The use of case-based learning in the development of student teachers’ levels of moral reasoning

The important role of the teacher in developing morally sensitive individuals is widely acknowledged. This paper examines the integration of context-specific moral development interventions within a four-year undergraduate teacher education programme in Ireland. The intervention strategy employed a case-based pedagogical approach where participants (n = 123) explored and discussed classroom scenarios to prepare them for a six-week school-based placement. Using the Defining Issues Test, results indicate statistically significant increases in levels of moral reasoning post intervention, suggesting that the use of a layered case-based pedagogical strategy provides students with alternative perspectives on their classroom practices and challenges their lay theories.     

“It’s the X and Y Thing”: Cross-sectional and Longitudinal Changes in Children’s Understanding of Genes

Studies from different theoretical traditions investigating children’s inheritance and genetics concepts have adopted a cross-sectional method. This paper is the first to examine both cross-sectional and longitudinal changes in children’s basic genetic concepts. It forms part of a larger investigation into the development of intuitive inheritance and genetics concepts in childhood. Four age cohorts (4–5 years, 7–8 years, 10–11 years, 14–15 years) were interviewed individually at two measurement occasions (T1, N = 182; T2, N = 164) separated by a 1-year interval. Cross-sectional analyses revealed an increase in children’s knowledge of genetics by 10 years. Between 10 and 14 years, there were fewer changes in the content of children’s knowledge, especially at the level of scientific genetic understanding. There was little evidence of longitudinal changes over the 1-year period. Overall, children may hold an understanding of genetics that is tied to knowledge of inheritance within families. This may pose challenges for acquiring more abstract and formal concepts of genes.     

Shared book reading behaviours of children with Down Syndrome before and after participation in the MultiLit reading tutor program: an exploratory study

This exploratory study compares the shared book reading behaviours of five school aged children with DS (aged 11 years 6 months to 15 years 6 months) before and after participation in an intervention which included selected components of the MultiLit Reading Tutor Program. The program was delivered 1:1 to participants each week over a 12 week period. Analysis of the average performance across the group revealed that the proportion of reading errors relative to the number of words read from preintervention to postintervention were significantly reduced. Significant improvement was also seen in shared book reading fluency following intervention. Individual case study data is also presented. Postintervention, reading errors per minute were reduced for two participants (P4 and P5). Reading dysfluencies per minute decreased for two participants (P1 and P5) while all participants improved in shared book reading fluency. Preliminary results suggest that children with DS can generalise skills taught in the MultiLit Reading Tutor Program to shared book reading, although variability regarding changes in literacy abilities postintervention was observed.     

Concurrent validity of the Slosson full‐range intelligence test: Comparison with the Wechsler intelligence scale for children–third edition and the Woodcock Johnson tests of achievement–revised

This study examined the concurrent validity of the Slosson Full‐Range Intelligence Test (S‐FRIT) by comparing S‐FRIT scores to the scores of the Wechsler Intelligence Scale for Children–Third Edition (WISC‐III) and the Woodcock‐Johnson Tests of Achievement–Revised (WJ‐R). Data from 123 elementary students' screening and psychological testing results were examined. Results revealed that the S‐FRIT scores were more related to overall intelligence, verbal, and math abilities than nonverbal intelligence, reading, or written language abilities. Further, it was found that 89% of the participants' S‐FRIT Full‐Range IQ scores fell within one standard deviation of their WISC‐III FSIQ scores, with an average discrepancy of 7.6 points. Discrepancies between S‐FRIT and WISC‐III scores were also examined by educational diagnostic categories and ability levels. Limitations and suggestions for future research are provided. © 2002 John Wiley & Sons, Inc.     

‘Hey diddle diddle,the cat and the fiddle: What ever happened to Mother Goose?’

Mother Goose and other types of playful rhymes are an important part of children's oral language development and help them understand several important oral and written language concepts, including words, phonemes, segmentation, matching, and position. Inclusion of nursery rhymes in the early childhood curriculum provides a natural, enjoyable way to help children develop these language skills.Joanne R. Nurss is Professor of Early Childhood Education at Georgia State University in Atlanta.     

Using Stakeholder Input to Guide Cultural and Contextual Adaptations for a Universal School-Based Intervention

The Urban Review - Strong student–teacher relationships foster students’ social, emotional, and academic development, particularly for students from marginalized racial/ethnic groups....