An explicit multicomponent alphabet writing instruction program in grade 1 to improve writing skills

European Journal of Psychology of Education - Learning to write involves the acquisition of several skills, not the least of which is handwriting. Indeed, studies in cognitive psychology have...     

The Learning Intention of Low-Qualified Employees: A Key for Participation in Lifelong Learning and Continuous Training

In our continuously changing society, a need for updating one’s skills and knowledge puts pressure on safeguarding the labour market position of low-qualified employees. However, prior research and official statistics show that employees with a lower level of education tend to participate less in training than highly-educated individuals. This limited participation is associated with employers offering fewer opportunities to low-qualified employees, but also with the fact that low-qualified employees themselves might be less willing to participate. In other words, their learning intentions are assumed to be weaker and more restricted than the learning intentions of highly-educated employees. The article reports on a quantitative survey research on the learning intentions of 406 low-qualified employees. The results showed that employees who participated in formal job-related learning activities during the last 5 years had a stronger learning intention than those who did not. Next, the results of the stepwise regression showed that self-directedness, financial benefits, self-efficacy, and autonomy were significant positive predictors of the learning intentions of low-qualified employees. Also, the limited number of possibilities or opportunities to learn was not significant. The results indicated that a learning intention can lead towards the participation in learning activities, but participation is not merely initiated by offering opportunities for learning. Organisational aspects such as job autonomy and financial benefits can stimulate the learning intention of an employee. Finally, regarding the socio-demographic variables, only limited differences were found. In short, employees with no educational qualifications and a full-time contract had the lowest intention to learn.     

The importance of place in indigenous science education

In this issue of Cultural Studies of Science Education, Mack and colleagues (Mack et al. 2011) seek to identify the necessary components of science education in Indigenous settings. Using a review of current research in informal science education in Indigenous settings, along with personal interviews with American educators engaged in these programs, the authors suggest some effective practices to use Indigenous ways of knowing to strengthen science programming. For the past 4 years, we have been interested in the importance of place in culturally relevant science education. We have explored the role of place and have used Gruenewald’s critical pedagogy of place (2003) to examine the importance of place in a variety of Indigenous contexts. In response to Mack and colleagues, in this paper we explore the importance of place as a means to reinhabituate Indigenous youth who live in urban, First Nation, and rural Costa Rican contexts.     

Content and alignment of state writing standards and assessments as predictors of student writing achievement: an analysis of 2007 National Assessment of Educational Progress data

We examined the degree to which content of states’ writing standards and assessments (using measures of content range, frequency, balance, and cognitive complexity) and their alignment were related to student writing achievement on the 2007 National Assessment of Educational Progress (NAEP), while controlling for student, school, and state characteristics. We found student demographic characteristics had the largest effect on between-state differences in writing performance, followed by state policy-related variables, then state and school covariates. States with writing tests that exhibited greater alignment with the NAEP writing assessment demonstrated significantly higher writing scores. We discuss plausible implications of these findings.     

Mental health and subjective well-being of staff in a secondary school for adolescents with severe and profound multiple learning difficulties

The main purpose of this study was to explore the mental health and subjective well-being of staff working with adolescents with severe and profound multiple learning difficulties. The participants were 19 teachers and 25 teaching assistants working in an inner London, local authority, specialist day provision. A demographic questionnaire, the Hospital Anxiety and Depression Scale, the Connor-Davidson Resilience Scale, the Positive Affect Scale, and the Satisfaction with Life Scale were used as data collection tools. The inferential statistical tools used were t-tests and correlational analyses. The study brought to light a high number of borderline and abnormal anxiety scores among all staff. The study also found a significant difference in the resilience scores of teachers and teaching assistants, with teaching assistants scoring higher on the resilience scale. The results, alongside findings from previous research, call for better mental health support for teachers and staff working in the field of special educational needs and disabilities. The study highlights the emotional toll on educators, and the need for mitigation strategies that promote good mental health outcomes for both teachers and students.     

Case Study: Distance Learning at the SBC Center for Learning

This case study presents what distance learning is and how it can be used as an alternative delivery solution for training. Distance learning definitions, characteristics, and design qualities are discussed. Specific examples and characteristics of the SBC Center for Learning's distance learning use are provided and can be related with how other companies, such as Arthur Andersen, Eastman Kodak, Microsoft, Netscape, and the Rochester Institute of Technology are using distance learning as an instructional delivery solution. Finally, the future technologies and applications of distance learning at the SBC Center for Learning and in general are discussed.