Submerged in the mainstream? A case study of an immigrant learner in a New Zealand primary classroom

Immigrant children from diverse language backgrounds face not only linguistic challenges when enrolled in mainstream English-medium classrooms, but also difficulties adjusting to an unfamiliar learning community. The culture of primary school classrooms in New Zealand typically reflects conventions across three dimensions: interactional, instructional task performance and cognitive-academic development. All three dimensions are underpinned by the culturally specific discourse conventions involved in language socialisation. New learners may be helped by classmates or their teacher to understand and successfully use these conventions, but left on their own they may sink rather than swim. This is a case study of one Taiwanese 11-year old boy, 'John', who entered a New Zealand primary classroom midway through the school year. John's basic conversational ability was sound, but he did not possess the interactive classroom skills needed to operate in the new culture of learning. Selected from a wider study of the classroom, transcript data from audio-recorded excerpts of John's interactions over several months with his teacher and classmates are interpreted from perspectives derived from sociocultural and language socialisation theories. The article concludes with a brief consideration of the extent to which John constructed, or was constrained from constructing meaningful learning experiences, and suggestions for further research and reflection

Developing reading-writing connections; the impact of explicit instruction of literary devices on the quality of children's narrative writing

The purpose of this collaborative schools-university study was to investigate how the explicit instruction of literary devices during designated literacy sessions could improve the quality of children's narrative writing. A guiding question for the study was: Can children's writing can be enhanced by teachers drawing attention to the literary devices used by professional writers or “mentor authors”? The study was conducted with 18 teachers, working as research partners in nine elementary schools over one school year. The research group explored ways of developing children as reflective authors, able to draft and redraft writing in response to peer and teacher feedback. Daily literacy sessions were complemented by weekly writing workshops where students engaged in authorial activity and experienced writers' perspectives and readers' demands (Harwayne, 1992; May, 2004). Methods for data collection included video recording of peer-peer and teacher-led group discussions and audio recording of teacher-child conferences. Samples of children's narrative writing were collected and a comparison was made between the quality of their independent writing at the beginning and end of the research period. The research group documented the importance of peer-peer and teacher-student discourse in the development of children's metalanguage and awareness of audience. The study suggests that reading, discussing, and evaluating mentor texts can have a positive impact on the quality of children's independent writing

Investigating children’s interactions around digital texts in classrooms : how are these framed and what counts?

This article argues that, in informing our understanding of the possibilities and challenges associated with new technologies in educational contexts, we need to explore what counts to children when using digital texts in classrooms, and what children think counts for their teachers. It suggests that such insights can be gained by investigating children's interactions around these texts and, drawing on Goffman's work, considering how these are framed. This is illustrated using examples from a study of classroom digital literacy events. The article suggests that it is important to consider how frames disrupt, intersect with and over-layer each other

Мастерство педагогического труда и мотивация учебной деятельности у студентов

Aim To gain insight into community nurses' experiences and how they make sense of the expertise they offer in their role Background Globally, the spotlight is currently on community nursing expertise because of the movement of hospital-based to community- based care. Caring for people at home is no longer solely concerned with prevention, but delivering complex care to patients who are acutely unwell or at the end of their life. Little is known about the distinct expertise of community nurses, or their contribution to patient outcomes. There is a need to examine expertise in this group in order to inform current and future care provision within community settings. Design A hermeneutic, phenomenological study. Method Semi-structured interviews were conducted with eight community nurses in Scotland, UK, who hold an additional post-registration, professional qualification. Participants also kept audio-journals. Data were analysed using Interpretive Phenomenological Analysis. Findings Participants described their expertise in three themes; negotiating a 'way in' to care, managing complexity, and 'thinking on your feet'. They did not refer to themselves as specialist practitioners, nor did they perceive that they were viewed as specialist by colleagues or management. They appeared to dismiss their range of expertise which included forming trusting relationships, anticipating care needs and problem-solving, enabling them to undertake complex care management. Conclusions Expertise of community nurses in this study is dynamic, contextualised and action-oriented enabling them to be creative problem-solvers. It reflects engagement with patients and families and all aspects of the setting where care is provided, rather than being solely an identifiable set of specialist skills, Relevance to clinical practice It is vital to recognize community-based expertise internationally, especially if current WHO aims for community-based health care are to be achieved. Highlighting this expertise contributes to current discourse and may be considered in education and practice reviews. This article is protected by copyright. All rights reserved.sch_nur27pub4806pub3-

