Introducing the Microcomputer into English. III. An evaluation of TRAY as a program using problem-solving as a strategy for developing reading skills

The models of reading and learning that underlie TRAY are examined, and criteria for selecting texts for classroom use identified. The kinds of language activities characteristic of groups using TRAY are described, and 15 categories of language activity are identified. The results of an analysis of the language activities of three groups are presented. The kinds of learning that are encouraged by TRAY are considered. Pupil and teacher evaluations are found to be favourable. TRAY is concluded to be an example of a good, content-free, problem-solving language development program.     

GLOBE in the Czech Republic: a program evaluation

The article presents results of the evaluation of the GLOBE program (Global Learning and Observations to Benefit the Environment) in the Czech Republic. The evaluation explores the implementation of the program in schools and its impact on research skills. Four hundred and sixty six pupils, aged 13, from 28 different schools participated in the evaluation. The evaluation revealed problems with the implementation of the program in schools. The majority of pupils usually collect data and work with worksheets in the program. The other activities, such as the analysis and comparison of collected data or planning GLOBE activities, are done only occasionally or never. Although one of the main goals of the program is to develop pupils' research skills, the program had no measurable effect on this outcome. According to these results, changes in the way the program is implemented are needed. Recommendations for further program development and evaluation are discussed.     

Speech and language therapy support for pupils with behavioural, emotional and social difficulties (BESD) – a pilot project

Current research highlights the prevalence of potentially undetected communication difficulties, often associated with major difficulties in literacy and learning, among pupils identified as having behavioural, emotional and social difficulties (BESD). In this article, Sarah Heneker, who is a speech and language therapist working mainly with adults with learning disabilities in a Primary Care Trust in Surrey, reports on a pilot project that provided speech and language therapy to a group of pupils in a pupil referral unit (PRU). The research involved formal assessment of 11 pupils aged between five and 11 years. These assessments confirmed that ten out of the 11 pupils experienced some degree of difficulty in communication. Six of these pupils, whose significant difficulties warranted the intervention, were offered speech and language therapy for one term. All these pupils made progress in the areas targeted for intervention and gained confidence generally in their communication. The pupils who worked on word knowledge made the greatest measurable progress. Sarah Heneker reports on these and other benefits to the pupils involved and reveals that the success of her pilot project has led directly to a sustained programme of speech and language therapy input for the pupils in this PRU. This may be a response that education providers in other localities will wish to emulate.     

German Vocabulary Inventory: An Instrument Designed to Reflect Grade and Level Differences

Abstract

Examination of current research literature revealed a paucity of foreign language evaluation devices for pupils in elementary grade schools. The German Vocabulary Inventory was devised to evaluate grade and level differences among groups of pupils ranging from grades four to twelve. Results of the study indicate that the GVI could differentiate differences, but these could not be judged significant. Although no significant differences were obtained, the GVI is regarded as an attempt to realize or fulfill the need for evaluative devices to determine the effectiveness of vocabulary development in a foreign language program particularly in the elementary schools.     

Supporting English second-language learners in disadvantaged contexts: learning approaches that promote success in mathematics

In the Australian context, children living in disadvantaged circumstances, whose second language is English, are one of the groups at risk of failing in mathematics. This paper explores the impact purposely developed learning activities (Representations, Oral Language and Engagement in Mathematics Learning activities) have on pupils' mathematics outcomes in the first three years of formal schooling (Foundation, Year 1 and Year 2). The participating group (n = 461) comprised 328 English language learners and 133 mainstream pupils. To ascertain the impact of the learning experience, pre- and post-tests were conducted at the commencement and completion of each school year. The results indicate that all of the children significantly improved, with English as a second language pupils showing the greatest gains, and achieving norm-referenced expectations for their age.     

