Time to go back to the drawing board: organisation of primary school reading development in South Africa

The Progress in International Reading Literacy Study (PIRLS) 2006 findings highlighted concerns about reading literacy teaching quality in South African primary schools (Howie et al., 2007 Howie, S.J., Venter, E., Van Staden, S., Zimmerman, L., Long, C., Scherman, V. and Archer, E. 2007. Progress in International Reading Literacy Study (PIRLS) 2006 summary report. South African children's reading literacy achievement, Pretoria, South Africa: Centre for Evaluation and Assessment, University of Pretoria.  [Google Scholar]). In response, the national Department of Education (DoE, 2008a, 2008b, 2008c, 2008d) has emphasised instructional practice improvement. However, little emphasis has been placed on the role of school organisation in learners’ reading success or failure. This article presents school organisation findings from a mixed methods study that explored South African Grade 4 teachers’ instruction practices and schooling conditions for reading literacy development. The analysis considered is based on the reclassification of the PIRLS 2006 sample according to class achievement levels on the PIRLS benchmarks and instructional language profiles. Findings from the PIRLS 2006 school questionnaire data are reported together with findings from case studies to illustrate differences and similarities in school organisation for reading literacy across a range of low- and high-performing schools.     

Taking a Different Route: Contribution of Articulation and Metacognition to Intervention With At-Risk Third-Grade Readers

This study compared the impact of 2 types of small-group interventions targeting below-level 3rd-grade students. The study compared WordWork decoding and spelling instruction (Calfee, Miller, Norman, Wilson, &; Trainin, 2006 Calfee, R. C., Miller, R. G., Norman, K., Wilson, K., &; Trainin, G. (2006). Learning to do educational research. In M. A. Constas &; R. J. Sterenberg (Eds.), Translating theory and research into educational practice: Developments in content domains, large scale reform, and intellectual capacity (pp. 77–103). New York, NY: Routledge. [Google Scholar]; Calfee &; Patrick, 1995 Calfee, R. C., &; Patrick, C. L. (1995). Teach our children well: Bringing K–12 education into the 21st Century. Stanford, CA: Stanford Alumni Assoc. [Google Scholar]), which includes attention to articulation and metacognition, with a more traditional phonological awareness program (Torgesen &; Bryant, 1993 Torgesen, J. K., &; Bryant, B. R. (1993). Phonological awareness training for reading. Austin, TX: Pro-Ed. [Google Scholar]). University education students delivered the interventions with equal instructional time and fidelity, to both groups. Students in both intervention groups engaged in repeated readings of connected text to promote transfer. The impact of training was assessed through decoding, spelling, and oral reading fluency measures. Results indicated that WordWork produced more positive results in decoding, spelling, and fluency, and had significantly fewer treatment resisters.     

Beliefs and Practices of In-Service Preschool Teachers in Inclusive Settings: Implications for Personnel Preparation

This study examined the beliefs of in-service teachers working in inclusive classrooms regarding developmentally appropriate practices and how those beliefs affected their attitudes toward, knowledge of, and comfort levels regarding working with children with disabilities. A mixed-method approach was utilized and data were collected through the use of three survey instruments: Teacher Belief Scale and Instructional Activities Scale (Hart et al., 1990 Hart, C., Burts, D., Charlesworth, P., Fleege, P., Ickes, M. and Durland, M. 1990. The teachers Questionnaire: Preschool version, Baton Rouge, LA: Louisiana State University, School of Human Ecology.  [Google Scholar]) and the In-service Teacher Self-Report Survey (Mitchell, 2002 Mitchell, L. C. 2002. Blending practices in regular education: A mixed method design study on course practicum and training experiences in relation to preservice teacher attitudes and knowledge about inclusion. Dissertation Abstracts International, 5: A63 (UMI No. 726467131). [Google Scholar]). Data were also collected through open-ended questions to assess Teachers' perceived level of preparation for the inclusive classroom. This study also examined whether education or experience levels had an influence on Teachers' perceptions regarding inclusive practices. Results of the study indicate that there is not a significant relationship between in-service Teachers' beliefs regarding developmentally appropriate practices and their attitudes toward, knowledge of, and comfort levels regarding inclusion. Additionally, results indicate that the Teachers' levels of education or experience do not necessarily indicate that they are prepared to meet the needs of the inclusive classroom environment. Implications regarding the preparation of and ongoing training needs of teachers are discussed.     

Learning in cyberspace: an ethnographic perspective on the Scottish ‘chartered teacher’ programme

Although a substantial literature is devoted to the professional development of teachers, emerging dimensions located around e‐facilitation techniques have yet to be documented and their implications understood. This paper is based around a case study of a professional group of highly experienced teachers from the state sector who were undertaking a research dissertation within the ‘chartered teacher’ (CT) programme. The rationale for their studies is embraced by the action‐research paradigm where it is expected that change and improvement in practice occur as the fundamental impacts (Cohen & Manion, 1996 Cohen, L. and Manion, L. 1996. Research methods in education, London & New York: Routledge.  [Google Scholar]). The CT programme was established by the Scottish Executive and the General Teaching Council for Scotland, in partnership with the higher education sector. Its ideological underpinnings, however, go deeper, lying in a concern with the fostering of a dynamic, putative evidence‐based professionalism. It is ‘delivered’ entirely through the Internet with students located throughout Scotland, including the remote Western Isles. Our knowledge of Internet‐mediated forms of learning is under‐developed, particularly in relation to how teachers conceptualise research practice and embed it in school life whilst simultaneously undertaking full‐time teaching duties. In one strand of the literature analysis an attempt is made to contextualize the students' engagement with CT studies as part of a societal and policy trend favouring an agenda of lifelong learning in the Information Society (Kumar, 1996 Kumar, K. 1995. From post‐industrial to post‐modern society: new theories of the contemporary world, Oxford: Blackwell.  [Google Scholar]). The findings endorse a largely positive account of professional development, and associated personal achievement in cyberspace. They highlight, however, challenges facing a more cognitively driven form of professionalism in school cultures which may be antipathetic to innovation. Conclusions are drawn that are relevant to schools, local authorities and the university sector as well as policy‐makers.

