Extract from new understandings of teachers' pedagogic knowledge 1

Abstract

The focus of this article is a comparative review of the science curriculum for England and Wales from the perspective of recent developments in the United States of America, Australia, New Zealand and the Canadian province of Ontario. In the comparison of science curriculum documents and the language deployed, questions are raised about differences as well as commonalities among and between documents from various jurisdictions. Issues discussed include: the varying emphases upon science topics and/or intended learning outcomes; integration with other curriculum areas; the content and organization of the science curriculum; and ways of assessing students’ performances and understandings. The article draws attention to the importance of comparative analysis which informs our understanding of the effects of curriculum change, its relation to students’ achievements in science, and the need to support the development of teachers.     

Dyslexia‐friendly schools and parent partnership: inclusion and home–school relationships

This paper summarizes an action research project in five local areas in the south‐west of England which aimed to support parents of children with dyslexic difficulties who were experiencing problems in obtaining appropriate provision in mainstream schools. It was based on the importance of effective parental partnership and quality inclusive practice for children having dyslexic difficulties. A development officer worked over two years in the five participating LEAs that were selected to represent a range of professional practice with a mix of urban and rural populations. As part of the evaluation, the authors also examined longitudinally the educational experiences of a sample of parents. The paper includes a conceptual framework of parental agency in this field in terms of knowledge, identity and parental strategies, and the conditions under which parents escalate their strategies to secure appropriate provision for their children. The support provided by the development officer is analysed in terms of the kinds of support requests received, the kinds of support offered and qualitative evidence of the impact of this support. This research is theorized in terms of current ideas about parent‐partnership and theories about parent–teacher relations in terms of the diversity of parents. It highlights the significance of thinking about inclusive schooling and parent–school relations in terms of the interconnections between general systems for all, for those with special educational needs and those with specific difficulties. The policy and practice implications are interpreted in terms of the importance of a system of extended professionalism, which is inclusive of parents with learning difficulties and disabilities.     

Teachers and their Books

Too often there is far too large a gap between the sort of literature recommended by the English teacher and the normal reading tastes both of children and adults (W. Stewart, 1950).     

The “learning disabilities” label: An experimental analysis

The “learning disability” label is a relatively new addition to the field of special education and its effects have begun to be investigated. This study examined the differences produced by two categorical labels on students impressions of the “disturbingness” of behavior and their willingness to work with the labeled child. Aggressive behaviors thought to be exhibited by learning disabled youngsters were rated differently from identical behaviors thought to be exhibited by emotionally disturbed children. Implications of this study suggest that the “LD” label may connote a milder form of disability; and that teacher and professional training institutions should consider the deleterious effects labels may convey with regard to expected behaviors.