Literacy attainment, data and discourse from the mid-19th century to the present day: a sociological account using mixed methods research

从 19 世纪中叶至今的读写能力、数据和话语：使用混合方法研究的社会学叙述

• 批准号: ES/I028501/1
• 负责人: Gemma Moss
• 金额: $ 23.76万
• 依托单位: University College London
• 依托单位国家: 英国
• 项目类别: Fellowship
• 财政年份: 2011
• 资助国家: 英国
• 起止时间: 2011 至 无数据
• 项目状态: 已结题
• 来源: https://gtr.ukri.org/projects?ref=ES%2FI028501%2F1
• 关键词: Literacy; attainment; data; discourse; mid

Abstracts are not currently available in GtR for all funded research. This is normally because the abstract was not required at the time of proposal submission, but may be because it included sensitive information such as personal details.

目前GtR中并没有所有资助研究的摘要。这通常是因为在提交提案时不需要摘要，但也可能是因为摘要中包含个人详细信息等敏感信息。

项目成果

Putting literacy attainment data in context: examining the past in search of the present

将识字率数据置于背景中：审视过去，寻找现在

• DOI: 10.1080/03050068.2014.921369
• 发表时间: 2014
• 期刊: Comparative Education
• 影响因子: 3.3
• 作者: Moss G

Assessment, accountability and the literacy curriculum: reimagining the future in the light of the past

评估、问责制和扫盲课程：根据过去重新想象未来

• DOI: 10.1111/lit.12104
• 发表时间: 2017
• 期刊: Literacy
• 影响因子: 1.3
• 作者: Moss G

Knowledge and numbers in education

教育中的知识和数字

• DOI: 10.1080/14681366.2014.926138
• 发表时间: 2014
• 期刊: Comparative Education
• 影响因子: 3.3
• 作者: Goldstein H

Ethics, education policy and research: the phonics question reconsidered

伦理、教育政策和研究：重新考虑自然拼读问题

• DOI: 10.1002/berj.3039
• 发表时间: 2013
• 期刊: British Educational Research Journal
• 影响因子: 2.3
• 作者: Ellis S

The link between fiction and teenagers' reading skills: International evidence from the OECD PISA study

• DOI: 10.1002/berj.3498
• 发表时间: 2019-02-01
• 期刊: BRITISH EDUCATIONAL RESEARCH JOURNAL
• 影响因子: 2.3
• 作者: Jerrim, John;Moss, Gemma
• 通讯作者: Moss, Gemma