Bien qu'une documentation considérable soit consacrée au développement professionnel des enseignants, de nouvelles dimensions apparaissent, qui n'ont pas encore été analysées et expliquées. Mon article est fondé sur une étude de cas d'un petit groupe de professeurs expérimentés qui entreprenaient un mémoire dans le cadre du Chartered Teaching Programme. Ce programme d'étude a été créé par le Parlement Écossais et le General Teaching Council for Scotland 1 1. Ecosse. View all notesen association avec le secteur de l'enseignement supérieur. Il est entièrement assuré via l'Internet. Nos connaissances des modes d'apprentissage par l'intermédiaire de l'Internet sont très limitées, en particulier en ce qui concerne la manière dont les enseignants conçoivent la partie pratique de la recherche et l'incorporent dans leur enseignement dans les établissements scolaires. Parmi les grands thèmes de mon compte‐rendu critique, je situe le cas des étudiants–enseignants dans le contexte de la formation permanente dans une société d'information. Mes résultats mettent en valeur le caractère positif du développement professionnel dans le cyberespace. Cependant, ils soulignent les difficultés que les enseignants‐chercheurs rencontrent dans des cultures qui sembleraient leur accorder un soutien limité. Les conclusions que j'en tire, sont d'un intérêt particulier pour les établissements scolaires, les autorités locales et pour le secteur de l'enseignement supérieur.

A pesar de la abundante literatura dedicada al desarrollo profesional de los docentes, existen nuevos factores que aún deben ser documentados y bien entendidos. Mi estudio gira alrededor de un estudio de campo de un pequeño grupo de docentes con larga experiencia que estaban realizando una tesis de investigación dentro de un programa de profesores acreditados. Este programa fue establecido por el Gobierno Escocés y el Consejo General de Educación de Escocia en colaboración con el sector de la Enseñanza Superior y se lleva a cabo enteramente a través de Internet. Nuestro conocimiento de las formas de enseñanza a través de Internet está muy poco desarrollado, particularmente la manera en que los docentes conceptualizan la práctica de la investigación y la insertan en la vida escolar. En una sección de la bibliografía manejada por mí contextualizo la situación de los estudiantes como parte del proceso de aprendizaje continuado en la sociedad de la información. Los resultados de mi estudio proveen una visión muy positiva del desarrollo profesional en el ciberespacio. Estos resultados subrayan, sin embargo, los desafíos a los que se tienen que enfrentar los docentes investigadores que operan en culturas que según ellos les ofrecen un apoyo limitado. Las conclusiones que se extraen del estudio son relevantes para las escuelas, autoriades locales competentes y el sector universitario.

Obwohl es reichlich Fachliteratur zum Thema Lehrerfortbildung gibt, ist unser Wissen über Einsatz und Nutzen des Internets in diesem Bereich noch begrenzt. Die vorliegende Arbeit ist eine Fallstudie, in der erfahrene Lehrer im Rahmen des ‘Chartered Teacher’ Programms ein Forschungsprojekt durchführten. Dieses Programm wurde von der schottischen Regierung und dem General Teaching Council for Scotland in Zusammenarbeit mit dem Hochschulsektor erstellt und wird ausschließlich über das Internet angeboten. Die Fallstudie untersucht die Internet‐gestützte Vermittlung von Forschungsmethoden und Methoden der Umsetzung von Forschungsergebnissen im Unterricht. In meiner Literaturübersicht stelle ich den Kontext zum lebenslangen Lernen in der Informationsgesellschaft her. Aus den Resultaten meiner Arbeit ergibt sich ein positives Bild der Internet‐gestützen Lehrerfortbildung, es zeigt sich aber auch das Problem, dass den Lernenden ihrer Meinung nach durch ihre Umwelt keine ausreichende Unterstützung gewährt wird. Die Schlussfolgerungen stellen wertvolle Informationen für Schulen, Lokalbehörden und den Hochschulsektor dar.     

Perception of self‐competence among Asian Indian preschoolers living in the USA and India

Past research has indicated that it is imperative to promote a feeling of positive self‐competence at a younger age. Forty‐eight preschoolers (living in the USA = 26; living in India = 22) between the ages of three and five years participated in the study. The children attended preschools in either the USA or India. The children’s perception of self‐competence was measured using the Pictorial Scale of Perceived Competence and Social Acceptance for Young Children (Harter & Pike, 1984 Harter, S and Pike, R. (1984). The pictorial scale of perceived competence and social acceptance for young children. Child Development, 55: 1969–1982. [Crossref], [PubMed], [Web of Science ®] [Google Scholar]). The scale has four subscales: Cognitive Competence, Physical Competence, Peer Acceptance, and Maternal Acceptance, each composed of six items. A one‐way (2: country of domicile) ANOVA was conducted on each of the self‐competence subscale scores. Results showed significant differences in the perception of self‐competence depending on whether the Asian Indian preschoolers were living in the USA or in India: Cognitive Competence F(1,46) = 9.59, p < .003; Peer Acceptance F(1,46) = 10.33, p < .002; and Physical Competence F(1,46) = 5.06, p < .03. No significant differences were found in the Maternal Acceptance F(1,46) = 1.48, p < .23 subscale. Post hoc analysis indicated that compared with Asian Indian children living in India those living in the USA had higher perceptions of Cognitive and Physical Competence, and Peer Acceptance. Several factors influence the perception of self‐competence among children, and their cultural and environmental background is one of the most important. As children are constantly striving to become part of the larger society, they try to fulfill the cultural expectations required of them, and this is reflected in their perception of self‐competence. However, more research is needed within children of similar ethnicities to better understand the role of cultural influences and acculturation in children’s development.

