Elisabeth Herbert
Biographic Data
| ID | 6154599 |
|---|---|
| NAME | Elisabeth Herbert |
| GIVEN NAMES | Elisabeth |
| FAMILY NAME | Herbert |
| SIGNATURE | HERBERT E |
| AFFILIATIONS | Psychology and Human Development UCL Institute of Education University College London London UK |
| ORCID | 0000-0002-7536-5974 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 0 |
Capturing variations in how spelling is taught in primary school classrooms in England
Mastering spelling is important for children to progress in writing. The National Curriculum in England details spelling lists linked to each year group in primary education. Assessment practices also emphasise the importance of teaching spelling. However, to date, little is known about how teachers feel about teaching spelling nor the instructional methods that they use in primary schools in England. This study addresses this gap by investigatin…
Appropriation of literacy technologies in the classroom
Background: Approaches to teacher professional development, such as learning designs (LDs), can facilitate primary school teachers' appropriation of literacy technology in the classroom. LDs are detailed learning activities and interventions designed by teachers to plan their use of technology. Methods: Using a creative design methodology to carry out a series of LD workshops with teachers, we aimed to understand how primary school teachers envis…
Do children with reading difficulties benefit from instructional game supports? Exploring children's attention and understanding of feedback
This paper examines how primary aged children with reading difficulties attend to, understand and act upon different types of feedback within a digital literacy game. A systematic and structured video analysis of twenty‐six children's game play was carried out focussing on moments where children made an error and were followed by in‐game feedback. Our findings show that children benefited from outcome feedback, which supported an accurate interpr…
Designing for “challenge” in a large‐scale adaptive literacy game for primary school children
The use of learning games within the classroom is becoming increasingly common because of their potential to positively impact learning. Recent developments in adaptivity offer further possibilities to personalise learning by tailoring the game to an individual child's level or particular learning needs. However, designing an adaptive learning game is a complex process as many different game components have an impact on the provision of optimal c…
No prominent works on this page.
Do children with reading difficulties benefit from instructional game supports? Exploring children's attention and understanding of feedback
This paper examines how primary aged children with reading difficulties attend to, understand and act upon different types of feedback within a digital literacy game. A systematic and structured video analysis of twenty‐six children's game play was carried out focussing on moments where children made an error and were followed by in‐game feedback. Our findings show that children benefited from outcome feedback, which supported an accurate interpr…
Designing for “challenge” in a large‐scale adaptive literacy game for primary school children
The use of learning games within the classroom is becoming increasingly common because of their potential to positively impact learning. Recent developments in adaptivity offer further possibilities to personalise learning by tailoring the game to an individual child's level or particular learning needs. However, designing an adaptive learning game is a complex process as many different game components have an impact on the provision of optimal c…
Appropriation of literacy technologies in the classroom
Background: Approaches to teacher professional development, such as learning designs (LDs), can facilitate primary school teachers' appropriation of literacy technology in the classroom. LDs are detailed learning activities and interventions designed by teachers to plan their use of technology. Methods: Using a creative design methodology to carry out a series of LD workshops with teachers, we aimed to understand how primary school teachers envis…
Capturing variations in how spelling is taught in primary school classrooms in England
Mastering spelling is important for children to progress in writing. The National Curriculum in England details spelling lists linked to each year group in primary education. Assessment practices also emphasise the importance of teaching spelling. However, to date, little is known about how teachers feel about teaching spelling nor the instructional methods that they use in primary schools in England. This study addresses this gap by investigatin…
Mathematics education (4 works) · Pedagogy (4 works) · Psychology (4 works) · Literacy (3 works) · Child Development and Digital Technology (2 works) · Computer Science (2 works) · Educational Games and Gamification (2 works) · Reading (process) (2 works) · Set (abstract data type) (2 works) · Teaching method (2 works)