Role of narrative skills on reading comprehension: Spanish–English and Cantonese–English dual language learners

This longitudinal study examined the role of narrative skills in English reading comprehension, after controlling for vocabulary and decoding, with a sample of 112 dual language learners (DLLs), including both Spanish–English and Cantonese–English children. Decoding, vocabulary, and narrative samples were collected in the winter of first grade and reading comprehension skills were assessed on the same children 1 year later in second grade. Spanish–English DLLs had significantly lower English receptive vocabulary but higher L1 receptive vocabulary than their Cantonese peers. At the same time, Spanish–English DLLs scored lower than Cantonese–English DLLs on English reading comprehension. There were no differences in English reading comprehension between DLL children in bilingual programs and those in mainstream English programs after controlling for L1. Multiple regression results show that English decoding and English vocabulary explain a significant portion of the variance in English reading comprehension. Regression results also revealed a significant, albeit small, effect of narrative quality (both within- and cross-language) on English reading comprehension 1 year later, after controlling for English decoding and English vocabulary. Implications and directions for future research are discussed.     

Profiles of Chinese preschoolers' academic and social–emotional development in relation to classroom quality: A multilevel latent profile approach

Linking classroom quality to separate domains of child development might neglect the transactional interactions across developmental domains. This research utilized latent profiles across academic and social–emotional development to explore which aspects of classroom quality can predict children's profiles at the classroom level. Data were drawn from 96 preschool classrooms and 547 children (3–5 years old) in China in 2020. Multilevel latent profile analysis identified three profiles (entitled low-, average- and high-level development at the individual level), and two classes (entitled average and below-, average and above) at the classroom level. Multinominal logistic regression analyses revealed that instructional quality in math, science, and diversity, and the interactional quality in supporting children's learning and critical thinking, predicted children's profiles.     

The development of large-scale portfolio placement assessment at the University of Michigan: 1992–1998

The first section of this article examines in detail the mechanics of a large-scale writing portfolio assessment at the University of Michigan, including its impact on matriculation and placement; students' reactions to the requirement; and instructors' evaluation of the efficacy of placements under the new system. The second section of the article examines the scoring process used by readers to assess portfolios, describes its evolution over a 4-year period, and examines the results produced by various changes made to this process over time. The evolution of this portfolio placement assessment has not been traditional, in that it has enacted an understanding that people learn to read and write within specific social contexts, at the same time that it has enacted a commitment to connecting the intellectual and practical work of university teaching with the work of teaching that comes before it in the high schools. The assessment process also has enacted the authors' belief that issues of assessment are intimately linked to issues of curriculum and pedagogy; thus, the assessment has become an occasion for sustained talk about the purposes of our required writing courses, about the fit between our lower division and upper division writing requirements, and about the degree to which teachers share criteria for assessing students' writing within courses.     

Language,discourse and teaching the language arts: The development of imaginative self‐understanding

Paul Ricoeur asks that we conceive of the imagination less in terms of visual images than in terms of language. He develops this idea as part of the hermeneutic work of interpreting literary texts and posits that the world disclosed by the literary work provides a space for the imaginative consideration of new possibilities for the self. I describe some principles for educating children in a literary tradition that may assist in the development of linguistic expression and self‐understanding. Furthermore, some suggestions are made concerning the education of language arts teachers in this regard.     

Preclinical students’ predispositions towards social forms of instruction and self-directed learning: a challenge for the development of autonomous and collaborative learners

Self-directed and social forms of learning are fundamentally different from traditional didactic educational settings from which students are selected for veterinary, medical and other professional degree courses. It is therefore expected that a mismatch may emerge between students’ conceptions of effective learning and expectations inherent to the new learning environments. The present study addressed this issue by examining 128 preclinical students’ predispositions towards two key elements in problem-based and case-based learning, namely self-directed and social forms of learning. A mixed method approach revealed converging evidence of students’ overwhelming preference for external, teacher regulation and individual forms of learning. External regulation was consciously invoked as a coping strategy in managing large amounts of complex information. Constructivist conceptions of learning were positively related to an appreciation of the cognitive benefits of social forms of learning, a relationship that has attracted little attention in the higher education literature. These findings stress the importance of guiding students’ transition towards learning autonomy required for social forms of learning and continuous lifelong learning after graduation.     

Looking back at “our science” and “our history”: an exploration of Korean preservice science teachers’ encounters with East Asian history of science

Cultural Studies of Science Education - Despite the long-standing interest among science educators in using history of science in science teaching, little has been discussed around whether and how...     

The teaching–research nexus and the importance of context: a comparative study of England and Sweden

The teaching–research nexus has been studied by many researchers, mainly looking at pedagogic links and direct benefits arising from the interaction of both activities. The paper takes a comparative approach, looking at the relationship between teaching and research in four universities from two different countries. This paper argues that contextual factors are vital in shaping the nature of the relationship and also identifies differences between disciplines in how these contextual factors may be understood. In particular, the contrasting structural and political contexts provided by two different national settings are seen to have a crucial role in shaping institutional activity.     

