Teachers' Knowledge of Literacy Concepts,Classroom Practices,and Student Reading Growth

We examined the relations of teacher knowledge (n = 42 first-grade teachers), explicit decoding instruction provided, and students' (n = 437) word-reading gains. Results revealed an interaction between teacher knowledge and observed decoding instruction: For students of more knowledgeable teachers, more time in explicit instruction predicted stronger word-reading gains. For students of less knowledgeable teachers, more time in explicit instruction was associated with weaker skill gains. Findings highlight the importance of teachers' specialized body of knowledge about reading as it informs effective instruction.     

Making sense of realistic word problems: portraying working class ‘failure’ on a division with remainder problem

Children of 10–11 years of age were interviewed while undertaking a range of mathematic problems, most of which embedded mathematical operations in textually represented realistic settings. One problem, concerning a lift moving people in the morning rush, comprised a division‐with‐remainder problem in which children are required, conventionally, to introduce a particular realistic consideration in order to produce the ‘correct’ answer. Another problem was an extended version of this, requiring children to comment on four competing answers produced by other children. Analysis of responses to the first of these two problems demonstrated that it was working class children who were especially likely to fail to produce the conventionally required answer. Having shown this, the paper concentrates on portraying the ways in which ‘failing’ working class children interpret and respond to the two problems. Our purpose here is to contribute to understanding the difficulties working class children appear to have in negotiating the demands of contextualized problems.     

Social structures and the flow of scientific information in public agencies: an ideal design

Despite widespread dissatisfaction with the quality of scientific information employed in planning and policy-making in public agencies, relatively little is known about the scientific information acquisition behaviors of public managers. The purpose of this paper is to facilitate research on scientific information acquisition in public agencies by suggesting that: (1) planning and policy-making are ‘policy technologies’ and share certain attributes with more traditional technologies; (2) many propositions developed in the literature on information flows in R&D labs are, therefore, helpful in structuring thinking about information flows in public agencies; and (3) it may be possible self-consciously to design social and organizational structures so as to enhance informal flows of scientific information. After gleaning some of the propositions concerning scientific information flows from the R&D management literature, an ‘ideal design’ approach is employed to develop a model in which the social and organizational structures of a public agency optimize scientific information flow.