Modern languages and special educational needs: a review of research

The Education Reform (Northern Ireland) Order 1989 requires that all pupils of secondary school age should have equal access to a broad and balanced curriculum. The inclusion of language studies within the statutory framework of the Northern Ireland curriculum has led to a significant expansion in the teaching of modern languages to pupils with special educational needs. Many teachers are now faced with the task of teaching pupils who hitherto would have been excluded from the language department and some teachers in special schools now have to teach a language with which they themselves are unfamiliar. This paper is the first stage of a research and development project funded by the Northern Ireland Council for the Curriculum, Examinations and Assessment (NICCEA); it examines some research evidence relating to the challenge of teaching languages to pupils with special educational needs.     

Accuracy of Measurement in the Context of Mathematics National Curriculum Tests in England for Ethnic Minority Pupils and Pupils Who Speak English as an Additional Language

Research has suggested that inappropriate or misfitting response patterns may have detrimental effects on the quality and validity of measurement. It has been suggested that factors like language and ethnic background are related to the generation of misfitting response patterns, but the empirical research on this is rather poor. This research analyzes data from three testing cycles of the National Curriculum tests in mathematics in England using the Rasch model. It was found that pupils having English as an additional language and pupils belonging to ethnic minorities are significantly more likely to generate aberrant response patterns. However, within the groups of pupils belonging to ethnic minorities, those who speak English as an additional language are not significantly more likely to generate misfitting response patterns. This may indicate that the ethnic background effect is more significant than the effect of the first language spoken. The results suggest that pupils having English as an additional language and pupils belonging to ethnic minorities are mismeasured significantly more than the remainder of pupils by taking the mathematics National Curriculum tests. More research is needed to generalize the results to other subjects and contexts.     

从儿童母语习得谈儿童二语习得年龄及双语教学

从语言习得理论入手,分析儿童母语习得过程,并从语言功能角度解释儿童习得第二语言年龄因素的重要性,进而提出提高双语教学质量的建议：一是重视语音语调;二是尽量创造真实的语言环境;三是培养学生兴趣,寓教于乐。     

An appreciative exploration of how schools create a sense of belonging to facilitate the successful transition to a new school for pupils involved in a managed move

Much of the current guidance on managed moves focuses on the benefits of the ‘fresh start’ provided. This paper describes an appreciative inquiry to explore how schools in one local authority create a sense of belonging to facilitate a fresh start for pupils involved in a managed move to a new school. Six deputy head teachers with pastoral responsibility took part in a focus group using an appreciative inquiry (Ai) 4-D cycle. The discovery, dream and design phases sought to build on the current practice and identify the improvements to practice. Thematic analysis of the data identified many aspects of belonging, which are in line with those identified in the literature such as creating a school identity, developing partnerships and specific activities such as inter-form competitions and family assemblies. Generating school identity and home-school-pupil partnerships were also identified in relation to managed moves. In the destiny stage, themes were fed back and discussed with a wider Deputy Head Group and Good Practice Guidance to facilitate the successful transition to a new school for pupils involved in a managed move that was produced and circulated across the LA. The importance of empathising with the potential challenges of changing school and forming and maintaining new relationships for pupils engaging in a managed move is highlighted and the Good Practice Guidance illustrates how transition, induction and ongoing support plans can take this into account.     

Intervening to improve the transfer to secondary school

Evaluation data are reported on a Transfer Support Team (TST) intervention which supports pupils identified as vulnerable during secondary school transfer. Information about school concerns and broader adjustment measures were collected from TST supported pupils on three occasions and from a “typical benchmark group” on two occasions. Factors known to confer additional vulnerability around school transfer were also analysed: English as an additional language, free school meals eligibility and special educational needs. Findings indicate that this relatively brief transfer support programme impacts positively on targeted pupils’ levels of school concerns and illustrates the importance of differentiated monitoring of intervention outcomes.     

Assessing pupils’ contributions in appreciating a poem

The focus on assessment of language is considered and it is suggested that a teacher's own ability to interpret and observe, together with his/her own knowledge about language and learning, are important elements in the business of evaluating pupils’ progress. Two contrasting poetry lessons are considered and a model is proposed which draws attention to their significant features and which may also be useful in analysing similar classroom activities.     

