‐school communication. A method of written communication, developed to increase parental involvement in the teaching of reading in a primary school in a disadvantaged area, is described and evaluated. Parents were encouraged to hear their children read at home, and teachers…
Young children’s initiation into family literacy practices in the digital age
This article reports a study that explored young children’s digital literacy in the home. The aim of the study was to identify the range of digital literacy practices in which children are engaged in the home and to explore how these are embedded into family life and involve family members. Four children, two girls and two boys aged between 2 and 4 years, were the focus for study. Parents were co-researchers in the study in that they made written…
Parents’ and teachers’ strategies in hearing young children read
The principal way in which parents can be involved in the teaching of reading is by hearing their own children read at home. However, doubts have been expressed about their competence in this role. Despite its importance this is an under‐researched area. Most studies, whether experimental or naturalistic, have restricted themselves to teachers and to particular aspects of their performance considered to be of theoretical significance, usually the…
A Study of the Effects of Parental Involvement in the Teaching of Reading on Children's Reading Test Performance
S ummary . The reading attainment of working‐class children, as indicated by reading test performance, is lower than that of other children but there is some evidence that it might be improved if their parents are involved more in the teaching of reading by hearing their children read at home. A study was carried out of a reading at home parental involvement project in a primary school serving a working‐class area. The project was satisfactorily …
Parents’ Experiences of a Family Literacy Programme
Relatively few studies of family literacy programmes have investigated parents’ views, despite their importance for the future development of this kind of programme in early childhood education. This article reports on a family literacy programme from the perspectives of the parents involved in it. The study was carried out in socio-economically disadvantaged communities in a northern English city. Parent experiences were investigated through int…
Fathers' involvement in young children's literacy development
Relatively few studies of family literacy programmes have investigated parents' experiences and whilst a number of such programmes have been specifically aimed at fathers, little is known about the involvement of fathers in programmes which target both mothers and fathers. This article reports fathers' involvement in a family literacy programme and their home literacy practices with their young children. The article provides a definition of famil…
Parents' and Teachers' Perspectives on Preschool Literacy Development
Parents of 40 three to four year‐olds attending nursery classes in schools in one English local education authority and their children's teachers were interviewed about the teaching of reading and writing. Parents were interviewed at home, and teachers were interviewed in school, about the children's literacy experiences in both settings. A very high level of parental interest in literacy was found, centred on books and print‐related activities. …
Rhetoric and Research in Family Literacy
The term ‘family literacy’ now figures prominently in the discourses of early childhood education, literacy and adult education in several English speaking countries. It can refer to a focus for research or to a kind of educational programme. This article distinguishes family literacy programmes which combine adult basic education for parents with early literacy education and parental involvement from other kinds of family literacy programmes and…
A study of work with parents to promote early literacy development
Recent research has shown the extent of children's literacy experiences in the home before school entry, and their importance for subsequent attainment. Pre‐school intervention involving parents has been found effective in other areas of child development but there have so far been very few attempts to promote pre‐school literacy development directly by working with parents. There may be doubts about the form such work should take and its feasibi…
How should Parental Involvement in the Teaching of Reading be Evaluated
The various forms of PITR (parental involvement in the teaching of reading) which have recently emerged have generally been evaluated in terms of effects on children's reading test performance. Three problems are identified. First, few such evaluations have overcome a basic difficulty of research design in this field, viz. given a set of test scores for children in a PITR programme, to what should they be compared? Second, the validity of the psy…
Home—School Communication by Means of Reading Cards
Despite the acknowledged importance of the home in children's education, and increasing interest in parental involvement, there has been comparatively little research into home‐school communication. A method of written communication, developed to increase parental involvement in the teaching of reading in a primary school in a disadvantaged area, is described and evaluated. Parents were encouraged to hear their children read at home, and teachers…
Parents’ and teachers’ strategies in hearing young children read
The principal way in which parents can be involved in the teaching of reading is by hearing their own children read at home. However, doubts have been expressed about their competence in this role. Despite its importance this is an under‐researched area. Most studies, whether experimental or naturalistic, have restricted themselves to teachers and to particular aspects of their performance considered to be of theoretical significance, usually the…
Home—School Communication by Means of Reading Cards
