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annotated-Critical20of20Articles - Edited (1) .Docx (1) .pdf6604045c4799129069
annotated-Critical20of20Articles - Edited (1) .Docx (1) .pdf6604045c4799129069
This study uses the cognitive-psycholinguistic theoretical framework that focuses on how
visual support and lexical simplification affect sentence processing. This approach is rooted in
the dual-coding theory (Sadoski and Paivio, 2013) and Mayer's cognitive theory of multimedia
learning (Mayer, 2014), which indicate that combining visual and verbal information can
strengthen cognitive processes and knowledge. However, the study falls into the trap of lacking a
cognitive processing theories of reading like the construction-integration model (Kintsch, 1988)
and the eye-mind assumption in eye-tracking research (Just and Carpenter, 1980).
factorial design that employs eye-tracking technology to record reading behaviour. This
technique offers tools that provide quantitative data about cognitive processing during reading,
including fixation durations and regressions, which give insight into the mechanisms of reading
comprehension. Yet, the experiment's use of eye-tracking measures may only restrict the
interpretation of the findings. To get a more nuanced view of how easy-to-read adaptations affect
reading comprehension, we can add extra measures like reading comprehension tests or self-
report questionnaires to gain a deeper insight into the perceived level of difficulty (Rayner, 1998;
Conklin, Pellicer-Sánchez and Carrol, 2018). On the other hand, the study's choice to limit the
participants to adult Spanish speakers from one specific cultural and linguistic field may
compromise the findings' generalizability. Future studies may also investigate the generalization
Sinem Hizli Alkan's study uses a qualitative method to unpack the collaborative curricula
development process among secondary school teachers in Scotland and Wales. This study is
grounded in a critical realist position that mainly emphasizes understanding the nature and
dynamics of teachers' relations and how these affect teachers' curriculum-making practices.
Theoretical Approach
The study's theoretical framework lies in the relationality concept, following Donati and
Archer (2015), who consider interaction a relational issue. The researcher argues that
curriculum-making is a social and relational practice affected by three domains, e.g. qualities of
relationships (relational goods and evils), contextual factors (national and organizational
contexts), and teacher agency. This viewpoint underlines the intersection of the curriculum's
personal, structural, and cultural dimensions by stipulating the necessity of linking people's
Methodological Approach
Methodologically, the study uses a qualitative ego-network approach to analyze the ego-
networks of eight secondary school teachers. This approach would focus on an individual teacher
(ego) and their connections (alters) to examine their curriculum-making networks' structure,
composition, and content. Data were gathered via semi-structured interviews and analyzed using
descriptive statistics and narrative accounts to explore the prominent patterns and features of the
networks. According to Hizli Alkan (2023), this analysis method provides teachers with a
quantifiable indicators of the networks and the qualitative intricacies of the relationships and
References
Conklin, K., Pellicer-Sánchez, A. and Carrol, G., 2018. Eye-tracking: A guide for applied
Donati, P. and Archer, M.S., 2015. The relational subject. Cambridge University Press.
Hizli Alkan, S., 2021. Curriculum making as relational practice: A qualitative ego‐network
Hizli Alkan, S., 2023. Teachers’ Curriculum Making as Relational Practice: The Mediatory Role
Just, M.A. and Carpenter, P.A., 1980. A theory of reading: from eye fixations to
Mayer, R.E., 2014. Incorporating motivation into multimedia learning. Learning and
Rayner, K., 1998. Eye movements in reading and information processing: 20 years of
Rivero-Contreras, M., Engelhardt, P.E. and Saldana, D., 2023. Do easy-to-read adaptations really
facilitate sentence processing for adults with a lower level of education? An experimental
Sadoski, M. and Paivio, A., 2013. Imagery and text: A dual coding theory of reading and
writing. Routledge.