Knowledge foundations for teaching reading and spelling

Changes in education policy, the accumulation of research evidence that skilled instruction prevents and ameliorates reading failure, accountability requirements, and a new emphasis on multi-tiered interventions in schools are all causing a growing interest in improving teacher knowledge and skill in reading instruction. Consensus frameworks that explain reading development and individual differences provide an outline for what teachers need to know. The details of that content, however, including the English phonological system, the organization of English orthography, and the language structures that are processed during reading and writing, are challenging for teachers to learn. Recent studies are reviewed that investigate the relationship between teacher knowledge, practice, and student outcomes. The paper argues that teachers must have considerable knowledge of language structure, reading development, and pedagogy to differentiate instruction for diverse learners. Policy mandates for improvement of reading achievement should provide for more effective teacher education, as the knowledge base is not learned casually or easily. Research on how teachers best develop expertise should inform our licensing and professional development programs.     

不同方法制备对氨基苯磺酸根插层水滑石

采用阴离子直接交换法、酸性和碱性条件下原位法分别制备了Mg—Al-对氨基苯磺酸根插层水滑石。通过XRD、FT—IR和差热分析手段对所有合成的样品进行结构表征以及热稳定性的分析,比较了合成方法对所合成样品性质的影响。结果表明：在酸性和碱性条件下原位合成的水滑石比阴离子直接交换法制备得到的插层水滑石样品其层状结构和晶型明显较好,且采用阴离子直接交换法合成对氨基苯磺酸根插层水滑石存在一定程度的交换不完全。不同温度焙烧样品的XRD和IR研究表明,对插层水滑石样品的热处理过程实质上是一个促进主客体相互作用的过程。     

城市公共体育设施专项规划编制背景及技术思路研究——以大连市为例

公共体育设施专项规划是城市发展的需要,也是构建公共体育服务体系的必然需求。以大连市为实证,对城市公共体育设施专项规划编制的背景以及依据、原则等技术思路进行探讨,旨在为公共体育设施专项规划编制的规范化提供参考。     

我国职工体育运动技术学院的现状与发展

通过查阅资料、调研和实验,分析了我国体育体制改革和教育改革的趋势,在此基础上对职工体育运动技术学院的现状和发展进行了全面论述,提出职工体育运动技术学院应顺应优秀运动队文化教育机构多元化的潮流,重新明确以基础教育为中心的基本定位,为优秀运动员基本素质的均衡发展服务;高等教育部分则应因地制宜,有的可将其职能还给普通高校,有的应联合办学,开辟新的发展空间。     

农村居民点演化数据制备综述

精准、完备的农村居民点时空数据是开展农村居民点演化研究的重要数据基础。由于农村居民点规模相对较小、分布散乱的特征,高精度长时间序列的农村居民点数据制备一直是困扰农村居民点演化研究的一个难点。本文分别从长期、中期和短期时间跨度上,对农村居民点时空数据的获取来源、获取方法以及数据时空分辨率和精度进行了梳理和评述,分析了不同时间跨度上农村居民点数据获取方法的优缺点和适用性。结果表明：长期和中期时间跨度上农村居民点数据的获取主要依赖于对历史文献资料及历史地形图的收集和电子化处理,因此地域资料的缺失成为这两个时期数据制备的主要难点;而短期时间跨度内农村居民点数据制备主要依靠卫星遥感、航空遥感等现代技术手段,高精度农村居民点数据获取难度大、成本高是这一时期数据制备的主要难点。为此,今后的数据制备应注重历史学、考古学等学科间的融合,拓展居民点历史信息的来源;此外,尽可能利用Google Earth、高分二号等免费高精度遥感影像,耦合遥感解译、口述历史、实地调查和入户访问等多种手段,构建一套完备的农村居民点空间数据集,充分实现数据共享。     

Expanding computer science education in schools: understanding teacher experiences and challenges

The increased push for teaching computer science (CS) in schools in the United States requires training a large number of new K-12 teachers. The current efforts to increase the number of CS teachers have predominantly focused on training teachers from other content areas. In order to support these beginning CS teachers, we need to better understand their experiences and challenges encountered in the classroom. This study investigated U.S. CS teachers’ perspectives on the demands of teaching computer science and support needed to ensure quality teaching. Results suggested that teachers face a number of challenges, including isolation, lack of adequate computer science background, and limited professional development resources.     

Counter-stories as representations of the racialized experiences of students of color in higher education and student affairs graduate preparation programs

In this paper, we employ Critical Race Theory theoretically and methodologically to examine the racialized experiences of students of color in higher education and student affairs (HESA) graduate preparation programs. We employ counter-storytelling as a method for constructing narratives that disrupt the master narrative found within HESA graduate preparation programs, which often boast an espoused commitment to diversity and social justice. Based on a study of 29 graduate students of color in 21 master’s programs across the United States, the counter-stories reflect the endemic nature of racism in graduate education including the classroom, academic program, and campus. Students expressed experiences of tokenization, disappointment, feelings of frustration, anger, and racial battle fatigue. Implications for improving racial climates in graduate education are also shared.     

Theory and practice in a science education course for elementary teachers

In this action research work, I analyze the theory–practice integration in teacher preparation within the context of a science and technology (S&T) education teaching methodology course aimed at future elementary teachers. The course was designed, developed and evaluated taking into account this relationship as one of its axes. The results reveal that the proposal favors progress in theory–practice integration and stimulates the students’ reflection and research. By means of a written report and an oral presentation, the students communicated their reflections on S&T teaching in the context of their concomitant professional practice. They also collected and presented resources and activities they found useful for teaching, practiced the use of certain educational S&T kits, and looked for and shared S&T pieces of news from different mass media. They additionally conducted a school learning project simulation and reflected on it. Besides, they prepared three written essays about theoretical–practical assigned readings and discussed them. In this paper, I refer to achievements and difficulties that emerged during the process, relating them to other research findings in the area and to theoretical considerations. Finally, I make proposals for further efforts in this field.     

Universal Design for Learning: Preparing Secondary Education Teachers in Training to Increase Academic Accessibility of High School English Learners

Although the concept of universal design for learning (UDL) is well understood in the world of architecture and in the area of special education, its use to increase the academic performance of high school English learners (ELs) is not widely explored. To reduce this void, this article presents an overview of the UDL concept and its principles, applies UDL to classroom instruction and assessment of high school ELs, and offers suggestions on how UDL can be infused in preparation programs for secondary education teachers. This article also provides an example of how a school system has integrated UDL into its educational framework to increase academic accessibility for all.     

Preparing professionals for lifelong learning: Comparative examination of master’s education programs

There has been continued debate regarding educational policies and practices regarding the lifelong learning social order with significant focus upon the preparation of educators of children and youth for this global lifelong learning society. However, there has been limited discussion and research regarding the professional preparation of lifelong learning adult educators. This article investigates the current status of graduate professional programs to prepare lifelong learning adult educators (individuals who are prepared and credentialed through a professional graduate master's degree in adult education and human resource development). Because of differing international policies and structures of graduate education, this discussion will present a comparative examination of current structures and characteristics of master's degree programs at two institutional sites located in Denmark and the USA. Current objectives, characteristics, and understandings of graduate professional preparation programs will be delineated between these two case studies. Contextual issues and influences in the preparation of lifelong learning adult educators will be discussed, with comparative discussions of cultural norms and policies regarding graduate professional preparation, innovative programmatic and instructional efforts, engagement of theory and best practices in lifelong learning, and comparative cultural differences between program students and faculty.