Les recherches déjà faites ont indiqué qu’il est impératif de favoriser un sentiment de compétence individuelle positive à un âge plus jeune. Quarante huit élèves du cours préparatoire (vivant aux Etats‐Unis = 26, vivant à l’Inde = 22) entre les âges de 3 et 5 ans ont participé à l’étude. Les enfants assistaient aux préscolaires soit aux Etats‐Unis ou à l’Inde. La perception des enfants de la compétence individuelle a été mesurée en utilisant l’Echelle Imagée de la Compétence Perçue et de l’Acceptation Sociale pour les Enfants en Bas âge (Harter et Pike, 1984 Harter, S and Pike, R. (1984). The pictorial scale of perceived competence and social acceptance for young children. Child Development, 55: 1969–1982. [Crossref], [PubMed], [Web of Science ®] [Google Scholar]). L’échelle a quatre sub‐échelles: La Compétence Cognitive, la Compétence Physique, l’Acceptation de pair, et l’Acceptation Maternelle, chacune composée de 6 points. Une analyse unidirectionelle ANOVA (2: le pays de domicile) a été conduit sur chacun des points des sub‐échelles de la compétence personnelle. Les résultats ont montré des différences significatives dans la perception de la compétence personnelle selon si les élèves indiens asiatiques du cours préparatoire habitaient aux Etats‐Unis ou à l’Inde: Compétence Cognitive F (1, 46) = 9.59, p < 003; Acceptation de Pair F(1,46) = 10.33, p < 002; et Compétence Physique F(1,46) = 5.06, p < 03. Aucune différence significative n’a été trouvée dans la sub‐échelle de l’Acceptation Maternelle F(1,46) = 1.48, p < 23. L’analyse post‐hoc a indiqué que comparé aux enfants indiens asiatiques qui habitent à l’Inde, ceux qui habitent aux Etats‐Unis ont des perceptions plus élevées de la compétence cognitive et physique, et de l’acceptation de pair. Plusieurs facteurs influencent la perception de la compétence individuelle parmi les enfants, et leur fond culturel et environnemental est un des plus important. Pendant que les enfants tâchent constamment de devenir une partie de la société plus large, ils essayent d’accomplir les espérances culturelles exigées d’eux, et ceci est reflété dans leur perception de la compétence individuelle. Cependant, plus de recherche est nécessaire chez les enfants des appartenances ethniques semblables pour comprendre mieux le rôle des influences culturelles et de la acculturation sur le développement des enfants.

Las investigaciones ya efectuadas han indicado que es imprescindible promover una sensación de capacidad personal positiva a una edad temprana. Cuarenta y ocho pre‐escolares (viviendo en los Estados Unidos = 26, viviendo en la India = 22) entre las edades de 3 y 5 años participaron en el ­estudio. Los niños atendían centros pre‐escolares en los Estados Unidos o en la India. La percepción de la capacidad personal de los niños fue medida usando la Escala Ilustrada de la Capacidad Percibida y de la Aceptación Social para los Niños Pequeños (Harter y Pike, 1984 Harter, S and Pike, R. (1984). The pictorial scale of perceived competence and social acceptance for young children. Child Development, 55: 1969–1982. [Crossref], [PubMed], [Web of Science ®] [Google Scholar]). La escala tiene cuatro sub‐escalas: La capacidad cognoscitiva, la capacidad física, la aceptación del par, y la aceptación maternal, cada uno compuesta de 6 puntos. Un análisis unidireccional ANOVA (2: el país de domicilio) fue conducido en cada uno de los puntajes de las subescalas de la capacidad personal. Los resultados demostraron diferencias significativas en la opinión de la capacidad personal según si los pre‐escolares indo‐asiáticos vivían en los Estados Unidos o en la India: Capacidad cognoscitiva F(1, 46) = 9.59, p < 003; Aceptación del par F(1,46) = 10.33, p < 002; y Capacidad Física F(1,46) = 5.06, p < 03. No se encontró ningunas diferencias significativas en la sub‐escala de la Aceptación Maternal F(1,46) = 1.48, p. < 23. El análisis post‐hoc indicó que comparados con los niños indo‐asiáticos que vivían en la India los que vivían en los Estados Unidos tenía opiniones más altas de la capacidad cognoscitiva y física y de la aceptación del par. Varios factores influencian la opinión de la capacidad personal entre los niños y sus antecedentes culturales y ambientales son unos de los más importantes. Mientras que los niños se están esforzando constantemente para formar parte de la sociedad en general, ellos intentan satisfacer las expectativas culturales requeridas de ellos, y esto se refleja en sus opiniones sobre la capacidad personal. Sin embargo, es necesario hacer más investigaciones entre los niños de pertenencias étnicas similares para entender mejor el papel de las influencias culturales y de la aculturación en el desarrollo de los niños.     

