La eficacia de un modelo de instrucción directa en la enseñanza de la comprensión de ideas principales

RESUMEN

La comprensión de las ideas principales es una destreza lectora importante, y suele ser lo que discrimina los buenos lectores de los deficientes. El propósito de este estudio es desarrollar un método de instrucción directa para enseñar a los niños la comprensión de las ideas principales, y evaluar su eficacia frente al método tradicional (instrucción por medio de libros de lectura básicos). El grupo entrenado (grupo estrategia) con instrucción directa rindió mejor en la aptitud para recoger las ideas principales que el grupo básico (que siguió el método tradicional) y adquirieron estas destrezas con mayor profundidad y comprensión. Pero no hubo diferencias en la aptitud para las ideas principales en el recuerdo.     

Book reviews

Lifelong learning is recognized as an important tool to reduce social exclusion, but out of the many investigations into the provision of lifelong learning in Europe none has yet sought to examine the specific situation of mental health care service users. This study examines the provision of lifelong learning for this disadvantaged group; it identifies current policies and explores the access to, and nature of, lifelong learning practices for mental health care service users in eight European countries. Data have been collected through a literature and policy review and through questionnaires completed by mental health practitioners in the eight countries. The study found broad compliance amongst the eight countries with the Lisbon policy goals on lifelong learning, but evidence of specific lifelong learning provision for mental health care service users is patchy and sporadic. The study identified the main benefits of, and the barriers to, the participation in lifelong learning for mental health care service users from the viewpoint of mental health professionals and practitioners. The implications for practice were described, and suggestions for actions were made for improving the lifelong learning provision for the target group.     

Torrance,Mark et al ed (2012) Learning to write effectively Brill (Leiden,Netherlands) isbn 978‐1‐78052‐928‐8 431 pp €113.95 http://www.brill.com/learning‐write‐effectively‐current‐trends‐european‐research

The European Co‐operation in Science and Technology Research Network supported European research on learning to write effectively from 2008 to 2011. This book outlines the results—with eight editors presenting over ninety contributions from people in a dozen or more European countries. There are four sections: writing development; learning and teaching writing; document design; and tools for studying writing. Thus the coverage is broad, but thin. It's probably best to order this text for the library unless you are personally involved in research on writing. James Hartley     

Team Experiences for Science and Social Studies Preservice Teachers

Becoming an effective literacy learner requires a bit of slowing down and appreciating the reflective nature of reading and writing. Literature circles support this instructional direction because they provide opportunities for immersing students in discussions that encourage their personal responses. When students feel their personal responses are nurtured and respected, they develop confidence to grow beyond status-quo thinking and to engage in critical perspectives on meaning making. These reflective practices from personal to critical are important ingredients for effective literacy learning.     

An Approach to Facilitative Teaching through Literature

Dealing with student behavior is often cited as one of the most frustrating aspects of teaching, yet many classroom teachers receive no pre-service training in the basics of behavior management. This article describes the process of implementing a quick behavioral analysis for the purpose of designing a basic intervention. It will provide general education teachers with the means to choose the appropriate interventions when behavioral problems occur in their classrooms.     

Becoming a Reflective Practitioner in the Age of Accountability

Drawing on Zeichner's levels of reflection (Liston and Zeichner 1996 Liston, D. and Zeichner, K. 1996. Reflective teaching: An introduction, Mahwah, NJ: Lawrence Erlbaum Associates, Inc..  [Google Scholar]), this study uses a fine-grain analysis of portfolio entries to describe the reflective practice of a cohort of preservice secondary education teachers as they student teach, participate in a student teaching seminar, and prepare the Vermont Licensure Portfolio. The paper raises questions about the tension between satisfying state mandates while facilitating critical reflection among preservice teachers and recommends a broader curriculum for teacher education programs to further develop preservice teachers' critical reflection.