Strategic voices? Problems in developing oracy through ‘interactive whole‐class teaching’

This article considers what is meant by ‘interactive whole‐class teaching’, a central component of the British Government's primary and secondary Literacy Strategies. Drawing on published research evidence and a case‐study undertaken in a London comprehensive school, this essay suggests that contradictions in government policy have led to an increase in the kind of whole‐class teaching which offers an impoverished model of classroom discourse. Alternative models of pupil–teacher interaction are discussed. However, the article concludes that the current ideological imperative to deliver a literacy ‘quick‐fix’ is inimical to the conditions necessary to foster genuinely dialogic classroom talk.     

A study of the effect of sustained,whole‐school professional development on student achievement in science

This longitudinal study of middle school science teachers explored the relationship, if any, between teacher participation in whole‐school, sustained, collaborative professional development and student achievement in science. Eleven teachers from Glendale Middle School participated in the Discovery Model Schools Initiative 2‐week summer institute, followed by monthly release day professional development sessions focused on implementing instruction outlined in the National Science Education Standards. Student achievement was assessed using the Discovery Inquiry Test in Science. The same students completed the test in grades 6–8. Students of teachers at Glendale Middle School significantly outperformed students at the control school. Findings in this study revealed the positive impact that whole‐school, sustained, collaborative professional development programs have on student achievement, indicating that programs of this nature could be a means to narrowing or eliminating achievement gaps in science. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 44: 775–786, 2007     

Professorship: A faculty development program

A faculty development program was designed to enhance the ability of graduate faculty members to supervise research activities of graduate students. The program was developed to stress interpersonal problem solving in advisement and professional issues. The classroom techniques of discussion teaching, case method, and psychodrama were used to encourage and enhance the full participation of the faculty. Participants indicated that the program enabled them to examine their own beliefs and knowledge regarding issues surrounding graduate education.     

Perceptions in Role Change from Teacher to Counselor

12 school counselors, former teachers who had been counseling no more than 2 years, were interviewed on how they experienced the processes of role change from teacher to counselor. Theoretical constructs from sociological research on role and reference groups were used in the analysis. Anticipatory socialization was found not to have been engaged in by the new counselors. Having been a teacher was found to be dysfunctional to the extent that (a) it gave rise to ambivalence between the two roles, (b) demanded change in perspective toward the student, the school system, and the teachers, and (c) caused conflict by the necessity of changing the compliance system used with students. Having been a teacher was found to be functional to the counselor role in understanding and working with counselees and teachers on student-teacher problems. The dysfunctional aspects of having taught outweighed the functional aspects and inhibited positive identification with, as well as impeding adjustment to, the new role of counselor.     

Choices with clients with profound hearing impairments

Kurt L. Johnson, Ph.D., and E. Jane Burkhead, Ph.D., are Assistant Professors with the Program in Counseling Psychology and Human Systems, Department of Human Services and Studies, at the Florida State University. D. Anthony Clark, M.S. is a Doctoral Candidate at the Florida State University.     

Transforming School Improvement now and for the Future

School improvement is in danger ofbecoming simply a tool for the agendas ofpolicy makers to raise attainment in westernschool systems. While this agenda is importantwe argue that the focus on attainment andschool performance is inadequate to meet thechallenges of young people's futures.Furthermore we argue that an emphasis onperformance and delivery of outcomes is takingthe focus off learning. Schools will have nocurrency in the future unless there is greateremphasis on learning. This paper is acontribution to the debate about the futuredirection of school improvement.To develop these arguments this paperexplores three inter-linked themes:1. School improvement theory and practiceneed to change direction to take more accountof schools' contexts and their likely futurecontexts.2. Our beliefs about the purposes ofschooling and assumptions about schoolimprovement, its aims and how it is promotedare affected by our worldviews. The worldviewscurrently holding sway in schools and educationoften work against an emancipatory agenda.3. School improvement must focus more onthe learning of all members of the schoolcommunity.     

The Prediction of State Progress in the Implementation of Public Law 99-457, Part H

The purpose of this study was to examine the ability of several state characteristics to predict progress in the implementation of Part H of P.L. 99-457. This analysis utilizes two scales developed by investigators at the Carolina Policy Studies Program. One is intended to measure four potentially influential characteristics of the states: political climate, resources, policies, and interagency systems related to Part H. The second scale is an indicator of the progress states are making in the three stages of policy implementation (policy development, policy approval, and policy application). This study reports findings regarding the relationships between geographic region and state progress, as well as between influential characteristics and progress in the three stages of policy implementation. No statistically significant differences were found in state progress by geographic region. However, the four influential characteristics together predicted overall state progress and progress in each of the three stages. The dimension of system uniquely accounted for a significant proportion of variance in overall state progress, and progress in policy development and policy approval. The results suggest that an administrative structure, mechanisms, and process that promote multiagency planning are important to the successful implementation of Part H of P.L. 99-457.     

Putting More Life Into Life Career Courses: The Benefits of a Holistic Wellness Model

Career and life planning courses are gaining popularity across university campuses. The authors outline curricula for career and life planning courses that integrate a holistic wellness approach with career development Curriculum and learning activities to enhance the life planning component of the course are included.     

The developmental progression of comprehension‐related skills in children learning EAL

Many children who speak English as an additional language (EAL) underachieve in areas of English literacy, especially in the primary years. These difficulties are often attributed to low levels of English language fluency as they enter the education system. In an effort to provide a greater understanding of this underachievement, the cognitive‐linguistic factors underlying literacy development in monolingual children and children learning EAL were examined in a three‐year longitudinal project. The project, conducted in schools in the north of England, followed the developmental progression of forty‐three children learning EAL and forty‐three monolingual children from school years Two to Four. Children were assessed on measures of reading accuracy, reading and listening comprehension, receptive and expressive vocabulary, and reception of grammar. Analysis revealed similarities between the two groups of children on reading accuracy, but children learning EAL had lower levels of vocabulary and comprehension at each point in time. Data are discussed in terms of the development of underlying language skills and the impact of these skills on both reading and listening comprehension. The implications of the findings for classroom practice are considered.