Quality Talk and dialogic teaching—an examination of a professional development programme on secondary teachers’ facilitation of student talk

This study used the Quality Talk and dialogic teaching approach with a group of secondary school teachers (N = 7) to train their facilitation of dialogical discussions by small groups of students. The study used video and audio analysis to assess the teachers’ observable behaviours during these discussions, before and after professional development; for example, types of Quality Talk questions asked. The study also used face‐to‐face interviews, held before and after the professional development, to investigate the teachers’ beliefs about learning through discussion. Results show that although the number of high‐quality questions from the teachers did not increase, the quality of the questions students asked of each other did improve, and resulted in extended periods of dialogic spells. Positive developments were found for teachers’ beliefs about the use of dialogue to foster deeper thinking with their secondary school‐aged students.     

Reading competence development of poor readers in a German elementary school sample: an empirical examination of the Matthew effect model

According to the Matthew effect model, interindividual differences in reading competence between poor and normal readers should become wider as students grow older. The second part of the model assumes that these differential pathways are mainly attributable to differential reading activities. The purpose of this study is to examine whether both assumptions can be verified in a sample of German elementary school students. Data from 1,124 students, participating in the BiKS longitudinal study with assessment starting in Grade 3 and two further points of measurement in Grade 4, were available for our analyses. Latent growth curve models showed a significant lower linear and quadratic trend on reading competence development for students with severe reading deficits in comparison with their better classmates. Further analysis indicates that differential reading behaviour seems to be a prominent factor in explaining these differential pathways whereas the students' general cognitive abilities seem to be of less importance.     

Researching early intervention and young children's perspectives – developing and using a ‘listening to children approach’

This article, by Alice Paige‐Smith and Jonathan Rix, considers the current context of early intervention in England from the perspective and experiences of two families and in particular focuses on two young children identified as having Down syndrome. This case study research has emerged from previous research conducted by the authors, both of whom are Senior Lecturers at the Open University and have a wealth of experience across all phases of education. Their previous research involved interviews with parents of children diagnosed as having Down syndrome, which raised further questions about early intervention and the pedagogical relationship between the parent and the child, and recognised that ‘early intervention’ can be more than structured activities led by professionals. The research in this article, which has been funded by the British Academy, used ethnographic methodology to understand the process of early intervention with two young children with Down syndrome and their families. The methodology developed to include narrative first‐person observation of the child and photography. In addition to this a method of reflecting on the process of early intervention developed that included the researchers, the parent and the child. The development of this research methodology is considered in detail in this article.     

‘You have to understand words … but not read them’: young children becoming readers in a digital age

Given that many young children now enter their early years in education as competent and frequent users of digital technology, this paper examines how this experience influences children's perceptions of reading. Drawing from research conducted with 12 young children (aged 3–6) this paper reports on the ways in which these children were interacting with screen texts and using them to develop strategies to make sense of a whole variety of symbolic representations, including print. It is argued that the medium of computer technology in particular was seen to encourage young children to develop both understandings about texts and the skills needed to read them. This included specific aspects of print awareness as well as a general confidence in handling print. However, this confidence appeared to diminish as the children encountered ‘schooled’ approaches to print literacy. It is therefore concluded that schools need to find ways in which to capitalise on the use of multimedia in order to promote confidence and skills in young readers today.     

Kiribati — The search for educational alternatives in a pacific micro-state

The Central Pacific Republic of Kiribati attempted during the 1970s to set up Community High Schools for the majority of students living in small-island village situations who could not proceed to academic secondary schools. The scheme failed as parents saw these schools more as high schools, and wanted them to lead to Western employment. The government was firm in not allowing this to happen, and continuing to pursue locally-oriented schooling through upper primary classes. This direction has been thrown into doubt by the recent emergence of private high schools on the main island which have attracted many outer-island students.     

“Poetry? Of course we do it. It's in the National Curriculum.” Primary children's perceptions of poetry

What can listening to children's ideas about poetry teach us? This article considers ways in which exploring primary‐aged students' perceptions of poetry can inform teachers' work with children. Using strategies from earlier studies in secondary schools, a small‐scale project with Year 6 students revealed their complex and sometimes contradictory ideas. These ideas reflect some of the current debates around the nature of poetry and ways of teaching it. The children's ideas are analysed with critical attention paid to the impact of the view of literacy in England's National Literacy Strategy on the teaching and learning of poetry.