Developing strategic learners

This paper derives from an ongoing project on the teaching and learning of reading in English and Irish primary classrooms. The project is seeking to understand how reading, and indeed, learning, are conceptualised by pupils and teachers and, particularly, to understand how pedagogy supports (and hinders) the acquisition of metacognitive awareness and strategies among 9 year olds. This paper focuses on teaching in one classroom, the purpose being to develop teachers’ and researchers’ understanding of metacognition by holding up for analysis, incidents from one classroom. It is not our intention to criticise the teacher's practice with the benefit of hindsight — rather we are concerned to enhance awareness of some of the processes of learning in general and of metacognition in reading, in particular. We begin by reviewing briefly some of the literature on metacognition and by noting the implications for practice. We proceed by investigating the opportunities for metacognitive development in two reading lessons.     

A comparison of the Visual Aural Digit Span and the Bender Gestalt as discriminators of low achievement in the primary grades

The Visual Aural Digit Span (VADS) and the Bender Visual Motor Gestalt Test (Bender) were studied with regard to their ability to discriminate low from average achievers in reading and arithmetic skills, as identified by the Iowa Test of Basic Skills. A sample of 78 normal children aged 6 through 9 were administered a battery of tests, including the verbal section of the WISC-R. Analysis of covariance with IQ controlled showed that the Bender and the VADS were able to discriminate between achievement groups for vocabulary and math concepts. The Bender discriminated between math problem-solving groups, but neither test could discriminate between reading comprehension groups. Age was a significant variable for the Bender and all VADS subtests except Aural-Written. Correlational analysis indicated that although the VADS was related to Verbal IQ, it is related only minimally to the Bender when age is controlled.     

Social relationships and friendships among young people with Down's syndrome in secondary schools

More young people with Down's syndrome are being taught in mainstream schools and interest in the educational aspect of inclusion has grown over the last few years.
In this article Pat Cuckle, Senior Research Fellow at the University of Leeds, and June Wilson, a support teacher working for Education Leeds, explore patterns of friendship and social relationships among teenagers with Down's syndrome. The young people who took part in the study either attend mainstream schools or resourced provision in mainstream schools. The enquiry provides fascinating insights into the participants' views of friendship and into the range of their social experiences. Pat Cuckle and June Wilson conclude their report with a set of recommendations focusing on the need to create more opportunity for social interaction for young people with special needs.     

Using journal writing in a graduate science education course to promote constructivist pedagogy

Conclusion The journal writing activity was an opportunity for Tom and his classmates to personalize a constructivist vision of teaching and learning, a step Gallagher’s (1993) teachers identified as the beginning of their transition to a constructivist practice. The efficacy of the journal writing activity may be attributed to its capacity to engage students in metacognitive thinking. That is, the students had an opportunity to think about their ideas rather than merely with them (Kuhn, Amsel, & O’Loughlin, 1988). Indeed, various researchers have associated metacognition with cognitive development, meaningful learning, and conceptual change (e.g., Champagne, Gunstone, & Klopfer, 1985; Kuhn et al., 1988; Pintrich, Marx, & Boyle, 1993). Also, sharing journal entries fostered a sense of community, a support that seems to be essential for teacher change (Shaw & Etchberger, 1993; Taylor, 1993). In fact, students reported the activity to be a “great way to get to know others” and “a way of reducing isolation” because” certainly, a whole class of teachers is better than just one.” Although the purpose of the activity was to promote constructivist pedagogy, it accomplished so much more. It stimulated imaginative questions such as What is the purpose of teaching physics? When is it to review many areas? When is it to understand how physics works in some special instances? In addition, journal writing “was an excellent way to bring about closure.” “It was relaxing … kind of like cool down exercises after a heavy aerobic workout.”     

Remodeling without remorse: How to survive center renovation

Thoughts of changing the physical environment of a child care center strike fear into the hearts of all center personnel, which arises from images of disrupted schedules, unhappy children, and harried staff. Frequently directors and other staff admit the necessity of making the environmental changes but can generate little enthusiasm for the remodeling process.Donna M. Bagley is Assistant Professor of Early Childhood Education, University of Missouri-St. Louis, and Former President, Board of Directors, Bloomington Day Care, Inc. June Davis is Executive Director, Bloomington Day Care Center, Inc., Bloomington, IL.     

Preschoolers' Ability to Adopt Justice and Care Orientations to Moral Dilemmas

This study examined the moral reasoning that preschoolers use in resolving moral dilemmas. Children's resolutions and justifications were examined with regard to their care orientation and their justice orientation. Thirty-one preschool children participated in the study (18 girls, 13 boys). Children were each read 4 stone containing moral dilemmas and were asked to resolve these dilemmas. The results indicated that children's answers revealed a care orientation or a justice orientation with equal frequency. At times, children could even accept both orientations to the same dilemma. The data analysis also revealed no gender differences in moral orientation. Results are discussed in terms of children's social-cognitive abilities. Educational implications are also raised.     

Preparing future teachers for diversity

This program for teacher education is built on the assumption that the effectiveness of public schooling will improve in relation to the diversity of ideas and experiences of teachers. The program speaks to the linkage between better teacher preparation, improved schooling for students of color, and the recruitment of teachers of color. The program has three main components: (1) early involvement in teacher education programs with ongoing internships in schools and the community; (2) active participation by arts and science faculty, including ethnic studies; and (3) seminars in the teacher education program which connect theory with practice.