Narration and knowledge in direct solicitations

Although narration has been recognized as a complex mode of discourse, its role in professional communication has not been widely studied. This article examines narration in one form of professional communication—direct solicitations— and links narration to an important research issue: the social construction of knowledge, or the social justification of belief, through language. The direct solicitations are described, and the role of narration in justifying belief socially, for direct solicitations, is then discussed by examining narration and analysis as two means for organizing and expressing experience. The interweaving of these two means in direct solicitations is illustrated, but finally the importance of the narrational over the analytic in giving shape and significance to experience is asserted. Thus, the central role narratives play in justifying belief socially, for direct solicitations is described. Three sample narratives from three direct _ solicitations illustrate this discussion.     

Fostering Continuous Improvement and Learning Through Peer Assessment: Part of an Integral Model of Assessment

Assessment is a critical component of educational practices and thus impacts educational reform efforts. This article reviews and considers assessment from 2 perspectives: a focus on accountability and a focus on continuous improvement. A class of preservice and practicing science teachers explored notions of assessment while experiencing peer assessment as part of the class. Their online conversations about the processes of establishing quality criteria for peer assessment and their reflections on the experiences compose the primary data source. Two purposes for assessment, accountability and continuous improvement, arose from the data and created conflicts within the individuals and the class. To resolve this conflict, we propose a framework for viewing assessment as part of an integral model (Wilber, 2004 Wilber, K. 2004. Kosmic consciousness [CD], Boulder, CO: Sounds True..  [Google Scholar]) that includes and transcends the dualities.     

WILL THIS COMMUNITY COLLEGE TRANSFER STUDENT SUCCEED? FACTORS AFFECTING TRANSFER STUDENT PERFORMANCE

This study focuses on the academic performance of students who transferred from a suburban community college to a private, moderately selective urban university. The purpose was to determine if certain easily ascertainable student characteristics and academic behaviors at the community college would be associated with degree persistence and completion at the university. Results indicated that the best predictor of academic success at the university was community college grade point average (GPA): As a group transfer students who entered with a GPA of 2.5 or more were able to maintain a 2.3 at the university, whereas those who entered with less than a 2.5 had an average university GPA of 1.9.     

Concussion Management in Community College Athletics: Revealing and Understanding the Gap Between Knowledge and Practice

The seriousness of concussions in athletics is only recently becoming fully understood and appreciated. There are significant implications for the concussed student-athlete both in returning to the playing field and the classroom. Although practices are now in place to improve identification and management of concussions in professional sports, little is known about how it is managed in community colleges. This mixed method study identified the extent to which California Community College athletic trainers are implementing best practices set forth by the National Athletic Trainers’ Association in their management of concussion. It also sought to understand the training, cultural pressures, and resources that may impact the degree to which community college athletic trainers implement these guidelines.     

Preschool Teachers and Children’s Emergent Writing: Supporting Diverse Learners

Early literacy skill development is critical during the preschool years. Under that umbrella is emergent writing, a small but important component of overall literacy development. This article presents two writing strategies: (1) writers’ workshop and (2) dictation within the context of storybook reading that preschool teachers can utilize to target emergent writing development. Modifications for diverse learners are also included throughout.     

Success for All at 27: New Developments in Whole-School Reform

This article presents recent developments in Success for All, a whole-school reform approach for high-poverty schools. These include incorporation of Common Core standards, technology-enhanced methods for teaching and tutoring, and extensive use of video for students and teachers. The strong evidence base and success at scale give the program additional importance in policy.     

Early Learning in CRESPAR

The goal of the Center for Research on the Education of Students Placed At Risk (CRESPAR) Early Learning program is to ensure that young children reach the 1st grade with the necessary skills and competencies to be effective learners. This goal has been accomplished by 2 integrated areas of research. One area of research focuses on the development of effective practices that promote the development of language and literacy skills in young children. A 2nd area of research examines the systemic issues regarding school policies and teachers' beliefs and expectations that affect classroom practices. Over the past 5 years, the CRESPAR Early Learning Program has been conducting research in these areas, which has added to our understanding of how children learn and what teachers think that they can learn.     

Roots & Wings: Effects of Whole-School Reform on Student Achievement

Roots & Wings is a comprehensive reform model for elementary schools. It incorporates all elements of Success for All (Slavin et al., 1996), which includes programs for early childhood, Grades 1-6 reading, writing, and language arts, one-to-one tutoring for primary-grades children struggling in reading, and family support programs. To these it adds MathWings, an approach based on standards of the National Council of Teachers of Mathematics, and WorldLab, a program for social studies and science emphasizing simulations and group investigations.

Research on Roots & Wings in its pilot sites, 4 schools in rural Maryland, found strong impacts on state performance measures in all subjects in Grades 3 and 5 as long as the program was being implemented. When funding cuts and a change of superintendents ended the intervention, test score gains leveled out, although scores were still ahead of baseline. A study in a Texas school found substantial gains on Texas state assessments in reading, writing, and math.