Children's reading profiles on exiting the Reading Recovery programme: do they predict sustained progress?

The aim of this study was to identify reading profiles, which predict the literacy progress of Reading Recovery graduates. Reading Recovery is an intensive remediation for children after the first year of school. Children were assessed at exit from the programme and at 3‐month, 6‐month and 12‐month follow‐up points. Text Reading Level made unique contributions to word reading, spelling and writing at all time points and was consistently the best predictor of word reading. Phonological processing also made unique contributions to word reading and spelling. Reading comprehension was found to be the best predictor of National Curriculum sublevels for reading and writing, 12 months later. These findings indicate that levelled texts, as employed in Reading Recovery, provide a good indication of progress in word reading, spelling and writing after the programme has been discontinued, but also present a case for assessing other reading skills (e.g., phonological processing and reading comprehension) in order to help predict sustained progress in literacy.     

How day of posting affects level of critical discourse in asynchronous discussions and computer-supported collaborative argumentation

In asynchronous threaded discussions, messages posted near the end of the week provide less time for students to critically examine and respond to ideas presented in the messages than messages posted early in the week. This study examined how the day in which messages are posted (early, midweek and weekend) in computer-supported collaborative argumentation affect the number of responses elicited by arguments and challenges, and how its effects differ across the four types of exchanges (argument–challenge, challenge–counterchallenge, challenge–explain, challenge–evidence) that serve as indicators of critical discourse. This study found that the day of posting had a significant effect on the number of responses elicited per message, with the greatest to smallest effect on argument–challenge, challenge–counterchallenge, challenge–explain and challenge–evidence exchanges respectively. These findings highlight some of the limitations of asynchronous discussions, and suggest alternative ways to implement and design discussion environments to promote higher levels of critical discourse.     

The impact of early reading interventions delivered by classroom assistants on attainment at the end of Year 2

Previous research has shown that training teaching assistants to deliver early phonic reading interventions can have measurable effects at immediate post‐test. This study explored whether the effects of interventions delivered by classroom assistants (CAs) were still evident at the end of the first phase of schooling, 16 months after the early intervention finished. Children were divided into ‘treatment responder’ and ‘treatment non‐responder’ groups based upon post‐test decoding skills. The treatment responder group was significantly more likely to achieve average results in nationally administered tests (end of Key Stage 1 tests) and teacher ratings of attainment than the treatment non‐responders. Treatment responders were indistinguishable from national averages on the mathematics test, writing test and reading task performance, but differed on reading comprehension test and on teacher‐assessed attainment. Gains in reading delivered following early phonic reading interventions delivered by CAs are maintained for many children. Non‐responders and treatment responders with only modest decoding skill may require additional support to achieve national targets in literacy.     

合作体验学习法

合作体验学习法（Tribes Learning Communities）是北美学校教育改革比较成功的一种尝试,打破传统的教师为中心的课堂管理模式,创造以学生为中心的课堂氛围,将课堂重心从教师教转到学生学。本文介绍几种在这样的教学指导思想下的教学策略框架,供课改中正在探索的老师们借鉴参考。     

Good Chinese Girls and the Model Minority: Race,Education, and Community in Girl in Translation and Front Desk

Children's Literature in Education - The girl protagonists in Jean Kwok’s Girl in Translation and Kelly Yang’s Front Desk embody and reinterpret the notion of guai (loosely...     

桑螵蛸脂类提取物对铜绿假单胞菌的抗菌活性和抗生物膜作用（英文）

目的:探究桑螵蛸脂类提取物的成分及对铜绿假单胞菌的抗菌和抗生物膜作用。创新点:中国传统中药桑螵蛸一直广泛应用于肾病的治疗,在抗菌领域未见报道,本实验首次证明桑螵蛸脂类提取物对铜绿假单胞菌有明显的抗菌和抗生物膜作用。方法:采用气相色谱-质谱联用技术,测定桑螵蛸脂质提取物的化学成分及其相对比例。采用纸片扩散法和琼脂平板稀释法观察桑螵蛸脂类提取物对铜绿假单胞菌的抑菌效应并测定最小抑制浓度(MIC)。采用结晶紫染色法和扫描电镜(SEM)进行抑制生物被膜的试验。结论:桑螵蛸脂类提取物中含有16种化合物,最丰富的成分分别是倍半萜类化合物、单萜和微量芳香族化合物。桑螵蛸脂类提取物对铜绿假单胞菌的MIC为4 mg/ml,对铜绿假单胞菌生物被膜的抑制作用明显。     

Models of influence on mathematics instructional coaches

In our study, we examine the factors influencing the implementation of a mathematics coaching initiative at four high schools including the assets an instructional coach brings to the position and the challenges unique to each school. In our case study we include data collected in individual interviews with instructional coaches, focus groups with Algebra I teams, and coaching logs. Four models of coaching behavior emerged from the data collected in the study: coach as facilitator, coach as mediator, coach as dictator, and coach as victim. No role was associated exclusively with any particular instructional coach. However, which role the coach assumed hinged on one or more factors: the coach’s leadership style, the context in which the coach served, and the dynamics of the situation.