Learning about forces: simulating the outcomes of pupils' misconceptions

We have developed a computer program which simulates the outcomes of pupils' perceptions regarding the forces at play in static equilibrium. A pupil is presented with a simulation of his or her own private microworld which may or may not be compatible with familiar behaviour in the real world. The program includes a tutor which helps the pupil learn the relevant scientific concepts if he or she cannot solve the problem without help.This dissonance-based strategy for achieving conceptual change was made possible by the use of a language which enables pupils to express their conceptual understanding. To date, researchers have relied primarily on natural language interfaces with all the difficulties inherent in such an approach; we chose to use a simple vector language appropriate to the study of forces. This language accurately quantifies pupils' understanding and allows the designer to create highly reactive and seemingly intelligent programs.     

Majoring in Technology Studies at High School and Fostering Learning

A framework for helping low-achieving pupils through reinforcement in technology at high school is presented. Social-cognitive theory, concepts of authentic learning, learning by doing and peer learning all underpin the efforts to remove pupils from the vicious circle of low expectations and failures. The primary goal of modern technology studies is to impart pupils with high cognitive and personal competencies, as an alternative to teaching motor-based skills or memorising-based knowledge. This study's subjects were two groups of pupils who learned technology in an Israeli comprehensive high school. In tenth grade, the pupils became acquainted with the LEGO-Logo learning environment, acquired thinking tools from de Bono's CoRT program and worked in groups or individually on original projects. At the same time, they learned theoretical topics such as the physics of static mechanical systems and computerised technical drawing. In the eleventh and twelfth grades, the pupils took advanced courses in mechanical engineering, such as design of machine parts, automation and control systems. Observations in classes, interviews with the pupils and their parents, and findings from pupil questionnaires indicated an improvement in the pupils' self-efficacy and increased motivation to study at the present and in the future. The main features of the program, in the pupils' eyes, were construction activities, team projects and free study. The major ‘outputs’, in the pupils' eyes, were independence, initiative and interest in their studies. This revised version was published online in July 2006 with corrections to the Cover Date.     

在实践性阅读教学活动中让学生“活”“动”起来

新课标强调了语文实践的重要性,而实践性阅读教学活动把本来单调、枯燥、乏味的语文知识传授用生动有趣的教学形式组织起来,使学生乐学、会学,活学活用,达到寓教于乐,寓学于用的目的,让学生真正成为了学习的主人。同时,也使教师真正成为了学习的组织者和引导者。实践性语文阅读教学活动要注重活动的情趣性、自主性、整合性,使学生在课堂学习中"活"、"动"了起来,从而促进学生主动、生动、活泼地发展。     

在实践性阅读教学活动中让学生"活""动"起来

新课标强调了语文实践的重要性,而实践性阅读教学活动把本来单调、枯燥、乏味的语文知识传授用生动有趣的教学形式组织起来,使学生乐学、会学,活学活用,达到寓教于乐,寓学于用的目的,让学生真正成为了学习的主人.同时,也使教师真正成为了学习的组织者和引导者.实践性语文阅读教学活动要注重活动的情趣性、自主性、整合性,使学生在课堂学习中"活"、"动"了起来,从而促进学生主动、生动、活泼地发展.     

Local language a medium of instruction: challenges and way forward

The paper reports on a participatory action research study conducted in six rural primary schools in Uganda in 2013 to establish why children taught in the local language had difficulties in reading and writing. Findings through interviews, focus group discussions, reviews of exercise books and lesson observations indicated that though it was easier for pupils to learn the concepts in the local language; challenges ranging from poor translation, inadequate teachers’ language proficiency, lack of instructional materials, high pupils’ enrolment, lack of administrative support and teacher-centred approach of teaching, affected pupils’ learning to read and write. Participants recommended adopting the child-centred pedagogy, incorporating instructional materials, conducting continuous assessment and recording pupils’ competencies attained in reading and writing. Teachers need to engage more in Participatory action research in order to reflect on their practices and pupils’ learning, and collaboratively decide what works best and what needs improvement in their classrooms.     

