Elementary science textbooks: Their contents,text characteristics,and comprehensibility

The purpose of this article is to present findings from a systematic analysis of elementary-school science textbooks. Comparisons of content domains and vocabulary are presented for the Merrill (1982) and Silver-Burdett (1985) science programs, grades 1–5 as well as the fourth-grade Holt (1980) and fifth-grade McGraw-Hill (1974) texts. Analyses of how each publisher presents information, types of questions, and various text characteristics reveal striking differences between programs. Systematic comparisons of content domains between programs also reveal few instances of “inconsiderate” texts. The textbooks analyzed were selected because they are used in the three school districts participating in our longitudinal study. Results are discussed in light of the differences found between programs regarding textbook content and opportunity to learn, the greater amounts of text and activities within each program, and teachers' probable uses of textbooks, the long-term results of students' exposure to various textbooks, and the need for careful examination of materials in order to determine their quality.     

Supporting the kindergarten–primary school transition in Hong Kong: reform in a teacher training programme

ABSTRACT

The conflicting education values in Hong Kong kindergartens and primary schools pose various challenges to kindergarten teachers in providing pupils with a smooth transition to primary school which requires collaboration from schools and families. This study explored these challenges as well as the benefits of a professional teacher training programme. In-service teachers (N?=?35) and tutors (N?=?2) engaged in the module ‘The Social and Emotional Aspects of Teaching and Learning’ participated in this study. The trainees’ weekly reflective journals throughout the 22-week module were subjected to documentation analysis. Group interviews with the in-service teachers and individual interviews with the tutors were conducted on completion of the module. Findings reveal a gap between teacher training and providing pastoral care for pupils through supporting the social and emotional aspects of their families in Hong Kong, and indicated that traditional beliefs associated with the teaching profession should be widened. Meanwhile, counselling knowledge and skills should be contextualised and integrated into teacher training programmes.     

Parents’ and teachers’ beliefs about children’s school readiness in a high-need community

This study compared the beliefs of preschool teachers, kindergarten teachers, and parents in one mostly Hispanic and Black high-need urban school district to learn their views of what children should know and be able to do at kindergarten entry. Beliefs regarding the importance of 12 school readiness “resources” were assessed with the CARES survey designed for this study. Parents held remarkably similar beliefs, regardless of ethnicity or education. Parents and teachers also agreed that children must be healthy and socially competent, and be able to comply with teacher authority, although parents rated this latter resource higher. However, parents rated all classroom-related readiness resources as more important than teachers did. They believed it was necessary for a child to be able to communicate in English and to have basic knowledge and skills, which was more important than a child’s approach to learning. Preschool teachers also believed that knowledge was more important than kindergarten teachers did. Directions for further research and implications for policy and practice are discussed.