Despite the acknowledged importance of the home in children's education, and increasing interest in parental involvement, there has been comparatively little research into home‐school communication. A method of written communication, developed to increase parental involvement in the teaching of reading in a primary school in a disadvantaged area, is described and evaluated. Parents were encouraged to hear their children read at home, and teachers…
A Study of the Effects of Parental Involvement in the Teaching of Reading on Children's Reading Test Performance
S ummary . The reading attainment of working‐class children, as indicated by reading test performance, is lower than that of other children but there is some evidence that it might be improved if their parents are involved more in the teaching of reading by hearing their children read at home. A study was carried out of a reading at home parental involvement project in a primary school serving a working‐class area. The project was satisfactorily …
How should Parental Involvement in the Teaching of Reading be Evaluated
The various forms of PITR (parental involvement in the teaching of reading) which have recently emerged have generally been evaluated in terms of effects on children's reading test performance. Three problems are identified. First, few such evaluations have overcome a basic difficulty of research design in this field, viz. given a set of test scores for children in a PITR programme, to what should they be compared? Second, the validity of the psy…
Parents' and Teachers' Perspectives on Preschool Literacy Development
Parents of 40 three to four year‐olds attending nursery classes in schools in one English local education authority and their children's teachers were interviewed about the teaching of reading and writing. Parents were interviewed at home, and teachers were interviewed in school, about the children's literacy experiences in both settings. A very high level of parental interest in literacy was found, centred on books and print‐related activities. …
A study of work with parents to promote early literacy development
Recent research has shown the extent of children's literacy experiences in the home before school entry, and their importance for subsequent attainment. Pre‐school intervention involving parents has been found effective in other areas of child development but there have so far been very few attempts to promote pre‐school literacy development directly by working with parents. There may be doubts about the form such work should take and its feasibi…
Rhetoric and Research in Family Literacy
The term ‘family literacy’ now figures prominently in the discourses of early childhood education, literacy and adult education in several English speaking countries. It can refer to a focus for research or to a kind of educational programme. This article distinguishes family literacy programmes which combine adult basic education for parents with early literacy education and parental involvement from other kinds of family literacy programmes and…
Parents’ Experiences of a Family Literacy Programme
Relatively few studies of family literacy programmes have investigated parents’ views, despite their importance for the future development of this kind of programme in early childhood education. This article reports on a family literacy programme from the perspectives of the parents involved in it. The study was carried out in socio-economically disadvantaged communities in a northern English city. Parent experiences were investigated through int…
The reach of early intervention
Early intervention is part of policy concerning educational, health and social inequalities but whether programmes reach those for whom they are intended is under-researched. This article reports on a case study of one programme within the national Sure Start initiative in England, 1999-2005. Reach was conceptualised as having two aspects: contact and use. It was found that, conceptualised as contact , programme reach was virtually 100%. Conceptu…
Fathers' involvement in young children's literacy development
Relatively few studies of family literacy programmes have investigated parents' experiences and whilst a number of such programmes have been specifically aimed at fathers, little is known about the involvement of fathers in programmes which target both mothers and fathers. This article reports fathers' involvement in a family literacy programme and their home literacy practices with their young children. The article provides a definition of famil…
Young children’s initiation into family literacy practices in the digital age
This article reports a study that explored young children’s digital literacy in the home. The aim of the study was to identify the range of digital literacy practices in which children are engaged in the home and to explore how these are embedded into family life and involve family members. Four children, two girls and two boys aged between 2 and 4 years, were the focus for study. Parents were co-researchers in the study in that they made written…
An objective structured clinical examination
Objective structured clinical examinations (OSCEs) in the United States medical schools traditionally involve students interviewing and examining standardised patients (SPs) in clinical skills laboratories. Our medical students complete two-station OSCEs at the end of each clerkship. We suspended in-person curricular activities during the coronavirus disease 2019 (COVID-19) pandemic. Our dilemma referred to whether we should administer OSCEs upon…
Longitudinal students‐as‐teachers programme
Effects of extending disadvantaged families’ teaching of emergent literacy
Intervention to raise the literacy achievement of disadvantaged groups in society has focused on preschool literacy development because it is predictive of later educational achievement and because research has shown that key strands of literacy emerge very early in childhood. Intervention programmes to promote emergent literacy are likely to be more effective if they involve families rather than children alone but meta-analyses reveal effect siz…
Psychology (13 works) · Developmental psychology (10 works) · Pedagogy (10 works) · Reading and Literacy Development (9 works) · Parental Involvement in Education (8 works) · Literacy (7 works) · Disadvantaged (6 works) · Family literacy (6 works) · Medicine (6 works) · Political science (6 works)