Application of the Literacy Training Service component of the National Service Training Program in New Bilibid Prison (Philippines)

International Review of Education - In 2000, the government of the Philippines launched its National Service Training Program (NSTP), a compulsory 2-semester course component for all the...     

Exploring the Structure and Benefits of an Integrated Yearlong Dual Certification Student Teaching Internship

Abstract

Many teacher preparation programs offering dual certification have engaged in program redesign to establish greater integration between general education and special education. This article presents findings from an exploratory case study that examined the perspectives of former preservice teacher candidates and school personnel regarding an integrated yearlong dual certification internship. Findings indicated research participants (a) placed value on the breadth and authenticity of the experience; (b) built deep relationships with students and staff that contributed to building confidence; and (c) felt the structure and impact of the model yielded positive outcomes for both the school and for preservice teacher candidates. Implications for practice include suggestions for how teacher preparation programs might move toward integrated models of dual certification teacher preparation and explore the importance of clinically rich partnerships that benefit both preservice teacher candidates and field sites.     

Supervision of Doctoral Students in the Natural Sciences: expectations and experiences

Within the natural sciences and engineering, literature relating to postgraduate education, in particular the process of completing a doctorate, remains generally scarce. That which does exist emphasises the role of the supervisor in effecting successful completion and points to a wide range of activities performed by supervisors. There remains, however, little by way of accounts of the actual experiences of supervisors or students when engaged in the process of doctoral supervision. It is these experiences which form the basis of this paper which focuses upon doctoral students and their supervisors in the disciplines of physics, mathematics and engineering science. Data for the paper have been collected, as part of an ESRC funded project, by means of in‐depth interviews with students and supervisors in nine universities in England. In particular, we address students expectations of PhD supervision, the extent to which expectations have been met, and within the context of the ‘career’ of the PhD, the ways in which supervision changes as the doctoral process progresses. Important issues relating to the need for training for PhD supervisors and their capacity to meet the expectations of their students are raised, together with those which question the relationship between the PhD and the culture of academic work.     

Improving children's working memory and classroom performance

Previous research has demonstrated close relationships between working memory and children's scholastic attainment. The aim of the present study was to explore a method of improving working memory, using memory strategy training. Two hundred and fifty‐four children aged five to eight years were tested on measures of the phonological loop, visuo‐spatial sketchpad and central executive components of the multiple component model of working memory. Subgroups of children also completed tasks of following instructions and mental arithmetic in the classroom, and standardised tests of reading, arithmetic and mathematics. Half of the children then used Memory Booster, a computer game that teaches memory strategies, over a period of six to eight weeks. All the children were then retested on the memory and ability measures. The standardised tests were also administered five months later. The results revealed that working memory strategy training resulted in significant improvements in tasks assessing the phonological loop and central executive components of working memory, and tasks assessing following instructions and mental arithmetic in the classroom. However, no improvements were observed on standardised tests of reading, arithmetic or mathematics, either immediately following training or five months later. The results are discussed in terms of implications for educational practice.     

Reading and Generalist Genes

ABSTRACT— Twin-study research suggests that many (but not all) of the same genes contribute to genetic influence on diverse learning abilities and disabilities, a hypothesis called generalist genes . This generalist genes hypothesis was tested using a set of 10 DNA markers (single nucleotide polymorphisms [SNPs]) found to be associated with early reading ability in a study of 4,258 7-year-old children that screened 100,000 SNPs. Using the same sample, we show that this early reading SNP set also correlates with other aspects of literacy, components of mathematics, and more general cognitive abilities. These results provide support for the generalist genes hypothesis. Although the effect size of the current SNP set is small, such SNP sets could eventually be used to predict genetic risk for learning disabilities as well as to prescribe genetically tailored intervention and prevention programs.     

Incorporating technologies into a flexible teaching space

Higher education institutions are increasingly exploring how they can use emerging technologies to develop and enhance the learning experiences offered to students. These activities have mainly focused on developing student‐centred facilities. The University of Warwick has taken the next step by developing a space (the Teaching Grid) specifically designed to meet the needs of teaching staff across the institution. This paper describes how the Teaching Grid supports teachers by providing a flexible experimental space together with a rich collection of established and new technologies, and with comprehensive staff support. We analysed the use of the facility during the first 30 months of operation, using data collected from 119 case studies, in order to present a perspective on how they have used the technologies and how this has impacted on their teaching practice. We present a taxonomy that provides a concrete framework to support future analysis of and comparisons between such spaces.     

Cow's milk as a post-exercise recovery drink: implications for performance and health

Abstract

Post-exercise recovery is a multi-facetted process that will vary depending on the nature of the exercise, the time between exercise sessions and the goals of the exerciser. From a nutritional perspective, the main considerations are: (1) optimisation of muscle protein turnover; (2) glycogen resynthesis; (3) rehydration; (4) management of muscle soreness; (5) appropriate management of energy balance. Milk is approximately isotonic (osmolality of 280–290?mosmol/kg), and the mixture of high quality protein, carbohydrate, water and micronutrients (particularly sodium) make it uniquely suitable as a post-exercise recovery drink in many exercise scenarios. Research has shown that ingestion of milk post-exercise has the potential to beneficially impact both acute recovery and chronic training adaptation. Milk augments post-exercise muscle protein synthesis and rehydration, can contribute to post-exercise glycogen resynthesis, and attenuates post-exercise muscle soreness/function losses. For these aspects of recovery, milk is at least comparable and often out performs most commercially available recovery drinks, but is available at a fraction of the cost, making it a cheap and easy option to facilitate post-exercise recovery. Milk ingestion post-exercise has also been shown to attenuate subsequent energy intake and may lead to more favourable body composition changes with exercise training. This means that those exercising for weight management purposes might be able to beneficially influence post-exercise recovery, whilst maintaining the energy deficit created by exercise.