Structural Equation Models of Latent Interactions: Clarification of Orthogonalizing and Double-Mean-Centering Strategies

The purpose of this investigation is to compare a new (double-mean-centering) strategy to estimating latent interactions in structural equation models with the (single) mean-centering strategy (Marsh, Wen, & Hau, 2004 Marsh, H. W., Wen, Z. and Hau, K. T. 2004. Structural equation models of latent interactions: Evaluation of alternative estimation strategies and indicator construction.. Psychological Methods, 9: 275–300. [Taylor & Francis Online], [Web of Science ®] , [Google Scholar], 2006 Marsh, H. W., Wen, Z. and Hau, K. T. 2006. “Structural equation models of latent interaction and quadratic effects”. In A second course in structural equation modeling Edited by: Hancock, G. and Mueller, R. 225–265. Greenwich, CT: Information Age.  [Google Scholar]) and the orthogonalizing strategy (Little, Bovaird, & Widaman, 2006 Little, T. D., Bovaird, J. A. and Widaman, K. F. 2006. On the merits of orthogonalizing powered and product term: Implications for modeling interactions among latent variables.. Structural Equation Modeling, 13: 497–519. [Taylor & Francis Online], [Web of Science ®] , [Google Scholar]; Marsh et al., 2007 Marsh, H. W., Wen, Z., Hau, K. T., Little, T. D., Bovaird, J. A. and Widaman, K. F. 2007. Unconstrained structural equation models of latent interactions: Contrasting residual- and mean-centered approaches.. Structural Equation Modeling, 14: 570–580. [Taylor & Francis Online], [Web of Science ®] , [Google Scholar]). A key benefit of the orthogonalizing strategy is that it eliminated the need to estimate a mean structure as required by the mean-centering strategy, but required a potentially cumbersome 2-step estimation procedure. In contrast, the double-mean-centering strategy eliminates both the need for the mean structure and the cumbersome 2-stage estimation procedure. Furthermore, although the orthogonalizing and double-mean-centering strategies are equivalent when all indicators are normally distributed, the double-mean-centering strategy is superior when this normality assumption is violated. In summary, we recommend that applied researchers wanting to estimate latent interaction effects use the double-mean-centering strategy instead of either the single-mean-centering or orthogonalizing strategies, thus allowing them to ignore the cumbersome mean structure.     

Concerns of teachers about technology integration in the USA

This study was designed to examine the current trend and pattern of teachers' concerns about technology integration. Eighty‐six in‐service teachers in a graduate course participated in the study at a midwestern state university during the summer semester of 2002. The Stages of Concerns (SoC) Questionnaire was used to assess teachers' seven stages of concern: awareness, informational, personal, management, consequence, collaboration and refocusing. This study found that: (1) teachers' concerns as a whole were very intense in these stages informational, personal and refocusing; (2) there were significant statistical differences in teachers' concerns in most stages of concern among teachers with three levels of perception of their implementation status; (3) the concern profile for each of the three subgroups supported the hypothesis of Hall, George & Rutherford (1977) regarding the development of stages of concern for the three different user groups: inexperienced, experienced and renewing. International implications for teacher technology integration are proposed.

Cette étude a été conçue pour examiner la tendance courante et le modèle suivi par les professeurs qui s'intéressent à l'intégration de la technologie. Quatre‐vingt‐cinq professeurs d'un cours universitaire ont participé à cette étude provenant d'une université d'un état du midwest pendant le semestre d'été de 2002. Les Étapes du Questionnaire des Préoccupations (Hall, George, & Rutherford, 1977) ont été utilisées pour évaluer les 7 étapes: prise de conscience, informelle, personnelle, gestion, conséquence, collaboration et concentration. Cette étude a conclut que: (1) l'intérêt des professeurs dans son ensemble était très intense pendant les étapes suivantes, information, personnelle et concentration; (2) il existe des différences statistiques considérables dans la plupart des étapes parmi les professeurs des trois niveaux de perception de leur situation; et (3) le profil de préoccupation pour chacun des trois sous‐groupes supporte l'hypothèse d'Hall concernant le développement d'étapes de préoccupation pour les trois utilisateurs des différents groupes–inexpérimenté, expérimenté et en renouvellement. Des implications internationales pour les professeurs qui s'occupent de l'intégration de la technologie sont proposées.

Diese Studie wurde entworfen, um die gegenwärtigen Trends und das Profil der Lehrermeinungen zu Technologieintegration zu untersuchen. Im Sommer Semester 2004 nahmen fünfundachtzig Lehrer an einer Studie in einem fortgeschrittenen Kurs an einer staatlichen Universität im Mittelwesten der USA teil. Die Stufen des Besorgtheitsfragebogen (Stages of Concern Questionnaire (SoC)) wurde verwendet, um die 7 Stufen der Lehrerbedenken festzustellen: Bewusstheit, informatorisch, persönlich, Management, Konsquenz, Zusammenarabeit. und Wiederfokusieren. Die Ergebnisse waren: (1) In den Stufen informatorisch, persönlich, und Widerfokusieren, waren die Lehrerbedenken sehr intensiv; (2) Unter Lehrern mit drei Stufen der Perzeption ihrer Implementationsstatus gab es significkante statistische Unterschiede in fast allen Stufen der Besorgtheit der Lehrer in fast allen Stufen der Besorgtheit; und (3) Die Besorgtheitsprofil für jede der drei Untergruppen unterstützte Hall et al's Hypothese hinsichtlich der Entwicklung der Besorgtheitsstufen für die drei verschiedenen Verbrauchergruppen--unerfahren, erfahren, und immer Erneuernde. Internationale Implikationen für die Integration der Lehrer bezogenen Technologie werden angeboten.

