Gender,Pair Composition and Computer Versus Paper Presentations of an English Language Task

The aim of the study was to compare the verbal and physical interactions of same-gender pairs and mixed-gender pairs when equivalent tasks were presented on a computer and on paper. Children aged between 13 and 14 years old (24 boys and 24 girls) were placed into either same-gender or mixed-gender pairs and worked on a computer presentation and a paper presentation of an English language task. The main finding of the study was that the children's verbal interactions and manipulation of the physical materials were mediated by the mode of presentation. There were no significant differences between mixed-gender pairs and same-gender pairs in the paper presentation of the task. However, in the mixed-gender computer-based pairs, boys dominated both the amount and type of verbal interaction and the control of the mouse. These findings are explained in terms of gender differences in perceived expertise with computers and theoretical and practical implications are discussed.     

Why Isn’t Health a Priority?

This study helps bridge the existing divide between the knowledge on health news reporting in mainstream mass media and health reporting in media outlets serving Native American populations in the United States. The current work presents the first survey of journalists working in Native-serving media outlets to identify role conceptions, perceived importance, and actual practices of health reporting. Aided in data collection by the Native American Journalists Association, findings indicate journalists (N?=?100) place a high value on their role as disseminators of culturally relevant health information. However, results conflict in regard to the prioritization of health news reporting. Although journalists recognize health news should be a top priority, they point to a general lack of will from news leadership to make it an organizational priority. Additionally, results show that although journalists have comfort and confidence in health-related reporting, access to qualified sources remains an area for opportunity.     

The Association of Teachers of Technical Writing: The Emergence of Professional Identity

This article attempts to summarize the history of ATTW. It focuses on issues that led to the need for an organization devoted to technical writing, and the individuals who were leaders in ATTW, as well as in NCTE and CCCC, whose efforts provided the foundation for the presence of technical writing as a legitimate teaching and research discipline. We draw on existing historical pieces and the contributions provided by many of the first ATTW members to capture the history of ATTW. We describe the major changes in ATTW from 1973–2007 and conclude with our reflections, as well as important questions we believe to be critical to the future of ATTW     

Student teachers’ perceptions and evidence of peer learning through co-teaching: improving attitudes and willingness towards co-teaching

European Journal of Psychology of Education - Despite the increasing practice and evidence of its potential, co-teaching has not become a widespread practice in schools yet. Research shows the need...     

Co-Researching the Concept of 'Noticing and Adjusting' in Monitoring Literacy Learning

The present article describes the rationale, development and initial evaluation of a framework for enquiry that enabled a team of educational psychologists from four local education authorities to co-research the concept of 'noticing and adjusting' in relation to children's literacy progress. The work is based on reflective practice where psychologists and teachers considered the usefulness of the framework in developing interactive assessment and teaching approaches in the classroom. The collaborative work helped us to focus on teacher practice and innovative thinking rather than child, teacher or resource/environmental deficits.     

Supporting collaborative reflection in teacher education: a case study

The aim of this paper is to understand how certain educational supports promote preservice teachers’ learning to reflect in collaborative settings. To address this issue, we present a case study on collaborative reflection among 14 preservice teachers and one teacher educator over the course of five weekly consecutive sessions. The results suggest that collaborative reflection can be supported by organizing the process according to a twofold dynamic: from analysis to synthesis, and from open facilitation to directive facilitation. Six different types of assistance related to this dynamic, and provided by the teacher educator, are identified and qualitatively described: framing, oppositional voice, counterpoising alternatives, asking for the dilemma, problematizing, and modelling.