Accommodating differences: variations in differentiated literacy instruction in Grade 2/3 classrooms

Although teachers are acutely aware of variance in students' literacy needs, many are unsure exactly how to support these needs in the dynamic classroom. This study reports on compelling evidence from Grade 2/3 classrooms in which teachers differentiated instruction in a variety of ways to benefit all students. In particular, teachers provided additional scaffolding for struggling literacy learners by offering a menu of tiered work products, expert tutoring and additional supports. At the base of instruction were common essential understandings grounded in best literacy practices: shared reading and writing, guided reading, excellent texts and literacy centres. The article emphasises the critical importance of responding to the needs of diverse and at‐risk learners in the regular classroom. Differentiated instruction is suggested as a powerful organising framework in the language arts classroom.     

Exploring the role of India’s secondary school compulsory curriculum textbooks in students’ national identity constructions in an overseas school

This study problematises the contribution of India’s school textbooks in students’ national identity constructions in an overseas school in the Kingdom of Saudi Arabia. The textbooks construct students’ national identity on the concepts of India’s secular democracy, colonial resistance and equal citizenship rights. Notwithstanding study participants’ ambivalent identification with these ideals, they mostly express confusing identities evincing religious tendencies, gendered beliefs towards women and antipathy for India’s neighbouring states. This entails implications for India’s national cohesion and students’ ability to live in harmony with other communities in the diasporic setting. It also poses risks to the United Nations Sustainable Development Goals (SDGs), 2030.     

Embedding librarians in online tertiary classrooms: A new model for learner support

Embedded librarians working in online classrooms present a new avenue of learner support direct to students in the space where they learn. The development of embedded librarian practice has evolved since 2004 and is becoming commonplace in online tertiary classrooms, but what is not yet so common is theory underlying this new practice. A multiple case study of embedded librarians in online tertiary classrooms in New Zealand was conducted to identify what makes this practice effective in providing support. Six factors were identified as contributing to effectiveness: relationality, immediacy, relevancy, interactivity, parity and faculty–librarian collaboration. The Embedded Librarian Support model was derived from, and is presented as the culmination of, the findings of this research.     

Knowledge and attitudes towards attention-deficit hyperactivity disorder (ADHD): a comparison of teachers and teaching assistants

ABSTRACT

Attention-deficit hyperactivity disorder (ADHD) rates in classrooms have increased considerably in recent years. Previous literature has acknowledged the significance of teachers’ knowledge and attitudes towards ADHD when making referral and intervention decisions. Using Mulholland, Cumming and Jung’s (2015) knowledge (SASK) and attitude (SASA) scales, ADHD training and perceived support were compared across public school teachers (n = 165) and teaching assistants (TAs) (n = 157) in the UK. Results indicated that teachers and TAs displayed adequate levels of knowledge, and TAs held better knowledge and more positive feelings towards ADHD than teachers. Training increased knowledge for TAs, but not for teachers, and training and support appeared important for both the teachers and TAs’ attitudes. Both teachers and TAs reported inadequate training and expressed a desire for further ADHD training, and a significant association was found between knowledge and attitudes for teachers only. The implications for these findings are discussed.     

Student use of PeerWise: A multi-institutional,multidisciplinary evaluation

This study explores the relationship between engagement with an online, free-to-use question-generation application (PeerWise) and student achievement. Using PeerWise, students can create and answer multiple-choice questions and can provide feedback to the question authors on question quality. This provides further scope for students to engage in discussion about the question with their peers. Data on PeerWise use and examination performance were collected from over 3000 students across six large undergraduate courses (in physics, chemistry and biology) over three academic years in three research-intensive UK universities. A reliable and valid measure of overall PeerWise activity was created and a multilevel model developed describing the relationship between PeerWise activity and student performance in end of course examinations. Using this approach, a significant positive association was found between students’ engagement with PeerWise and their academic attainment in end of course exams, even controlling for prior ability. The implications of these findings for educators are discussed.     

Exploring variations in teachers' work,lives and their effects on pupils: key findings and implications from a longitudinal mixed‐method study

This article outlines the research design of a large‐scale, longitudinal research study in England intended to describe and explore variations in teachers' work, lives and their effects on pupils' educational outcomes. The study, funded by the Department for Education and Skills (DfES) and incorporated into the Teaching and Learning Research Programme (TLRP) as an ‘Associate Project’, used an innovative mixed‐methods research design to create case studies of 300 teachers in Years 2, 6 and 9. The research was conducted over three consecutive academic years and collected a wide range of data through interviews, questionnaire surveys of teachers' and pupils' views and assessment data on pupils' attainments in English and mathematics. The text summarises the main findings from the research in relation to four interconnected themes of the study: Professional Life Phases; Professional Identity; Relative Effectiveness; and Resilience and Commitment. The influence of school context, in terms of level of social disadvantage of pupil intake, is also investigated. Key findings and their implications for policy and practice are highlighted.     

Building spaces of hope with refugee and migrant-background students

Within the Australian context, research into schooling experiences of refugee and migrant-background students has tended to focus on developing English language proficiency with little attention given to initiatives that contribute more broadly to students’ social and educational resources. Whilst not denying the significance of English language acquisition, this paper explores strategies, implemented at one school, designed to enhance social, cultural and educational outcomes for refugee and migrant-background students. We draw on a relational view of space informed by Foucault and Lefebvre, and Fraser’s theorisation of justice, to explore the school context, connections to students’ life-worlds, moving beyond trauma and teachers as knowledge producers. Findings suggest that contextualised forms of knowing and practices can work to build connections and educational resources for refugee and migrant-background students. Where human spatiality, including as this relates to schools, produces advantages and disadvantages, we conclude in arguing for further research that incorporates the perspectives and voices of refugee and migrant-background students and their teachers.     

Effects of health-related physical education on academic achievement: project SPARK.

The effects of a 2-year health-related school physical education program on standardized academic achievement scores was assessed in 759 children who completed Metropolitan Achievement Tests before and after the program. Schools were randomly assigned to condition: (a) Specialists taught the Sports, Play, and Active Recreation for Kids curriculum; (b) classroom teachers were trained to implement the curriculum; and (c) controls continued their usual programs. The Trained Teacher condition was superior to Control on Language, Reading, and Basic Battery. The Specialist condition was superior to Control on Reading, but inferior on Language. Despite devoting twice as many minutes per week to physical education as Controls, the health-related physical education program did not interfere with academic achievement. Health-related physical education may have favorable effects on students' academic achievement.