Este estudio fue diseñado para examinar la tendencia actual y el modelo de los maestros involucrados en la integración de la tecnología. Ochenta y cinco maestros de un curso graduado participaron en este estudio en una universidad de un estado del midwest durante el semestre del verano de 2002. Las Fases de la Encuesta de Preocupaciones (Hall, George, & Rutherford, 1977 Hall GE George AA Rutherford WL 1977 Measuring stages of concern about the innovation: a manual for use of the SoC questionnaire Austin TX Southwest Educational Development Laboratory  [Google Scholar]) fueron usadas para evaluar las 7 fases de preocupación de los maestros: conocimiento, informativo, personal, gestión, consecuencia, colaboración y enfoque. Este estudio concluyó en lo siguiente: (1) los maestros en conjunto estaban involucrados intensamente en las fases siguientes: informativo, personal y enfoque; (2) había diferencias estadísticas significativas en la mayoría de las fases de preocupación entre los maestros con tres niveles de percepción de su situación; y (3) el perfil de preocupación para cada uno de los tres subgrupos corroboró la hipótesis de Hall con respecto al desarrollo de las fases de preocupación para los tres usuarios diferentes–inexperto, experimentado y renovado. Conclusiones internacionales para los maestros que se interesan en la integración de la tecnología han sido propuestas.     

Learning through boundary‐crossing: further education lecturers learning in both the university and workplace

This paper reports on a research project that sought to gain a deeper understanding of the contribution that universities make to the professional learning of teachers. The particular case studied was a group of learners who were engaged in an in‐service teacher education course for further education (FE) whilst also working as lecturers in FE colleges in Scotland. The paper develops the narrative of learning across boundaries (Saunders 2006 Saunders, M. 2006. From ‘organisms’ to ‘boundaries’: The uneven development of theory narratives in education, learning and work connections.. Journal of Education and Work, 19: 1–27. [Taylor & Francis Online] [Google Scholar]) drawing on the work of Engeström (1987 Engeström, Y. 1987. Learning by expanding: An activity‐theoretical approach to developmental research, Helsinki: Orienta‐Konsultit. [Crossref] [Google Scholar], 2001 Engeström, Y. 2001. Expansive learning at work: Toward an activity theoretical reconceptualisation.. Journal of Education and Work, 14: 133–56. [Taylor & Francis Online] [Google Scholar]). The claim made is that the learning that takes place across the boundary of the workplace and university has the possibility of helping learners to resolve issues that the workplace alone does not provide them with the resources to resolve.

Cet article fait un compte‐rendu sur un projet de recherche dont le but était d'approfondir les connaissances sur la contribution des universités à la formation professionelle des professeurs. Le cas particulier qu'on a étudié était un groupe d'apprenants qui ont suivi un cours de formation d'enseignement professionnelle en travaillent commme professeurs dans des centres d'enseignement professionnel. L'article se déroule la narration d'apprentissage à travers les frontières (Saunders 2006 Saunders, M. 2006. From ‘organisms’ to ‘boundaries’: The uneven development of theory narratives in education, learning and work connections.. Journal of Education and Work, 19: 1–27. [Taylor & Francis Online] [Google Scholar]) et d'après les recherches d'Engstrom (1987 Engeström, Y. 1987. Learning by expanding: An activity‐theoretical approach to developmental research, Helsinki: Orienta‐Konsultit. [Crossref] [Google Scholar], 2001 Engeström, Y. 2001. Expansive learning at work: Toward an activity theoretical reconceptualisation.. Journal of Education and Work, 14: 133–56. [Taylor & Francis Online] [Google Scholar]). On prétend que la connaissance qu'on a produit à travers des frontières du lieu de travail et de l'université pourrait aider les étudiants à résoudre des problèmes qu'ils ne pourraient pas résoudre en travaillant seulement.

Este trabajo presenta un proyecto de investigación que ha buscado una comprensión más detallada sobre la contribución aportada por la universidad al aprendizaje profesional del profesorado. El trabajo ha estudiado un grupo de alumnos que participaron en un curso avanzado de educación mientras trabajaban como profesores en institutos de enseñanza en Escocia. El estudio desarrolla la temática del aprendizaje a través de límites (Saunders 2006 Saunders, M. 2006. From ‘organisms’ to ‘boundaries’: The uneven development of theory narratives in education, learning and work connections.. Journal of Education and Work, 19: 1–27. [Taylor & Francis Online] [Google Scholar]) inspirándose en el trabajo de Engeström (1987 Engeström, Y. 1987. Learning by expanding: An activity‐theoretical approach to developmental research, Helsinki: Orienta‐Konsultit. [Crossref] [Google Scholar], 2001 Engeström, Y. 2001. Expansive learning at work: Toward an activity theoretical reconceptualisation.. Journal of Education and Work, 14: 133–56. [Taylor & Francis Online] [Google Scholar]). La reivindicación hecha es que el aprendizaje que tiene lugar a través del límite del lugar de trabajo y la universidad tiene la posibilidad de ayudar a los alumnos en resolver asuntos en que el lugar de trabajo por si solo no puede proveerles con los recursos para su resolución.

Dieser Artikel berichtet die Resultate eines Forschungsprojektes, dass zu verstehen versuchte, was Universitäten zum professionellen Lernen von Lehrern beitragen. Ein Gruppe von Studenten wurder untersucht, die in Schottland an Berufsschulen unterrichteten und gleichzeitig an einem Weiterbildungskurs fuer Lehrkräfte an der Universität teilnahmen. Der Artikel ist auf der Arbeit von Engström basiert und konzentriert sich auf Lernen, das über Grenzen hinweg stattfindet (Saunders) (in unserem Fall Arbeitsplatz und Universität). Wir behaupten, dass das solches Lernen grössere Moeglichkeiten bietet, Probleme zu lösen, als Lernen, welches nur am Arbeitsplatz stattfindet.     

