Gratitude for teachers as a psychological resource for early adolescents: A mixed-methods study

In this mixed-methods study, we examine students’ gratitude for their teachers and the implications of that gratitude for their psychological adaptation. We report findings that gratitude for teachers (GT) is, in fact, a resource for students facing difficult circumstances outside school. More specifically, our hierarchical multiple regression models demonstrate that this form of gratitude decreases the negative association between adverse life events and students’ life satisfaction. GT also decreases the positive association between negative life events and students’ perceived stress. Then, we use coded material from student interviews to illustrate how they understand the ways that their GT helps them manage challenges in their personal lives. We conclude that students’ GT buffers the negative impact of adverse life events, because it helps students attend to the positive interactions and mentorship they have with their teachers and maintain focus on their future-oriented goals.     

Teachers as co-designers of technology-rich learning activities for early literacy

Although kindergarten teachers often struggle with implementing technology, they are rarely involved in co-designing technology-rich learning activities. This study involved teachers in the co-design of technology-rich learning activities and sought to explore implementation and pupil learning outcomes. A case-study method was used to investigate: the co-design experiences of seven teachers; implementation in three kindergarten classes; and pupil learning outcomes. Interviews were used to study teacher perceptions about pedagogy, technology, early literacy, co-designer role, practicality and co-ownership. Process notes were made during design team meetings. Observations were made of implementation, and pupil learning was pre- and post-tested in non-equivalent control quasi-experimental design (N = 111). Findings indicate that teacher perceptions about pedagogy affect their co-design involvement. The extent of integration of on- and off-computer activities was similar between teachers. Significant pupil learning gains were found, thus indicating that the co-designed activities had positive effects on pupil learning outcomes.     

Effects of a brief but intensive remedial computer intervention in a sub-sample of kindergartners with early literacy delays

Living Letters is an adaptive game designed to promote children??s combining of how the proper name sounds with their knowledge of how the name looks. A randomized controlled trial (RCT) was used to experimentally test whether priming for attending to the sound-symbol relationship in the proper name can reduce the risk for developing reading problems in the first two grades of primary education. A Web-based computer program with more intensive practice than could be offered by teachers affords activities that prompt young children to pay attention to print as an object of investigation. The study focused on a sub-sample of 110 five-year-old Dutch children from 15 schools seriously delayed in code-related knowledge. Outcomes support the need for early remedial computer programs, and demonstrate that, without a brief but intensive treatment, more children from the at-risk group lack the capacity to benefit from beginning reading instruction in the early grades. With an early intervention in kindergarten, children with code-related skills delays gained about half a standard deviation on standardized tests at the end of grade 2.     

Using the Phono‐Graphix reading programme as a literacy support intervention strategy

The study outlined here was an attempt to investigate the effectiveness of using the Phono‐Graphix reading programme with a group of four struggling readers/non‐readers. The children selected were in Primary 2 and had already had one‐and‐a‐half years of mixed reading instruction strategies – primarily Jolly Phonics with a ‘look and say’ approach. The children were taught in twice weekly ‘pull out’ sessions in addition to learning with their peers in their normal, daily classroom lessons. Results showed that they had improved in all literacy sub‐skills being assessed. Two of them also improved on standardised assessments. All children were observed to be reading (and spelling) more accurately than at the beginning of the project.     

DISCOVER as a library resource

JoAnn Harris Bowlsbey is Vice President and Director, DISCOVER, American College Testing, 230 Schilling Circle, Hunt Valley, Maryland 21031.     

The effect of a computer on preschool children's activities

Activity preferences of 29 preschool children were recorded over a 2-week period while children were engaged in self-selected activities. Subsequently a microcomputer was introduced into the classroom, and the children were given 3 weeks to accustom themselves to this new activity area. Another 2-week observation period followed, during which activity preferences were again recorded, this time including the computer as an activity choice. Analyses indicate that involvement in art activity decreased during the second observation, and that the same children who decreased this activity also switched to involvement with the computer. No sex or age difference in computer use was found, and the computer did not appear to affect socialization. The need for further study of the impact of the computer in preschool settings is discussed.     

Broadening the resource base for entrepreneurship education through teachers' networking activities

The purpose of this paper is to examine the activities of vocational education teachers when networking in entrepreneurship education. The study examines how the background characteristics of the teachers and their participation in planning and training activities explain the level of use of external stakeholders. As a method, a linear regression analysis has been used. The data consists of 448 Finnish vocational education and training (VET) teachers.The results show that the teachers' business background or work experience does not lead to richer practices regarding utilizing different external stakeholders. However, teachers that participated in school or regional-level entrepreneurship education planning or training utilize external stakeholders significantly more than their colleagues.     

