Digital connections: transforming literacy in the primary school

Much has been written about the transformative influence of new technology on the school curriculum, but only a small number of studies have focused on the practical implications for primary literacy. The dominant paradigm seems less concerned with transformation, instead favouring a view of ‘technology as enrichment’. This case study examines the possibilities of transformation through an electronically mediated partnership between two primary schools in the North of England. Children's digital texts are analysed alongside interview and observational data in order to document what transformation might look like in practice. The study illustrates how technology can be used to promote new literacy practices in the classroom, through the production of new kinds of texts. It also documents the emergence of peer‐based learning relationships and changing perceptions of the teacher's role.     

Discourses of time and maturity structuring participation in mathematics and further mathematics

Abstract

This paper examines how young people account for choosing mathematical subjects, and how these processes sustain, or not, their continued participation. It draws on a 2-year qualitative study of 24 young people’s accounts of following advanced mathematical pathways within a widening participation programme. Working within a post-structural framework, I combine two arguments: firstly, that local discourses of time, age and maturity position contemporary adolescence as a time of ‘becoming’ that aligns personal aspirations with mathematical progress, and secondly that students’ accounts of choice and aspiration require multiple imaginings of present and future selves. I identify distinct discourses –moving/improving and getting ahead - that structure the intelligibility of participation in mathematics and further mathematics respectively. I argue that tracing the alignments between students’ accounts of themselves and/ in mathematics offers potential to understand emergent practices in mathematics participation but also how exclusions are re-inscribed along classed and gendered lines.     

Non‐Verbal Communication,Self‐esteem and Interpersonal Relations of LD and Non‐LD Students

Accurate perception and comprehension of verbal and non‐verbal communication is important in one's interpersonal environment; such understanding may affect not only the child's academic achievement but how he/she relates to and is perceived by others. In the present study learning disabled (LD) and non‐learning disabled (NLD) middle school students were evaluated on their ability to perceive and accurately comprehend non‐verbal communication; they also responded to an interpersonal relations scale and a self‐esteem inventory. LD children differed from regular class students both in reported self‐esteem and in the ability to perceive and comprehend “wordless” communication, but similarities were noted between the two groups in reported need for interpersonal relations.     

Is it formal if it's not physics? (the influence of content on formal reasoning)

Formal reasoning has been studied extensively with tasks that have physics or laboratory content. This study compares laboratory and naturalistic content influences on formal reasoning tasks. Ninety 13-, 15-, and 17-year olds received both laboratory and naturalistic content tasks which required ability to control variables. Expectations about the variables in each task were measured. Results revealed that 8 to 20% of the variance in performance was associated with task content. Content effects were shown to reflect expectations about task variables.     

Hurry Up and Wait: Rethinking Special Education Identification in Kindergarten

This article makes the case that it no longer makes sense to delay the process of identifying children with disabilities until after kindergarten. The purposes, expectations, and day-to-day realities of kindergarten have changed, and children who eventually will be identified for special education are put at a considerable disadvantage when their special learning needs are not addressed during the kindergarten year. The article identifies inadequate solutions and suggests strategies that teachers and schools can use to address the status quo and work to change policy and tradition regarding special education identification in kindergarten.     

Professional development for iPad integration in general education: Staying ahead of the curve

This faculty development case study focuses on a team of 16 General Education faculty at an urban women’s college during the initial 6 months of the college’s comprehensive implementation of an iPad teaching and learning environment. This article traces the effectiveness of an iPad professional development program through analyses of critical feedback, and makes recommendations for learner-centered faculty development for iPads in Higher Education. We present our conceptual framework, guiding principles and iPad professional development program. The effects of the program were measured using thematic and content analysis of post-session interviews, participant observation, one-to-one interviews and an online discussion forum. The predominant themes were anxiety, having individual needs considered, time considerations, and fundamental questions about expectations in the mobile learning environment. The key recommendation are to attend to collaborative planning, intervention, facilitating authentic professional learning communities and timing of faculty development that is intended to result in integration of new learning tools and environments.     

Developing Visual Creative Literacies Through Integrating Art-Based Inquiry

Abstract

Visual literacy and the ability to think creatively are critical skills requisite to full participation and communication in the twenty-first century. Learning experiences that integrate studio-based inquiry and other academic concepts can develop discipline skills as well as communication skills of deciphering visual cues and de/re-constructing visual metaphor. This article provides a theoretical overview of meaningful art integrated inquiry, offering examples of science, technology and math integration with studio technique, materials and processes. Further, an argument is presented for the need for all teachers to engage in art-based practices to further develop their own skills and conceptual frameworks.     

Using the Wider Pedagogical Role model to establish learning support assistants' views about facilitators and barriers to effective practice

This article reports on small‐scale research exploring the views of learning support assistants (LSAs) about facilitators and barriers to effective practice. A focus group was conveyed involving all the LSAs working in one mainstream primary school in the north‐west of England and thematic analysis was used to interrogate the resultant dataset. The Wider Pedagogical Role (WPR) model (Webster et al., 2011) was used as a deductive framework to conceptualise these findings under the headings of practice, deployment, conditions of employment, preparedness and characteristics. Findings revealed that LSAs could readily identify current facilitators and barriers under each of the five components, highlighting the usefulness of the WPR model. Possibilities for future research, including the refinement and further development of the WPR, are briefly discussed.