Connecting the Dots in a Research Program to Develop,Implement, and Evaluate Strategic Literacy Interventions for Struggling Readers and Writers

This article follows the development of three literacy programs that were designed by researchers at Michigan State University to support struggling readers and writers. The literacy interventions focus on strategy instruction in both writing and reading, and they culminate in the development of an integrated reading‐writing program to support the acquisition of read‐to‐learn and write‐to‐learn strategies in the content areas. The common thread that unifies the programs is an emphasis on text structure instruction with the provision of instructional scaffolds to support students' participation in a literacy discourse and strategies in advance of independent performance.     

Data Handling in Primary Mathematics Schemes

The authors of this article are members of a subcommittee of the Mathematical Association's Teaching Committee. The subcommittee's brief is to prepare a pack of materials for primary school teachers to help them to teach Data Handling in the National Curriculum at Key Stages 1 and 2. This report is based on a review of existing mathematics schemes undertaken as part of the subcommittee's work.     

Direct and indirect measures of writing for nonlearning disabled and learning disabled college students

Direct and indirect measures were used to compare the written language abilities of three groups of college students: two with learning disabilities and one without learning disabilities. Main effects were found for group, but not gender. Differences between nonlearning disabled students (NLD) and those with learning disabilities (LD) in writing were evident on both types of measures. Performance by LD students with disabilities in an area other than writing differed depending on the type of measure and often was no different from either of the other two groups. The combined use of direct and indirect measures appeared most effective for examining the complexities of writing produced by all groups.     

The experience of professional autonomy among psychotherapists in Korea and the United States

This study investigates professional autonomy as experienced by psychotherapists in Korea and in the United States using data collected as part of a collaborative international study of the development of psychotherapists (Orlinsky et al. (1999). Psychotherapy Research, 9(2), 127–153; Orlinsky & Rønnestad, (2005). How psychotherapists develop: A study of therapeutic work and professional growth. Washington, DC: American Psychological Association). The major aims are: to compare the extent of professional autonomy experienced by psychotherapists in Korea and by their counterparts in the USA; and to explore the professional and social correlates of the professional autonomy experienced by Korean therapists and compare these with the correlates of autonomy experienced by American therapists. These aims are pursued through analyses of a database of questionnaire responses. Results indicate that Korean therapists, compared to American therapists in our sample experience significantly lower levels of professional autonomy. For Korean therapists, whether they have a salient theoretical orientation in their practice is the single most important influence in their experience of work autonomy. Seniority and work setting are also significant correlates of autonomy for the Korean therapists. Similar to Korean therapists, seniority and having a salient orientation are also important influences on the way American therapists experience professional autonomy. American therapists, who work in independent practice experience higher work autonomy, whereas American social workers tend to experience lower professional autonomy.     

Defining appropriate criteria for the assessment of master's level TESOL assignments

In this paper I argue the rationale for the assessment criteria currently in use on the Aston University MSc in TESOL/TESP. These assessment criteria were revised in 1998–1999; here I discuss the goals of the revision project and argue that they have been successfully met by the assessment scheme which was developed. The discussion is offered for two main purposes. Firstly, the framework itself may be of interest to other departments who assess similar research reports to the course assignments discussed here. Secondly, and more importantly, the paper offers a position on the kinds of questions that should be asked and the sorts of places to look for answers for any project to (re)define assessment criteria in an academic programme.