Teachers' use of questioning and modelling comprehension skills in primary classrooms

Research suggests that children's understanding of text can be improved by the explicit teaching of those comprehension strategies that are used implicitly by skilled readers, particularly the use of self-regulating strategies to generate questions about text. This study of the teaching of comprehension in 51 London Key Stage 2 classrooms explores the extent to which comprehension strategies are explicitly taught within the literacy hour and the amount of opportunity which is provided for children to generate there own questions. Evidence from teacher interviews and classroom observations shows that direct teacher questioning, mostly in the form of 'teacher-led recitation', is both the most frequently advocated, and the dominant strategy used for teaching comprehension. When sharing books with children, teachers model the strategies which are used by skilled comprehenders, but they neither make these strategies explicit nor encourage children to generate their own questions about the text

Carbon partitioning and export in transgenic Arabidopsis thaliana with altered capacity for sucrose synthesis grown at low temperature: a role for metabolite transporters

We investigated the role of metabolite transporters in cold acclimation by comparing the responses of wild-type (WT) Arabidopsis thaliana (Heynh.) with that of transgenic plants over-expressing sucrose-phosphate synthase (SPSox) or with that of antisense repression of cytosolic fructose-1,6-bisphosphatase (FBPas). Plants were grown at 23 degrees C and then shifted to 5 degrees C. We compared the leaves shifted to 5 degrees C for 3 and 10 d with new leaves that developed at 5 degrees C with control leaves on plants at 23 degrees C. At 23 degrees C, ectopic expression of SPS resulted in 30% more carbon being fixed per day and an increase in sucrose export from source leaves. This increase in fixation and export was supported by increased expression of the plastidic triose-phosphate transporter AtTPT and, to a lesser extent, the high-affinity Suc transporter AtSUC1. The improved photosynthetic performance of the SPSox plants was maintained after they were shifted to 5 degrees C and this was associated with further increases in AtSUC1 expression but with a strong repression of AtTPT mRNA abundance. Similar responses were shown by WT plants during acclimation to low temperature and this response was attenuated in the low sucrose producing FBPas plants. These data suggest that a key element in recovering flux through carbohydrate metabolism in the cold is to control the partitioning of metabolites between the chloroplast and the cytosol, and Arabidopsis modulates the expression of AtTPT to maintain balanced carbon flow. Arabidopsis also up-regulates the expression of AtSUC1, and to lesser extent AtSUC2, as down-stream components facilitate sucrose transport in leaves that develop at low temperatures.info:eu-repo/semantics/publishedVersio

Political, religious and occupational identities in context: Placing identity status paradigm in context

This study critically contrasts global identity with domain-specific identities (political, religious and occupational) and considers context and gender as integral parts of identity. In a cross-sectional survey, 1038 Greek Cypriot adolescents (449 boys and 589 girls, mean age 16.8) from the three different types of secondary schools (state, state technical and private) and from different SES completed part of the Extended Objective Measure of Ego-Identity Status-2 (EOMEIS-2). The macrocontext of Greek Cypriot society is used to understand the role of context in adolescents’ identities. Results showed that Greek Cypriot young people were not in the same statuses across their global, political, religious and occupational identities. This heterogeneity in the status of global identity and of each identity domain is partially explained by differences in gender, type of school and SES (Socio-Economic Status). The fact that identity status is found to be reactive to context suggests that developmental stage models of identity status should place greater emphasis on context

School belonging among young adolescents with SEMH and MLD: the link with their social relations and school inclusivity

Despite the considerable institutional changes schools have made to accommodate the individual needs of pupils with special educational needs and disabilities (SEND), as underpinned by key principles of inclusion, there is still international concern about the mainstream experiences pupils with SEND have in school settings. This study helps us understand the schooling experiences of pupils with behavioural difficulties and learning difficulties by investigating whether they have a sense of belonging and positive social relations and whether these vary according to the level of inclusiveness of the school ethos at the institution they attend. Perceived social relations and feelings of belonging of 1,440 (282 SEND) young adolescents from three secondary mainstream settings that differ in inclusivity, were analysed using a self-reporting questionnaire. Findings demonstrated that pupils with SEND are not a homogeneous group, as pupils with behavioural difficulties were found to have less of a sense of belonging, and social relations than those with learning difficulties. It was also found that the sense of belonging of both groups is associated with their positive perceived relations with teachers and their inclusiveness of school ethos. These findings contribute as they offer ways of enhancing the sense of belonging of pupils with behavioural and learning difficulties in schools.N/

Long-term outcomes of early reading intervention

This study explores the long-term effectiveness of two differing models of early intervention for children with reading difficulties: Reading Recovery and a specific phonological training. Approximately 400 children were pre-tested, 95 were assigned to Reading Recovery, 97 to Phonological Training and the remainder acted as controls. In the short and medium term both interventions significantly improved aspects of children's reading, Reading Recovery having a broader and more powerful effect. In the long-term, 31/2 years after intervention, there were no significant effects on reading overall, though Reading Recovery had a significant effect for a subgroup of children who were complete non-readers at 6 years old. Phonological Training had a significant effect on spelling. The short and medium-term effects demonstrate that it is possible substantially to reduce children's reading problems. The long-term effects raise doubts about relying on early intervention alone. © United Kingdom Literacy Association 2007

Basic calculation proficiency and mathematics achievement in elementary school children

The relation between skill in simple addition and subtraction and more general math achievement in elementary school is well established but not understood. Both the intrinsic importance of skill in simple calculation for math and the influence of conceptual knowledge and cognitive factors (working memory, processing speed, oral language) on simple calculation and math are plausible. The authors investigated the development of basic calculation fluency and its relations to math achievement and other factors by tracking a group of 259 United Kingdom English children from second to third grade. In both grades the group did not retrieve the solutions to most problems, but their math achievement was typical. Improvement in basic calculation proficiency was partially predicted by conceptual knowledge and cognitive factors. These factors only partially mediated the relation between basic calculation and math achievement. The relation between reading and math was wholly mediated by number measures and cognitive factors

Transforming research on morphology into teacher practice

Research suggests that the explicit teaching of morphological principles will improve children’s spelling. Despite the fact that reference is made to morphology in English policy documents, teachers make limited use of morphology when teaching spelling, relying more heavily on phonic and visual strategies. After attending a course on role of morphemes in spelling, teachers’ own awareness of morphology increased and this was reflected in their practice. This in turn caused their pupils to make significant gains in spelling, compared to a control group. This reinforces the proposition that explicit instruction about morphemes is helpful to children’s learning. It demonstrates the fact that research can be transformed into teacher practice, but it also illustrates the difficulties. Policy documentation alone is insufficient. Professional development can effect change but this may be hard to sustain. Children’s gains are contingent on teacher’s continuing to dedicate class time to focussed intervention