Parental concerns on inclusion: The Northern Ireland perspective

The relationship between home and school is an integral feature of how pupils learn and parents have a central role to play in their child’s education. Philosophical and practical discourse around inclusion has informed and directed inclusive policy in recent years. In Northern Ireland, it has latterly been conducted under the auspices of emerging and revised legislation that is intended to promote the rights of children with special educational needs (SEN) and their families. This paper will examine provision for SEN within the evolving continuum of education in Northern Ireland. The paper will explore findings from the qualitative phase of recent research (O’Connor et al, 2003 O’Connor, U., Hartop, B. and McConkey, R. 2003. Parental attitudes to the statutory assessment and statementing procedures on special educational needs, Bangor: Department of Education.  [Google Scholar]) on parental perceptions of SEN provision and contextualize these within the recent changes in educational policy and legislation. It will examine the research findings and their implications within the context of school practice, institutional and professional development.     

Solution‐focused Work in Individual Academic Development

There is one account in the literature of the application of a solution‐focused approach to individual teaching development at university level (Devlin, 2003 Devlin, M. 2003. A solution‐focused model for improving individual university teaching. International Journal for Academic Development, 8(1/2): 77–89.  [Google Scholar]). The solution‐focused approach is based on solution‐focused brief therapy (SFBT). The current paper elaborates on the existing account, further outlining and illustrating the techniques that make up the solution‐focused approach to academic development. The central tenets of SFBT‐based academic development and the core components of solution‐focused work are articulated. Current research in this area is outlined.

Il existe, au sein de la documentation, un exemple de l’approche centrée sur la solution appliquée au domaine du développement pédagogique individuel à l’université (Devlin). L’approche centrée sur la solution se base sur la notion de solution‐focused brief therapy (SFBT) (thérapie brève orientée vers la solution). Le présent article décrit, explique et illustre les techniques qui font partie de l’approche centrée sur la solution appliquée au développement pédagogique. Les principes centraux du développement pédagogique inspiré de la SFBT, de même que les éléments au c?ur d’une démarche centrée sur la solution sont décrits en détail, ainsi que les recherches actuellement entreprises dans ce domaine.     

Grading ePortfolios: Tracing Two Approaches,Their Advantages,and Their Disadvantages

How does one grade an electronic portfolio? This question is one I have thought about, have enacted, and have written about, primarily in reference to ePortfolios used in writing classrooms (Yancey, McElroy, & Powers, 2013 Yancey, K. B., McElroy, S., & Powers, E. (2013). Composing, networks, and electronic portfolios: Notes toward a theory of assessing ePortfolios. In D. DeVoss & H. McKee (Eds.), Digital writing assessment and evaluation. Computers and composition. Logan, UT: Digital Press/Utah State University Press. [Google Scholar]). But what happens when the content and developmental levels are changed, in this case from an undergraduate first-year writing class to another required class, this one offered at the graduate level, Digital Revolution and Convergence Culture? Is using a scoring guide, the preferred approach in writing classes, the best approach in this new context? Or, following Moss, Girard, and Haniford (2006 Moss, P., Girard, B., & Haniford, L. (2006). Validity in educational assessment. Review of research in education 30, 109–162.[Crossref], [Web of Science ®] , [Google Scholar]), could one use outcomes to “stage a conversation” around a student's ePortfolio; if so, what might a staged conversation look like? Or what might happen if instead of using outcomes as a framework, students themselves set the terms for that conversation? Here, I consider these options, attending especially to the importance of making good judgments and of fostering learning.     

The implementation of ‘Education for Citizenship’ in schools in Scotland: a research report

Changes in society and government have increased concerns of low participation and involvement by people, especially the young, in the political process and decision-making. As a result, citizenship has become a focus of recent curriculum developments in many countries. In Scotland, ‘Values and Citizenship’ has been made one of the Scottish Executive's national priorities for education and is linked to the major national initiative, ‘Education for Citizenship’. This is seen as encouraging pupils to make informed choices and decisions and to take action, individually and as part of the community. More recently, A curriculum for excellence 3–18 (SEED 2004 Shucksmith, J. and Spratt, J. 2001. Education for citizenship in Scotland: An analysis of responses to the consultation paper, Aberdeen: University of Aberdeen.  [Google Scholar]) placed promoting responsible citizenship at the heart of the curriculum. This article reports on the extent to which a sample of Scottish schools was making progress towards developing education for citizenship, the strategies they developed and the barriers encountered in this implementation. It compares progress and developments in Scotland to the model devised in a longitudinal study for citizenship in England (Ireland et al. 2004 Ireland, E. and Kerr, D. 2004. Making citizenship education real: Learning from current approaches in schools. Teaching Citizenship, 9: 20–25.  [Google Scholar], 2006 Ireland, E., Kerr, D., Lopes, J., Nelson, J. and Cleaver, E. 2006. Active citizenship and young people: Opportunities, experiences and challenges in and beyond school, London: DfES.  [Google Scholar]).     