Increasing inclusion in early childhood: Key Word Sign as a communication partner intervention

The importance of communication partner intervention to support the successful implementation of augmentative and alternative communication (AAC) strategies has been established. Despite this, limited knowledge and use of AAC form serious barriers to inclusion. In this study, 196 pre-service early childhood teachers were taught key word signing (KWS), one common form of AAC, along with approximately 80 Auslan signs. Participants were asked to develop ideas for implementing KWS in early childhood settings. Using participant journal entries, we conducted a thematic analysis to investigate the perceived impact of using KWS in early childhood practice. Participants reported the belief that KWS was beneficial for supporting communication development. Participants identified that using KWS can facilitate inclusive approaches through reducing barriers to participation, valuing diversity, and supporting a sense of belonging. Additionally, participants reported that engaging with inclusive approaches to using KWS formed a catalyst for fostering openness to inclusion more broadly. Overall, the findings demonstrate that approaching KWS as a communication partner intervention holds potential for contributing to the conditions for inclusion in early childhood settings in line with social relational and human rights models of disability. Implications for teacher education and inclusive practice are discussed, as are the limitations of this study.     

Evaluating a screening and support system for early intervention in Wales

The concept of early screening and response to intervention has been recognised as key to success in literacy. In this article, an implementation model, which combined a published screening test with a free open access short‐term intervention, was piloted and evaluated over several years. Significant improvements in risk levels for literacy difficulties were identified following a series of 12‐week interventions for 1 hour weekly, split into three small group sessions. In phase 1a, 54% of 224 children were no longer ‘at risk’, and in Phase 1b, 51% of 151 children were no longer ‘at risk’, with evidence for transfer to reading over time. In phase 2a, the approach included whole class screening, (670 children, 25% risk at pre‐test reduced to ‘no‐risk’ in 17.4%). In Phase 2b, targeted support was provided for 306 children in reception, year 1 and year 2. After the intervention, 57% of these children were no longer ‘at‐risk’, with reception children making greatest progress. The model has successfully impacted on greater awareness of ALN and approaches to intervention in the teachers involved. Interviews with users indicated a high level of satisfaction and the approach has been recommended for wider application, following further research.     

Using mathematics strategies in early childhood education as a basis for culturally responsive teaching in India

The objective of this small study was to elicit responses from early childhood teachers in India on mathematics learning strategies and to measure the extent of finger counting technique adopted by the teachers in teaching young children. Specifically, the research focused on the effective ways of teaching mathematics to children in India, and examined teachers’ approach to number counting. In India, children were taught by their parents or by their teachers to use fingers to count. The qualitative study conducted by the researcher further enriched the topic with first‐hand comments by the teachers. Although the finger counting method was not the only process that teachers would adopt, it was embedded in the culture and taken into consideration while infusing mathematics skills. The teachers confirmed adopting the Indian method of finger counting in their teaching strategy; some specified that the method helped children to undertake addition and subtraction of carrying and borrowing, as counting by objects could not be available all the time. Although the study is limited by its small sample to the unique mathematics learning experience in India, it provides readers with a glimpse of culturally responsive teaching methods and an alternative mathematics teaching strategy.     

Using computer animation and illustration activities to improve high school students' achievement in molecular genetics

Our main goal in this study was to determine whether the use of computer animation and illustration activities in high school can contribute to student achievement in molecular genetics. Three comparable groups of eleventh‐ and twelfth‐grade students participated: the control group (116 students) was taught in the traditional lecture format, whereas the experimental groups received instructions that integrated a computer animation (61 students) or illustration (71 students) activities. We used three research instruments: a multiple‐choice questionnaire; an open‐ended, written questionnaire; and personal interviews. Five of the multiple‐choice questions were also given to students before they received their genetics instruction (pretest). We found that students who participate in the experimental groups improved their knowledge in molecular genetics compared with the control group. However, the open‐ended questions revealed that the computer animation activity was significantly more effective than the illustration activity. On the basis of these findings, we conclude that it is advisable to use computer animations in molecular genetics, especially when teaching about dynamic processes; however, engaging students in illustration activities can still improve their achievement in comparison to traditional instruction. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 45: 273–292, 2008     

Online example-based assessment as a resource for teaching about quadrilaterals

Educational Studies in Mathematics - We used an assessment platform to study the potential of rich student data obtained online to influence classroom instruction and help teachers respond to...     

Using a control group to evaluate a resource room program

The effectiveness of a resource room program was examined by testing 162 second- through sixth-grade students who had learning problems severe enough to qualify them for special services. Half of the students were randomly assigned to a resource room, while the others remained in the regular class. Results indicated that the children who were provided with resource room services as well as those who spent the entire day in the regular class gained significanlty in achievement over the year-long study. There was evidence on two of the four dependent variables that the resource room students gained more than those in the regular classroom. However, additional analyses found that these observed differences were relatively weak. If the control group had not been used, gains in achievement might have been attributed to the resource room, emphasizing the importance of using a control group.     

Using mathematical analyses activities to improve manipulative discrimination in early childhood teacher education

This article reports on the findings of manipulative analyses performed by preservice and in-service teachers in an early childhood teacher education program mathematics methods course. The activities are intended to model and promote mathematical analyses for better discrimination between mathematics manipulatives by early childhood teachers. Findings suggest that these activities elicit varied analyses by the teachers related to practical and pedagogical issues, but are initially lacking in mathematical considerations. Through modeling and practice, they do include mathematical considerations, possibly shifting their beliefs regarding manipulatives away from the common assumption that manipulatives will result in automatic learning. The depth of these analyses, though, suggests that greater focus is required in building a stronger content knowledge base.