Schools as learning communities: Building capacity through network learning

This article reports on the results from a study which investigated the impact of guidance given in writing tasks on children's writing performance. Six hundred eleven year olds completed writing tasks with varying content and structural support and their writing was analysed for purpose and organisation, style, spelling, clause structure, word class, paragraphing and punctuation. The aim was to find out if support facilitated better writing and if the type of support had differing effects. The findings suggested that the support did not significantly affect performance in narrative and persuasive writing. Possible implications and initial indications from a follow-up qualitative study of children's thinking are discussed.     

Benefits of early childhood interventions across the world: (Under) Investing in the very young

This paper reviews the international (non-U.S.) evidence on the benefits of early childhood interventions. A total of 38 contrasts of 30 interventions in 23 countries were analyzed. It focuses on studies applying a quasi-experimental or random assignment. Studies were coded according to: the type of intervention (cash transfer, nutritional, educational or mixed); sample size; study design and duration; country; target group (infants, prekindergarten); subpopulations of interventions; and dosage of intervention. Cohen's D effect sizes were calculated for four outcomes: cognitive gains; behavioral change; health gains; and amount of schooling. We find children from different context and countries receive substantial cognitive, behavioral, health and schooling benefits from early childhood interventions. The benefits are sustained over time. Interventions that have an educational or stimulation component evidenced the largest cognitive effects.     

Classwide consultation in preschools: A case study of comprehensive supports

Classwide supports were used to increase children's early literacy skills for Head Start morning and afternoon classrooms within a preschool Response to Intervention (RtI) model. Support included interventions to improve child outcomes for letter naming fluency (LNF) and teachers' instructional and managerial variables. Targeted activities included circle (a group instructional activity) and center times (also instructional time with children's choices about activities). Support for teachers included adding a “letter of the week” activity with active responding and other literacy activities and providing direct feedback to teachers about classroom managerial interactions. Results show positive classwide improvements for LNF, an increase in the prevalence of instruction, and improvements in positive and instructional managerial methods. Social validity appraisal indicated that the support methods were highly acceptable. © 2010 Wiley Periodicals, Inc.     

Putting objects of reference in context

ABSTRACT

The use of objects of reference as part of the development of communication‐has become established practice in the education of deafblind and multi‐sensory impaired children and young people. Unfortunately, there is comparatively little written material available for those who wish to develop this approach in their own practice with learners who have severe or profound and multiple difficulties. The result of this has been that many of the ‘second wave’ of interested practitioners have overemphasized the objects themselves with little or no appreciation of their use within a supporting context. The paper considers the philosophies and theories that underpin the methodological framework in deafblind education, and suggests how these could be applied to develop practice with a wider group of learners