Academic and Social Benefits of a Co-enrollment Model of Inclusive Education for Deaf and Hard-of-Hearing Children

Deaf and hard-of-hearing (d/hh) students are traditionally educated within self-contained programs at residential or special day schools, within self-contained or resource classrooms in public schools, or within regular education classrooms with support provided by an itinerant teacher. The co-enrollment model offers a promising alternative in which these students are educated within a regular education classroom composed of both d/hh and hearing students and team-taught by a teacher of the deaf and a regular education teacher. This article examines the development of one such program and the social and academic performance of the d/hh students within the program. Data on social interaction between d/hh and hearing classmates suggest that specific instructional strategies that promoted students' sign language development, identified d/hh students as "sign language specialists" and grouped d/hh and hearing students during academic activities resulted in increased interaction between these two groups of students. Stanford Achievement Test scores in the areas of reading vocabulary, reading comprehension, mathematical problem solving and procedures indicate that although d/hh students scored below the national normative hearing group, reading comprehension levels exceeded the national normative sample of d/hh students during both years two and three of the program. We discuss the challenges of implementing a co-enrollment program.     

How young children view mathematical representations: a study using eye-tracking technology

This paper reports on a study which investigated the support needs of pupils in mainstream school with a chronic illness or physical disability. The research was carried out in three local education authorities covering both rural and urban areas. In-depth, qualitative data were collected from 33 pupils in secondary school; 58 parents of primary and secondary school pupils; and 34 primary and secondary school teachers. Overall, the data from young people suggest variability in the support offered to pupils by teachers, even by teachers within the same school, and highlights the importance of teachers' awareness and understanding of special health needs. A number of areas where young people need support from teachers were identified, including: dealing with school absence; taking part in school activities; peer relationships; explaining the condition to other pupils; and having someone to talk to about health-related worries. Data from teachers and parents indicate that school staff need assistance with obtaining health-related information; ensuring health-related information is passed between and within schools; providing emotional support; the provision of medical care; and coordinating support for this group of pupils. The implications of the findings for teachers, schools and educational policy are discussed.     

Raising the achievement of Portuguese pupils in British schools: a case study of good practice

The aim of the research was to study the experiences of Portuguese heritage pupils in British schools. The main findings from empirical data suggest Portuguese children are underachieving at the end of primary education but the case study confirms that in good schools Portuguese pupils do well and have made huge improvements over the periods. The findings show that the case study schools have adopted a number of strategies to overcome some of the barriers to achievement including parental engagement, effective use of a more diverse workforce, developing an inclusive ethos and curriculum, effective English language support for Portuguese pupils, monitoring performance of Portuguese pupils and good and well‐coordinated targeted support through extensive use of teachers, teaching assistants, learning mentors and Portuguese classes. The study argues that the worryingly low‐achievement levels of many Portuguese pupils in British schools have been masked by Government statistics that fail to distinguish between European ethnic groups. Policy implications for all concerned with school improvement are highlighted in the final section.     

An intervention program for promoting deaf pupils' achievement in mathematics

Our past research identified two aspects of deaf children's functioning that places them at risk for underachievement in mathematics. The first is their reduced opportunities for incidental learning, and the second is their difficulty in making inferences involving time sequences. This article examines the effectiveness of an intervention program to promote deaf children's numeracy that was designed to deal with these two factors. The design involved a comparison of 23 deaf pupils participating in the project with a baseline group formed by 65 deaf pupils attending the same schools in the previous year. The project pupils were tested before and after the intervention on the NFER-Nelson Age Appropriate Mathematics Achievement Test. The intervention was delivered by the teachers during the time normally scheduled for mathematics lessons. The project pupils did not differ from the baseline group at pretest but performed significantly better at posttest. They also performed at posttest better than expected on the basis of their pretest scores, according to norms provided by the NFER-Nelson Age Appropriate Mathematics Test for assessing the progress of hearing pupils. We conclude that the program was effective in promoting deaf pupils' achievement in numeracy.