Within and Across Language Predictors of Word Learning Processes in Dual Language Learners

This study investigated the relation between Dual Language Learners’ (N = 90) vocabulary and grammar comprehension and word learning processes in preschool (aged 3-through-5 years). Of interest was whether: (a) performance in Spanish correlated with performance in English within each domain; and (b) comprehension predicted novel word learning within and across languages. Dual-language experience was evaluated as a potential moderator. Hierarchical linear modeling revealed stronger predictive associations within each language than across languages. Across languages, results varied by experience and domain. Structural sensitivity theory suggests exposure to two languages heightens awareness of parameters along which languages vary and provides a framework for interpreting complex associations within and across languages. Knowledge from one language may influence learning in both.     

Second-order conditioning: Different outcomes in fear and eyelid conditioning

Second-order conditioning has been frequently observed with the fear response but not with the eyelid response. The present experiments manipulated the temporal relationship between the second-order and first-order stimulus on second-order conditioning trials. Our results indicated that a trace second-order procedure is not effective with either response system. Second-order fear conditioning was most prominent when the second-order CS terminated at the onset of the first-order CS. This arrangement, however, did not produce second-order eyelid CRs. In eyelid conditioning, the second-order CS appears to inhibit responding to the first-order CS which immediately follows it.     

Eminent classroom teachers join the dialogue on teacher education programs

Abstract

This article examines the views on effective teacher education programs held by 10 teachers who were identified by senior administrators within their school districts as exemplary teachers. The findings reveal many consistencies between the beliefs inherent within five models of teacher learning that predominate in literature on teacher education programs and those held by practicing teachers. The one major difference is that teachers in this study emphasize the transmission of a widely accepted body of pedagogical knowledge and skills to a greater degree than do researchers. This set of common belief provides a strong foundation for building collaborative relationships through which both cultures might work together to develop a shared vision. Transformation of teaching and teacher education practice requires a willingness to consider values and perspectives that might differ from those accepted within either culture and an openness to change on the part of both cultures.     

Parental interpretation of psychoeducational reports

The intent of the present investigation was to determine the readability of psychoeducational reports and the effectiveness of manipulating selected report variables to facilitate parental interpretation. A sample of 50 reports was analyzed to determine the reading level at which reports were written. One report written at the median reading level was identified as a traditional report and was modified by lowering the reading level, replacing professional terminology, and removing information identified as unrelated to placement decisions. One objective test was developed to measure parents' abilities to interpret both the traditional and modified reports. One hundred fourteen parents were randomly assigned to read either the traditional or modified version of the report. Following treatment, subjects responded to the test instrument. The data indicate that traditional reports are written above the reading level of most parents. In addition, the data support the position that modification of selected report variables facilitates parental interpretation. Suggestions are made to report writers as to how specific modifications can enhance parental access to report contents.     

Changing roles and identities in the construction of a community of mathematical inquiry

In the current shifts in mathematics classrooms, teachers are challenged to use effective pedagogy to develop inquiry communities in which all participants are offered opportunities to engage in the reasoning discourse of proficient mathematical practices. The challenge for teachers is to know how to implement these pedagogical changes. This article outlines how a teacher and researcher worked together in a collaborative partnership using a purposely designed communication and participation framework as a tool to scaffold development of collective reasoning in the inquiry community. The findings illustrate the interconnections between the teacher’s beliefs, past experiences, and current, and future expectations for her diverse students. Explanations are provided of how different, often conflicting, voices emerged including one that drew on the teacher’s cultural knowledge. This provided many learning opportunities for the researcher as the teacher developed her students’ voices in culturally appropriate ways.     

More than just fun: a place for games in playful learning / Más que diversión: el lugar de los juegos reglados en el aprendizaje lúdico

Games play a significant role in childhood, fuelling hours of engagement and social interaction, and probably much learning as well. Board games, card games and outdoor games (such as Tag) first come to mind, but more recently, games have also gone digital. In this piece, we offer a new perspective by placing games within the established construct of ‘playful learning’. We review key elements of playful learning and the two subtypes: free play and guided play. We suggest that games promote learning in ways similar to other playful learning situations. Games involve fun, a sense of curiosity and an inhibition of reality, in active, engaging, meaningful and socially interactive contexts. We argue that games therefore belong alongside free play and guided play to form a trio of playful learning experiences. This perspective adds to a growing understanding of the role of games in supporting children’s learning and development.