Literacy under and over the desk: oppositions and heterogeneity

In this paper I argue that a dominant theme in New Literacy Studies research, the differences between literacy practices inside and outside school, has sometimes involved conflating ‘home literacy’ with private, unregulated ‘vernacular literacy’, and the use of an idealised abstract notion of schooled literacy to represent students’ actual everyday experience in the classroom. Drawing on linguistic ethnographic research in two British primary schools, I use examples of ‘unofficial’ and ‘official’ literacy activities from 10-11 year-olds to show that a wide range of different forms of literacy can be found in the classroom and I argue that the division between ‘vernacular’ and ‘schooled’ is not as clear-cut as is sometimes assumed. My analysis of children’s literacy activities suggests that, on the one hand, unofficial activities orientate towards and index official knowledges and the macro-level institutional order and, on the other hand, official activities are interpenetrated with informal practices and procedures. I also comment on some implications of using the New Literacy Studies ‘events and practices’ conceptual framework for understanding what is going on in classrooms

Investigating pupils’ interactions around digital texts: a spatial perspective on the ‘classroom-ness’ of digital literacy practices in schools

This paper complements debates around use of new technologies and literacy in education by proposing a focus on “classroom-ness.” It highlights the significance of incidental, everyday and ephemeral practices associated with classroom technology-use. Using examples from a study of primary pupils’ interactions around digital texts, it argues that we must acknowledge the distinctiveness of technology-use in classroom contexts but also see the spaces associated with those contexts as continually constructed, relational and heterogeneous. This helps us look beyond binary distinctions – between in/out of school and global/local practices, on/off-screen and on/offline activity, material/virtual contexts and official/unofficial discourses – to recognise the complex and nuanced ways that children make meaning around new technologies. It is proposed that this theoretical lens – in recognising the complexity of classroom-ness – can help us better understand the barriers and opportunities associated with effective integration of new technologies in educational contexts

Towards a sociocultural understanding of children’s voice

While ‘voice’ is frequently invoked in discussions of pupils’ agency and empowerment, less attention has been paid to the dialogic dynamics of children’s voices and the sociocultural features shaping their emergence. Drawing on linguistic ethnographic research involving recent recordings of ten and eleven year-old children’s spoken language experience across the school day, this article examines how pupils’ voices are configured within institutional interactional contexts which render particular kinds of voice more or less hearable, and convey different kinds of value. Analysis shows how children appropriate and reproduce the authoritative voices of education, popular culture and parents in the course of their induction into social practices. At the same time they also express varying degrees of commitment to these voices and orchestrate their own and other people’s voices within accounts and anecdotes, making voice appropriation an uneven, accumulative process shot through with the dynamics of personal and peer-group experience. The examination of children’s dialogue from different contexts across the school day highlights the situated semiotics of voice and the heteroglossic development of children’s speaking consciousness

Reduced Transforming Growth Factor Beta Activity in the Endometrium of Women with Heavy Menstrual Bleeding

AbstractContext:Heavy menstrual bleeding (HMB) is common and incapacitating. Aberrant menstrual endometrial repair may result in HMB. The transforming growth factor (TGF)-β superfamily contributes to tissue repair, but its role in HMB is unknown.Objective:We hypothesized that TGF-β1 is important for endometrial repair, and women with HMB have aberrant TGF-β1 activity at menses.Participants/Setting:Endometrial biopsies were collected from women, and menstrual blood loss objectively measured [HMB &amp;gt;80 mL/cycle; normal menstrual bleeding (NMB) &amp;lt;80 mL].Design:Immunohistochemistry and reverse transcription polymerase chain reaction examined endometrial TGF-β1 ligand, receptors, and downstream SMADs in women with NMB and HMB. The function and regulation of TGF-β1 were examined using cell culture.Results:TGFB1 mRNA was maximal immediately prior to menses, but no differences detected between women with NMB and HMB at any cycle stage. Histoscoring of TGFB1 revealed reduced staining in the stroma during menses in women with HMB (P &amp;lt; 0.05). There were no significant differences in TGFBR1/2 or TGFBR1/2 immunostaining. Cortisol increased activation of TGFB1 in the supernatant of human endometrial stromal cells (HES; P &amp;lt; 0.05) via thrombospondin-1. Endometrial SMAD2 and SMAD3 were lower in women with HMB during menstruation (P &amp;lt; 0.05), and decreased phosphorylated SMAD2/3 immunostaining was seen in glandular epithelial cells during the late secretory phase (P &amp;lt; 0.05). Wound scratch assays revealed increased repair in HES cells treated with TGF-β1 versus control (P &amp;lt; 0.05).Conclusions:Women with HMB had decreased TGF-β1 and SMADs perimenstrually. Cortisol activated latent TGF-β1 to enhance endometrial stromal cell repair. Decreased TGF-β1 activity may hinder repair of the denuded menstrual endometrium, resulting in HMB.</jats:sec