Understanding the Why Behind the How in Reading Instruction

One of the most critical pedagogical areas for student success is reading development and the use of reading to learn in the content areas. Teachers’ knowledge and the materials, methods, and strategies employed are essential factors in students’ abilities to read. In their inquiry study, the authors examined the congruence between the content of preservice literacy methods courses at their college and the practices of recent alumni. Although practice varied for each teacher, alumni students emphasized some components of reading over others, often because those components were stressed in their college courses. These findings led the authors to rethink why and how reading methods are taught to preservice teachers.     

Teachers as Leaders

Graphic novels offer an exciting new medium across the curriculum, but classroom research must be done. Anecdotal evidence is a start, but reform requires thoughtful study. Teachers are in the best place to do this research, as they have ready access, currency, and credibility. Teacher research on graphic novels, indeed all new media, is also needed for teacher professionalism in the Knowledge Society.     

Integrating handicapped children: one teacher's experience

Fresh demands are currently being made upon teachers of literacy. How do these fit with what we know about teachers who are effective at teaching literacy? The research reported here aimed to explore the characteristic features of teachers who were effective literacy teachers, in terms of their knowledge, beliefs and teaching practices. It was found that effective teachers were already teaching literacy in a manner sympathetic to that implied in the National Literacy Strategy. The article goes on to discuss some of the implications of these findings, especially in terms of the design and content of future in-service courses.     

School leaders’ perceptions on reading,writing and mathematics in innovative learning environments

ABSTRACT

In New Zealand, school buildings are being remodelled to accommodate several teachers and a large number of learners in one flexible learning space. School leaders’ perspectives were sought on what is happening in the teaching of reading, writing and mathematics. Interviews of the principal and deputy principal at a case study were conducted, and an online survey was used to target views of school leaders across New Zealand: completed by 115 principals and 56 deputy principals. The research found positive responses to the implementation of flexible learning spaces and the impact on the teaching of these three core curriculum areas. The findings suggest that given appropriate experience of such spaces, New Zealand principals (school leaders) seem to have the attitudes and understanding to support adoption of Innovative Learning Environments and recognise their potential benefits. However, the quality of teaching was key no matter which learning space was considered. Although Innovative Learning Environments, along with the cooperation between teachers that such spaces require, were seen as beneficial to learning, successful implementation will also require those leading the changes to place the learner as the focus of change, particularly for the substantive percentage of students who are underachieving in reading, writing and mathematics.     

Who says you need to teach reading to 11–13-year-olds?

Research indicates that as students move through the school system, many begin to experience difficulties with reading. With this mind, this study explored current practices and perceptions about reading programmes for 11–13-year-old students in New Zealand schools. The study employed an online survey designed to investigate current reading literacy practices in a sample of New Zealand primary in years 7 and 8. Observations of practice and interviews with literacy leaders, teachers, principals and students were also carried out at five case study schools. The survey indicated that teachers may underestimate the importance of learner engagement and direct teaching strategies. The case studies exemplify the need for good professional development, supportive leadership, effective class management strategies, a positive and engaging learning environment, teachers with a passion for literacy and exemplary and sustained guided reading.     

Contemporary approaches to learning science: technologically-mediated practical work

This paper describes the current state of science education in Arab states and anticipates some of the challenges faced by those states as they reform their science education. After discussing problems of illiteracy, access and quality we provide contextual information about the structure of the educational systems and describe recent efforts to reform them. We focus on issues pertaining to science curriculum and textbooks, language, religion, student learning in science, science teacher education and science education research and summarise the challenges and opportunities for research faced in each area. We conclude the paper by proposing a set of policy and research recommendations that could aid in the development of lasting solutions for recurring problems.     

Curriculum dissemination and implementation in Ireland: principal and teacher insight

In an effort to understand interpretations of new and revised physical education syllabuses, and conditions that appear to strengthen or weaken the desire to introduce them, this paper draws on insights provided by principals and physical education teachers into the effective implementation of syllabuses within Irish post-primary schools. Situating the discussion within the area of managing curriculum change we examine how the various elements of the Irish education system are involved in providing support for such curriculum developments. Using principals' and teachers' perspectives on the implementation of the revised junior cycle physical education syllabus we suggest how the dynamics within the education system might change to provide effective dissemination and implementation of new and revised senior cycle physical education syllabuses. We refer to the principles underpinning community of practice, some of which are evident in the Irish education landscape. We acknowledge that they offer the potential for a changing culture and context in which principals and teacher might work.     

Developing Positive Attitudes Toward Interprofessional Collaboration Among Students in the Health Care Professions

This study examined whether attitudes toward interprofessional collaboration (Physician-Nurse, Physician-Social Worker, Nurse-Social Worker) held by medical, social work, and nursing students changed after completing an interprofessional curriculum consisting of (a) Interprofessional Education Development Session and (b) the Senior Aging and Geriatrics Educator mentoring program. The 15-item original and two modified versions of the Jefferson School of Attitudes Toward Physician-Nurse Collaboration (JSAPNC) were administered as pretest/posttest. Of the 186 participants who completed the pretest, 156 (84%) completed the posttest. Results showed that the medical students (n = 52) reported the most positive change in attitude toward all three pairs of interprofessional collaboration. Social work students (n = 55) reported the least positive attitudes toward Physician-Social Worker collaboration and nursing students (n = 49) reported the least positive attitudes toward Physician-Nurse collaboration. It is recommended to evaluate the interprofessional curriculum and other factors, such as the possible influence of the facilitator in group discussions, and that future studies include a rigorous design that monitors content of each educational session to ensure integrity across groups. Postgraduate follow-up measures could be used to enhance positive attitudes toward interprofessional collaboration.     

Students Connecting with the Elderly: Validation as a Tool

In this article we respond to the call to action that is the crisis among seniors called The Silver Tsunami! We describe the education of students through the use of Feil's Validation Therapy. There are growing concerns among social service providers regarding the rapid increase of the elderly population and the lack of adequate staff to provide care for our seniors. If we as educators, agency administrators, or committed family members ignore this call to action, the cycle of the employee “revolving door” will continue with inadequately trained and emotionally disconnected personnel working with aging persons. Frontline workers are the backbone of any agency. They are the ones who interact with seniors and their loved ones and collaborate with other medical and community professionals. We, as their teachers, must enhance their knowledge and skills so they many continue to provide service to the second most vulnerable population.