Social Foundations of Education as an Unwelcome Counter-Narrative and as Educational Praxis

I am grateful for this opportunity to reflect on the field of Social Foundations of Education (SFE), in part because it affords an opportunity to advance an historical analysis of the trajectory of the field different from what we provided when my colleagues and I sent to press the Handbook of Research the Social Foundations of Education in 2009 (Tozer, Gallegos, Henry, 2011 Tozer, S. E., & Butts, R. F. (2011). The evolution of social foundations of education. In Tozer, S., Gallegos, B., & Henry, A., (Eds), Handbook of research in the social foundations of education (pp. 1–14). New York: Routledge. [Google Scholar]). I also welcome the opportunity to acknowledge a particular activist tradition established by earlier generations of Social Foundations scholars who have influenced my work. To quote Stuart Hall, these men and women engaged Social Foundations “as a practice which always thinks about its intervention in a world in which it would make some difference, in which it would have some effect” (in Tozer et?al., 2011 Tozer, S., Gallegos, B., & Henry, A. (2011). (Eds.). Handbook of research in the social foundations of education (p. 11). New York, NY: Routledge. [Google Scholar], p. 11). Finally, this occasion invites a perspective on the equity work in Chicago Public Schools that we have pursued since I introduced it in my AESA Presidential Address in 2006.     

A Note from the New Editors

This article develops a multimodal model for how claims and evidence work across linguistic, numeric, and visual modes in the professional writing of environmental scientists. I coded and analyzed two reports (Bacey &; Barry, 2008 Bacey , J. , &; Barry , T. ( 2008 ). A comparison study of the proper use of Hester-Dendy® samplers to achieve maximum diversity and population size of benthic macroinvertebrates Sacramento Valley, California (Report No. EH08-2) . Sarcramento , CA : California Environmental Protection Agency . [Google Scholar]; Levine et al., 2005 Levine , J. , Kim , D. , Goh , K. S. , Ganapathy , C. , Hsu , J. , Feng , H. , &; Lee , P. ( 2005 ). Surface and ground water monitoring of pesticides used in the Red Imported Fire Ant Control Program (Report EH05-02) . Sacramento , CA : California Environmental Protection Agency . [Google Scholar]) written by research scientists working for California's Department of Pesticide Regulation (DPR) by applying concepts from studies of argument, genre, and visual representations in science. The claim-evidence patterns show initial and summative claims as well as warrants being presented in linguistic forms; however, supporting evidence (i.e., data and backing) is found in numeric, visual, and linguistic forms. These findings highlight the need to extend Toulmin's understanding of claim-evidence relationships into a more robust multimodal model.     

Evaluating the Madrasa preschool programme in East Africa: a quasi‐experimental study

This study investigated the effect of preschool experience (two types of preschool: Madrasa and non‐Madrasa) on the cognitive development of children in East Africa. In the three countries studied (Kenya, Uganda, and Tanzania/Zanzibar) preschool education is burgeoning and government standards are being set. This quasi experimental evaluation used four subscales (block building, verbal comprehension, early number concept, picture similarities) adapted from the British Ability Scale II (BAS II; discussed by Elliot, Smith and McCulloch in 1996 Elliot, C.D., Smith, P. and McCulloch, K. 1996. British Ability Scale (BAS), Berkshire, , UK: NFER‐NELSON.  [Google Scholar]), and three (verbal meaning, exclusion, closure) from the African Child Intelligence Test (ACIT; discussed by Drenth and colleagues in 1980 Drenth, P.J.D., Van der Vlier, H., Muinde, N.P., Otaala, B., Omari, I.M. and Opolot, J.A. 1980. Jaribio akili mtoto Afrika. [African child intelligence test.] [in Kiswahili], Amsterdam: Free University of Amsterdam.  [Google Scholar]). The development of 423 children was studied at pre‐test (entry to preschool) and at post‐test 18 months later. Hierarchical regression showed that children with both types of preschool experience performed better than the home (comparison) group; however, children attending Madrasa Resource Centre preschools achieved significantly higher scores overall.     

Reading Achievement in the Middle School Years: A Study Investigating Growth Patterns by High Incidence Disability

Numerous research studies (e.g., Anderson, Kutash, &; Duchnowski, 2001; Lane, Carter, Pierson, &; Glaeser, 2006 Lane, K. L., Carter, E. W., Pierson, M. R., &; Glaeser, B. C. (2006). Academic, social and behavioral characteristics of high school students with emotional disturbances or learning disabilities. Journal of Emotional and Behavioral Disorders, 14, 108–117. doi:10.1177/10634266060140020101[Crossref], [Web of Science ®] , [Google Scholar]; Volpe, Dupaul, Jitendra, &; Tresco, 2009 Volpe, R. J., Dupaul, G. J., Jitendra, A. K., &; Tresco, K. E. (2009). Consultation-based academic interventions for children with attention deficit hyperactivity disorder: Effects on reading and mathematics outcomes at 1-year follow-up. School Psychology Review, 38, 5–13.[Taylor &; Francis Online], [Web of Science ®] , [Google Scholar]; Wei, Blackorby, &; Schiller, 2011 Wei, X., Blackorby, J., &; Schiller, E. (2011). Growth in reading achievement of students with disabilities, age 7 to 17. Exceptional Children, 78, 89–106.[Web of Science ®] , [Google Scholar]) have shown that students with disabilities generally exhibit lower reading scores than their peers without disabilities. However, questions remain about the possibility of longitudinal differences among high-incidence disability classifications (e.g., speech/language impairments, SLI; emotional disturbances, ED; learning disabilities, LD; and attention deficit disorders, ADD). This study investigated growth patterns in reading achievement among middle school students from 5th to 8th grade with different high incidence disability classifications on one state's high-stakes assessment. After a repeated measures analysis of variance and post hoc testing, results reveal that students identified as LD and SLI evidenced more growth in reading than those classified as either ADD or ED. In light of the No Child Left Behind Act of 2001 legislation, findings about the various growth patterns are discussed with respect to policy, measurement, and practical implications.     

