An analysis of the ecological components within a text structure intervention

The Component Model of Reading expanded upon the Simple View of Reading by adding an ecological and psychological component. Elements of the ecological component include teacher knowledge, information provided in textbooks, and teacher instructional practices. In this study, the authors examined the extent of teacher knowledge about text structure, the extent to which textbooks focused on text structure related skills and strategies as well as the percentage each skill and strategy was covered in lessons and teacher instructional practices. Such analysis shows that although text structure interventions may have positive effects on student reading comprehension, there are multiple elements of the ecological component that may be counteracting the benefits of the intervention. First, teachers have a limited knowledge of the five common text structures. Second, textbooks systematically minimize text structure instruction and only cover comprehension skills and strategies sporadically throughout a year-long curriculum. Third, teacher learning of text structures and change in practice was moderated by these ecological factors including textbook scheduled instruction and administrator support.     

Mentored Discussions of Teaching: An Introductory Teaching Development Program for Future STEM Faculty

Today’s science, technology, engineering, and mathematics (STEM) graduate students and postdoctoral fellows are tomorrow’s new faculty members; but these junior academicians often receive limited pedagogical training. We describe four iterations of an entry-level program with a low time commitment, Mentored Discussions of Teaching (MDT). The program is designed to introduce participants to pedagogical issues and literature in STEM disciplines and foster related discussions. It consists of group meetings, classroom observations, and discussions with faculty members. Program components were generally highly rated and valuable, even for those with prior teaching experience. We have found that this program is also an effective way to engage faculty members in the teaching aspects of students’ professional development.     

Ensuring quality in EPs’ use of dynamic assessment: a Delphi study

Dynamic Assessment (DA) is an interactive form of cognitive assessment used by some educational psychologists (EPs) to assess the learning potential of children and young people, through a focus on cognitive and affective aspects of learning. In terms of UK EP practice, this approach has the potential to complement the focus on ‘person-centred planning’ set out in the Special Educational Needs and Disability Code of Practice. However, there is little guidance or consensus on what constitutes good DA practice. This research employed a Delphi methodology to identify competencies required to carry out quality DA. A panel of five international experts in DA and 17 EPs, using DA in practice, participated in three rounds of a Delphi study that identified 13 knowledge and 12 skills competencies considered essential for quality DA practice. The resulting framework could inform training and professional development programmes for EPs wishing to develop their skills and competence in practice.     

Disciplinary Text-Dependent Questions: Questioning for Learning in the Disciplines. The Challenge of Literacy in the Disciplines

The challenge of reading across disciplines is often not a matter of word recognition or general comprehension instruction; it is a matter of understanding how ideas are represented in the language and conventions of that discipline. In this article we describe a strategy for foregrounding the disciplines in the design and implementation of text-dependent questions in content area courses in order to accomplish a dual focus on content and discourse when using discipline-specific texts.     

Experiences with Counselor Training in Central Europe: Voices from Student Trainees

Globalization has led to an increase in United States-influenced counseling programs the world over; however, the extent to which these training models apply to other cultures is unclear. Using a sample of master’s-level counseling students studying in the Czech Republic (n?=?5), the authors conducted a phenomenological inquiry examining the experiences of European students trained in a program developed and supervised by faculty in the United States. Three themes (and potential barriers) related to English-language training programs in Central Europe included: cultural differences between faculty and students, complications related to the notion of professional identity, and concerns related to the utility of wellness-based principles in the Czech Republic. Implications for educators include cultural adaptation of training and course material as well as reframing illness perspectives through a wellness lens.     

The effect of assessment of process after receiving teacher feedback

This exploratory study investigated the effect of assessing both process and product compared to assessing written products alone. Two groups of students received teacher feedback over a one-year period. One group was assessed on their revisions in addition to the quality of final drafts, while a second group was assessed on the quality of final drafts alone. The uptake of feedback, in the form of revision attempts, and the success of those attempts were compared between the two groups using a Mann–Whitney U-test. In addition, improvement in writing performance was measured and compared between the two groups using one-way analysis of variance. It was found that the group assessed on process had significantly higher uptake of feedback than the group assessed on product alone. However, the increased uptake consisted of unsuccessful revision attempts, while the number of successful revisions was almost identical between the groups. It was also found that the group assessed on final product alone improved significantly more than the group assessed on process in terms of essay content. It is concluded that the assessment of feedback may not be necessary in some contexts, and suggestions are given for increasing the quality of learning achieved by teacher feedback.     

Using communication to manage uncertainty about cervical cancer screening guideline adherence among Appalachian women

Changes to the United States Preventive Services Task Force (USPSTF) recommendations for cervical cancer preventive services have led to patient confusion, especially in medically underserved populations. We investigated how patient uncertainty concerning cervical cancer screening guidelines is appraised and managed through communication with healthcare providers by conducting in-depth, face-to-face interviews with 24 adult women between the ages of 24 and 65 (m?=?41, SD?=?14) living in Appalachia Kentucky. In general, participants expressed a high degree of uncertainty about the updated cervical cancer screening guidelines and appraised this uncertainty as both a danger and an opportunity. Communication with healthcare providers served both to exacerbate and to mitigate patient uncertainty. The study identifies how healthcare providers may use the change in USPSTF guidelines as a “teachable moment” to productively counsel patients on the importance of timely screening, the typical progression of certain types of high-risk HPV (human papillomavirus) infection to cervical cancer, and the importance of follow-up care.     

My Place in My World: Literature for Place-Based Environmental Education

This article explores how children can learn about environmental sciences through place-based education and children’s literature. Recent studies suggest that there is a lack of environmental science knowledge among citizens of all ages. Scholars and educators recommend introducing young children to the places in which they live to create an impact on how they will view and respect the natural world as adults. Selection and use of developmentally appropriate and scientifically accurate literature can be an effective tool to help children understand their place in and connections to the natural world. Guidelines for selecting place-based literature are presented using the Midwest United States as an example. Twelve children’s books are recommended and reviewed.