Decolonization,educational language policy and nation building in plural societies: The development of Chinese education in Malaysia, 1950–1970

The two decades from 1950 to 1970 were a crucial period of educational reorganization in Malaysia that stemmed from the decolonization after the Second World War. This educational reorganization sought to address the perennial issue of nation building via educational language policy. The development of Chinese education was under severe threat as the British colonial government opted for a national school system that used English and Malay as the media of instruction in place of the segregated vernacular school system that had existed during the colonial period. Much to the relief of the Chinese, the national school system failed to materialize due to the lack of financial resources to reorganize the entire educational system. But the Chinese were unable to maintain the Chinese school system within the ambit of the national educational system advocated by the postcolonial Alliance government. The Alliance government had only allowed the Chinese to undergo Chinese education at the primary level. At the secondary level, it opted for a monolingual system of education based on Malay as the main medium of instruction in order to foster national integration through a common language. The Chinese had to switch to this medium of instruction if they wanted to remain in mainstream education. Such a system of transitional bilingual education was aimed at incorporating the Chinese into the nation building process.     

A longitudinal study of how women's prenatal and postnatal concerns related to the COVID-19 pandemic predicts their infants' social–emotional development

Infant social–emotional development may be impacted by the COVID-19 pandemic. This study investigated associations between maternal pre- and postnatal pandemic-related concerns and social–emotional developmental risk. Data, collected in 2020–2021, came from 220 mothers (87% white, 6% Hispanic, 1% Black, 3% Asian, 1% American Indian, M_age = 32.46 years), and infants (53.18% male, M_age = 12.98 months) in the United States. Maternal postnatal pandemic-related concerns were associated with total risk scores (B = 6.09, p-value <.001) and offspring risk of scoring positive for problems related to inflexibility (B = 4.07, p-value = .006). The total score association was moderated by self-reported social support. Infants may be detrimentally impacted by the pandemic via maternal pandemic-related concerns. Maternal social support may buffer infants.     

The nature and role of religious studies at the University of Zambia: 1985–2005

The place of religion in higher education has been and remains a complex issue internationally. This article aims to outline the nature and development of Religious Studies at the University of Zambia in Lusaka (UNZA) as an instance of how religion entered higher education in an African setting. In doing so, it will also provide perspectives on the method that has been adopted in the study of religion and religious education and will highlight elements of the role which these disciplines strive to play at UNZA.     

Community‐based early intervention for children with behavioural,emotional and social problems: evaluation of the Scallywags Scheme

Scallywags is a community‐based, early intervention programme for young children (aged 3–7) with behavioural, emotional and social problems, which integrates work in the home and school with a parenting curriculum and direct work with children. A pre‐post intervention study across multi‐sites of 340 participants is reported. Using standardised measures, the study found statistically significant reductions in problems at home and school experienced by children who completed the programme, and in parental stress levels. Participation was found to be high and the project acceptable to parents, many of whom would be described as hard to reach. The rigorous evaluation of this real‐life service and its positive outcomes highlight the potential of such programmes to tackle the needs of these children and families, and help prevent longer‐term problems associated with early onset behavioural problems, including social exclusion, antisocial behaviour and educational failure.     

The impact of time while boarding on students’ academic achievement and social emotional competence: A propensity score matching analysis

This study aimed to determine the impact of consecutive boarding days on boarding school students’ academic achievement and social emotional competence. Data were collected from 6638 students in rural western China. Results showed that, in general, a break every 2–3 weeks had positive impacts, while a break every 4 weeks or more had negative effects on school boarders. More specifically, scheduled breaks that occur once a week, or more frequently, had more positive impacts on primary school boarders, and a scheduled break every 2–3 weeks had more benefits for junior middle school boarders. Additionally, taking a break every 2–3 weeks had more positive effects on both left-behind children and those commuting daily between home and school, but it played more positive role in the former. Therefore, for boarding school managers and policy makers, more attention should be paid to boarding schedules.     

The experiences of deaf and hard of hearing students at a Queensland University: 1985–2005

This article reports on the experiences of deaf and hard of hearing students at a Queensland university, which offers an extensive deaf student support program. Seventy‐two current students and graduates since the program’s inception twenty years ago completed a survey about their experiences, highlights, challenges and use of communication tools and support services at university. Findings indicate, both quantitatively and qualitatively, that students valued the specialised support services they received, although challenges in accessing the academic curriculum remained for many students. In the important area of social factors, many students reported enjoying satisfying friendships and a sense of belonging with other deaf people, often for the first time, while others experienced feelings of social isolation in a largely hearing peer group. Overall, deaf and hard of hearing students who had attended Griffith over the 20 years had a high rate of graduation, comparing favourably with other university students.     

