Reading and Integrated Literacy Strategies (RAILS): An Integrated Approach to Early Reading

The goal of this project was to develop and test the efficacy of a research-based early reading program that provided integrated reading instruction in kindergarten through 2nd grade. The Reading and Integrated Literacy Strategies (RAILS) program provided integrated instruction in word reading, vocabulary development, and comprehension to students in regular and self-contained special education classes in 2 schools serving low-income populations. Teachers provided explicit instruction in the alphabetic principle, phonemic analysis, word reading, vocabulary development, listening comprehension, and reading comprehension. Classes were organized so students received 2 periods of reading instruction daily, a longer morning period of instruction and a shorter afternoon review of instruction. The students in the RAILS program had significantly higher performance on standardized reading and language achievement tests, as well as on individually administered tests of phonemic awareness and reading fluency. The implications for research-based instructional practice that integrates instruction in word reading, vocabulary, and comprehension are discussed.     

Constructing student portfolios: A process and product that fosters communication with families

When parents pick their children up from day care or preschool, one of the first questions that is typically asked of their child is “What did you do in school today?” At an open house parents usually ask teachers, “How is my child doing in your class?” “Is my child learning new things?” “Has my child improved any since the beginning of the school year, and in what ways?” Or think of the child who turns in a product and asks, “What do you think of this, Teacher?” or “Did you like my work today?”     

Using dyad-specific social stories to increase communicative and social skills of preschoolers with hearing loss in self-contained and inclusive settings

Children with profound hearing loss often do not have the same prelinguistic opportunities for social and communication interaction as peers with typical hearing and benefit from structured opportunities to learn these skills. This study examined the effect of two interventions to improve the communicative and social skills of four preschoolers with hearing loss in two learning environments: a preschool for children who are deaf (oral approach) and an inclusive regular preschool. A social story with a verbal prompt was provided before play (Intervention 1), and a social story with a teacher prompt and verbal prompting and reinforcement during play were provided (Intervention 2). A single-subject design revealed that in the inclusive settings, three of the four participants increased verbal comments and play turns in Interventions 1 and 2, although some changes were slight. In the oral preschool classroom, two showed improvements in target behaviours with both interventions. Generalisation of skills occurred in two participants. Additionally, all participants generalised some vocabulary from their social story to play. Implications for teaching young children with hearing loss who are oral in inclusive classrooms are discussed.     

BRIDGING THE DIFFERENCES TO UNCOVER THE SIMILARITIES: DISCIPLINES WORKING TOGETHER IN EARLY CHILDHOOD SPECIAL EDUCATION

Abstract

The study examined the integration of science and mathematics methods courses and preservice teachers’ understanding of constructivism. The participants were 50 preservice teachers who were enrolled in early childhood education mathematics and science methods courses, and an early childhood practicum. The two methods courses were integrated and the instructors adopted a collaborative approach, including common syllabi, texts, assignments, and teaching strategies. The preservice teachers completed e‐journal reflection that were subsequently coded and analyzed. The findings suggested that the instructional approach enabled students to develop and refine their understanding of constructivism. © 2005 Elsevier Inc. All rights reserved.     

Online graduate students’ perceptions of best learning experiences

The purpose of this study is to examine the perceptions of online master’s students regarding their best learning experiences. The authors surveyed 86 graduate students concerning what helped them learn in the online environment. Results indicate that although graduate students learned using the same technological tools as undergraduates, they desired a deeper level of learning that requires more instructional forethought and planning. Student experiences were consistent with the constructivist theory, and implications for improving teaching based upon the constructivist theory are highlighted.     

Feedback about Teaching in Higher Ed: Neglected Opportunities to Promote Change

Despite ongoing dissemination of evidence-based teaching strategies, science teaching at the university level is less than reformed. Most college biology instructors could benefit from more sustained support in implementing these strategies. One-time workshops raise awareness of evidence-based practices, but faculty members are more likely to make significant changes in their teaching practices when supported by coaching and feedback. Currently, most instructional feedback occurs via student evaluations, which typically lack specific feedback for improvement and focus on teacher-centered practices, or via drop-in classroom observations and peer evaluation by other instructors, which raise issues for promotion, tenure, and evaluation. The goals of this essay are to summarize the best practices for providing instructional feedback, recommend specific strategies for providing feedback, and suggest areas for further research. Missed opportunities for feedback in teaching are highlighted, and the sharing of instructional expertise is encouraged.     

Teacher Candidates' Perceptions About Grading and Constructivist Teaching

The Survey of Assessment Beliefs (SAB) was developed to measure teacher candidates' perceptions about grading practices. After piloting, the SAB was administered to 222 teacher candidates at a large northeastern urban university, along with a measure of their beliefs about teaching. Candidates were found to support many grading practices not recommended by professional standards. Support for grading practices that deviate from professional recommendations was positively associated with support for constructivist approaches. Significant differences were found in grading and teaching attitudes between elementary and secondary education teacher candidates. Teacher candidates became more moderate in endorsing nonstandard grading practices following coursework in classroom assessment but on average maintained a tendency to approve academically enabling grading practices. This study provides empirical evidence about possible areas of tension between constructivist learning theory and principles of educational measurement, and it helps classroom assessment teachers understand the needs of their target audiences.     

Course Revision in Introductory STEM Courses: An Exploratory Study at an HBCU Community College

ABSTRACT

This paper presents the results of an exploratory study of a professional development-based effort at one of the nation’s 14 federally designated Historically Black Colleges and Universities community colleges. Course revisions included introductory courses in its Natural Sciences department. The goal was to improve students’ critical-thinking and reading skills in science through faculty professional development opportunities, to improve success across all science, technology, engineering, and mathematics (STEM) curricula. This study examines faculty-selected professional development efforts combined with time release for course revision, and how it impacted students’ attitudes toward science and students’ critical-thinking skills. Six of the department’s 11 full-time faculty instructing introductory science courses received training in WestEd’s Reading Apprenticeship program and on critical-thinking skills. These faculty then revised their courses as they chose based on techniques learned during their training. A comprehensive assessment that included extensive course videos, pre- and post-tests of students’ attitudes toward science the Critical Thinking Assessment Test, and focused interviews with faculty were conducted. Despite major cuts in state support, turnover of key administrators, and other challenges, improvements in student attitudes toward STEM topics and critical-thinking skills were documented as faculty expanded their teaching tool-kits.