Understanding Robust Corrections in Structural Equation Modeling

Robust corrections to standard errors and test statistics have wide applications in structural equation modeling (SEM). The original SEM development, due to Satorra and Bentler (1988 Satorra, A. and Bentler, P. M. 1988. “Scaling corrections for chi-square statistics in covariance structure analysis”. In ASA 1988 Proceedings of the Business and Economic Statistics Section, 308–313. Alexandria, VA: American Statistical Association.  [Google Scholar], 1994 Satorra, A. and Bentler, P. M. 1994. “Corrections to test statistics and standard errors in covariance structure analysis”. In Latent variables analysis: Applications for developmental research, Edited by: von Eye, A. and Clogg, C. C. 399–419. Thousand Oaks, CA: Sage.  [Google Scholar]), was to account for the effect of nonnormality. Muthén (1993) Muthén, B. O. 1993. “Goodness of fit with categorical and other nonnormal variables”. In Testing structural equation models, Edited by: Bollen, K. A. and Long, J. S. 205–234. Newbury Park, CA: Sage.  [Google Scholar] proposed corrections to accompany certain categorical data estimators, such as cat-LS or cat-DWLS. Other applications of robust corrections exist. Despite the diversity of applications, all robust corrections are constructed using the same underlying rationale: They correct for inefficiency of the chosen estimator. The goal of this article is to make the formulas behind all types of robust corrections more intuitive. This is accomplished by building an analogy with similar equations in linear regression and then by reformulating the SEM model as a nonlinear regression model.     

Emotion-Related Parenting Styles (ERPS): A Short Form for Measuring Parental Meta-Emotion Philosophy

Research Findings: Parents’ meta-emotion philosophy guides their approach to teaching their children about emotions (J. M. Gottman, L. F. Katz, &; C. Hooven, 1997 Gottman , J. ( 1997 ). The heart of parenting: Raising an emotionally intelligent child . New York , NY : Simon &; Schuster . [Google Scholar]) and is measured with the Emotion-Related Parenting Styles Self-Test–Likert (Gottman et al., 1997 Gottman , J. M. , Katz , L. F. , &; Hooven , C. ( 1997 ). Meta-emotion: How families communicate emotionally . Mahwah , NJ : Erlbaum . [Google Scholar], modified by J. Hakim-Larson, A. Parker, C. Lee, J. Goodwin, &; S. Voelker, 2006 Hakim-Larson , J. , Parker , A. , Lee , C. , Goodwin , J. , &; Voelker , S. ( 2006 ). Measuring parental meta-emotion: Psychometric properties of the Emotion-Related Parenting Styles Self-Test . Early Education and Development , 17 , 229 – 251 . doi: 10.1207/s15566935eed1702_2 [Taylor &; Francis Online] , [Google Scholar]). The purpose of this study was to explore the underlying structure of this measure, develop a short form, and assess its psychometric properties. In a sample of 107 parents of typically developing children, principal factor extraction with a direct oblimin rotation (delta = 0) identified 3 factors: emotion coaching, parental acceptance of negative emotion, and parental rejection of negative emotion. In a sample of 107 parents of children with developmental disabilities, a 4th factor was identified: feelings of uncertainty/ineffectiveness in emotion socialization. The 4-factor, 20-item short form showed good validity and reliability, with Cronbach's alphas ranging from .70 to .80. Practice or Policy: This short form is a practical means of assessment and may be used to identify parents of typically developing children who perceive similar challenges with their children's emotions as do parents who have children with developmental disabilities. The discussion centers on potential emotion-related parenting practices and the identification of children at risk for emotion regulation difficulties.     

A Framework for Test Validity Research on Content Assessments Taken by English Language Learners

In this article, I specify a conceptual framework for test validity research on content assessments taken by English language learners (ELLs) in U.S. schools in grades K–12. This framework is modeled after one previously delineated by Willingham et al. (1988) Willingham, W. W., Ragosta, M., Bennett, R. E., Braun, H., Rock, D. A. and Powers, D. E. 1988. Testing handicapped people Needham, MA: Allyn & Bacon..  [Google Scholar], which was developed to guide research on students with disabilities. In this framework for research on ELLs, there are eight indicators of test comparability. Five of these indicators are measures of score comparability, while three indicators are measures of task comparability. To date, research has been conducted on six of the indicators of test comparability for content assessments taken by ELLs. For these indicators, findings from representative studies are summarized. For the remaining two indicators of test comparability for which no published research currently exists, I describe the types of research studies that are necessary to gather evidence to evaluate the comparability of content assessments for ELLs.     

Analysis of the Methods and Research Topics in a Sample of the Brazilian Distance Education Publications, 1992 to 2007

Abstract

The objective of this study was to identify the methodological approaches employed in a sample of Brazilian distance education scientific literature and compare with similar publications in the United States. Brazilian sample articles (N = 983) published in several journals and meetings were compared with a sample of articles published in The American Journal of Distance Education (AJDE) from 1987 to 2006. A categorization system based on Gall, Gall, and Borg (2006 Gall, J. P., Gall, M. D. and Borg, W. R. 2007. Educational research: An introduction, Boston: Pearson.  [Google Scholar]) and Lee, Driscoll, and Nelson (2007) Lee, Y. and Driscoll, M. P. 2007. “Trends in research: A content analysis of major journals”. In Handbook of distance education, 2nd, Edited by: Moore, M. G. 31–41. Mahwah, NJ: Erlbaum.  [Google Scholar] was used. The methodological approach employed in the Brazilian sample was predominantly qualitative, and this feature remained largely unchanged over the past seven years. The predominant research method continues to be exploratory, followed by case studies. Of note, the most frequent research topic in AJDE articles was evaluation, contrasting with the predominant topic of management in Brazilian publications.