Black Faculty Facilitating Difficult Dialogues in the College Classroom: A Cross-Disciplinary Response to Racism and Racial Violence

The Urban Review - This article examines how three Black tenure-track faculty from different academic disciplines prioritized and facilitated discussions on racism and racial violence with graduate...     

Supporting (or not) the career development of culturally and linguistically diverse migrants and refugees in universities: insights from Australia

International Journal for Educational and Vocational Guidance - The present study used a mixed-methods approach to understand the challenges faced by Australian higher education institutions in...     

Reading aloud: A way for parents to support their children's growth in literacy

Parents can form a vital link to literacy and later school success by encouraging literacy and language modeling in their daily communication with children. This article describes a study in Head Start classrooms in Florida and North Carolina where teachers used a book lending system and high quality books which they shared with children and families. Strategies for teachers to assist parents in providing support for emergent literacy are given. Ways to help families see the importance of their practices and encourage the use of these ideas as part of their daily routines are shared.     

Spelling and grammar checkers: are they intrusive?

Spelling and grammar checkers help to make surface errors more apparent; do they influence the way in which people revise the content of their writing? We investigated whether the presence of checkers distracts students from making content revisions. Twenty‐five freshmen, 20 English majors and 20 graduate students revised two essays on a computer, one with the spelling and grammar checkers, and the other with a dictionary. These essays were unfamiliar to the students and rigged with content and surface errors. The checkers helped the participants to revise text for surface features but did not affect the students’ other revisions. Our findings suggest that checkers are helpful yet do not inhibit students’ ability to make content revisions.