Girls in the Education Market: Choice,competition and complexity

ABSTRACT This paper considers the role of girls' schools in the UK education market and, concomitantly, the positioning and 'value' of girls in the education market place. Themarketing and public presentations of two schools are examined and the messages and impressions presented to parents are analysed. The relationships of these schools to their 'competitors' are also explored. These are set against the 'choices' and choice-making of a sample of local parents considering the possibility of single-sex schooling for their daughters. It is argued that the current conditions of competition in the UK education market offer some advantages to girls but that these advantages have to be set against the continuing contradictions and oppressions of single-sex schooling.     

In Their Own Voices: Middle Level Girls' Perceptions of Teaching and Learning Science

Journal of Science Teacher Education -     

An observation study of reading instruction provided to elementary students with learning disabilities in the resource room

This study documents the amount and quality of reading instruction provided to second‐ through fifth‐grade students with learning disabilities provided resource‐room services. Reading instruction provided by 10 special education resource‐room teachers was observed. Findings reveal that teachers and students were on task during instructional time that included phonological awareness, word study, comprehension, reading fluency, and vocabulary instruction of average to high average quality. Although class size was small overall, whole‐group instructional delivery was most common. Students made statistically significant gains in oral reading fluency but did not increase their standard scores on measures of comprehension or word reading. © 2010 Wiley Periodicals, Inc.     

WHY INTENSIVE INTERVENTIONS ARE NECESSARY FOR STUDENTS WITH SEVERE READING DIFFICULTIES

This article reviews research related to intensive interventions within a Response to Intervention framework. We review the research from studies that provided different levels of intensity of intervention with the goal of establishing a case that movement through less intensive tiers of intervention may not be an effective and responsible approach to addressing the reading difficulties of some students, particularly those with significant reading difficulties or disabilities.