The potential of transnational language policy to promote social inclusion of immigrants: An analysis and evaluation of the European Union’s INCLUDE project

Language issues and social inclusion consistently remain two major concerns for member countries of the European Union (EU). Despite an increasing awareness of the importance of language learning in migrants’ social inclusion, and the promotion of language policies at European and national levels, there is still a lack of common actions at the European level. Challenged by questions as to whether language learning should be prioritised as a human right or as human capital building, how host/mainstream language learning can be reinforced while respecting language diversity, and other problems, member countries still need to find solutions. Confronting these dilemmas, this study analyses the relationship and interactions between language learning and immigrants’ social inclusion in different contexts. It explores the potential of enhancing the effectiveness of language policies via a dialogue between policies and practices in different national contexts and research studies in the field of language and social inclusion. The research data are derived from two databases created by a European policy for active social inclusion project called INCLUDE. This project ran from 2013 to 2016 under the EU’s lifelong learning programme, with funding support from the European Commission. Through an analysis of these two project databases, the paper reviews recent national language policies and their effect on the social inclusion of migrants. In the second part of her article, the author interprets the process of language learning and social inclusion using poststructuralist theories of language and identity.     

“The Galigir Room”: a resourced provision for young people with social,emotional and mental health difficulties (SEMH) in their first years at secondary school

This paper examines the values, vision and practice originally outlined in a proposal for a secondary phase resourced provision for young people with social, emotional and mental health (SEMH) challenges. The provision was based on a well-established model (the ‘Jarjums Room’) which had been implemented in Cherbourg Primary School in Eastleigh, England. The article offers a first-hand narrative account of the way that this initiative, the ‘Galigir Room’, was conceptualised, successfully embraced and implemented, thanks to the commitment of a senior leadership team, a group of staff and governors and the foresight and support of the local secondary school.     

The genesis of school inspection in South East Wales 1839–1843: issues of social control and accountability

The article examines the genesis of school inspection in South East Wales during the period 1839–1843 through the writing of Hugh Seymour Tremenheere, one of the first school inspectors. It discusses the formation of the new inspectorate and provides a narrative analysis of educational provision and social, cultural and economic conditions prevailing at the time. It then critically assesses Tremenheere's 1839 Report paying particular attention to the question of bias and the evident lack of impartiality. The final section is concerned with the concepts of accountability and inspection as a means of social control and the extent to which education can control working class patterns of thought, sentiment and behaviour.     

Trends in the research design and application of mobile language learning: a review of 2007–2016 publications in selected SSCI journals

This study reviewed the mobile technology-assisted language learning studies published from 2007 to 2016 in selected journals. Several critical issues were investigated, such as research methods, research issues, language and learner types, and learning outcomes. It was found that English as a foreign/second language was the most common target language; few studies have been conducted on native language learning. Early studies mainly focused on fostering learners’ individual language skills, while in the recent 5 years, researchers started to consider the issue of delivering multiple language skills in authentic learning environments. In addition, an increasing number of studies have involved mixed methods and longer treatment periods. Moreover, the effectiveness of mobile learning in terms of speaking, writing, vocabulary, and pronunciation was generally identified by most of the studies. On the other hand, more evidence is needed to further confirm its impacts on listening, reading, grammar, and integrated/whole language learning. Finally, some suggestions are provided to researchers or practitioners to facilitate their future work.     

The mechanism of teaching–research conflict influencing job burnout among university teachers: The roles of perceived supervisor support and psychological capital

This study examined the relationship between teaching–research conflict and job burnout among university teachers and the moderating role of perceived supervisor support (PSS) and psychological capital (PsyCap) in this relationship. Using a cross-sectional design, data were collected from a convenience sample of 488 university teachers in China. Hierarchical regression analysis was performed to examine the moderating role of PSS and PsyCap in the relationship between teaching–research conflict and job burnout. The results showed that (a) teaching–research conflict was positively linked to emotional exhaustion and depersonalization but negatively linked to personal accomplishment, (b) PSS moderated the effects of teaching–research conflict on both emotional exhaustion and depersonalization but did not act as a moderator in the relationship between teaching–research conflict and personal accomplishment, and (c) PsyCap moderated the effect of teaching–research conflict on all three dimensions of job burnout.     

A response to Scott's concerns about the relevance of environmental education research: applying social–ecological systems thinking and consilience to defining research goals

In William Scott's plenary address at the World Environmental Education Conference, he expressed concerns about the relevance of environmental education research in a world facing global environmental and demographic change. In responding to Scott's concerns, I argue that addressing challenges related to development and the environment requires examining EE goals at multiple levels as well as bridging diverse disciplines. I further suggest that integrating social‐ecological systems and other approaches in environmental education research may provide a means for consilience among potentially divisive environmental education practice and research traditions. In so doing, I hope to spark debate about possibilities for an environmental education research agenda and learning organisation that spurs action relevant to concerns about the environment, individuals, and their communities.