The relationship among students' reading performance, their behavior (task-focused behavior, emotional stability, and compliant behavior) in the classroom, and the teacher's skills was investigated in 66 third-grade classrooms. Results from this study showed the students' reading performance and their behavior in the classroom are all significantly interrelated. Better reading performance at the beginning of the school year goes with better behavior at the end of the school year. In turn, better behavior at the beginning of the school year goes with better reading performance at the end of the school year. The teacher can improve the behavior of the students by providing high-quality reading instruction. Some teacher skills have differential effects, however, on the various behavioral aspects. The implications for the educational practice as well as for future research are discussed.
LINK
Early detection of reading problems is important to prevent an enduring lag in reading skills. We studied the relationship between speed of word recognition (after six months of grade 1 education) and four kindergarten pre-literacy skills: letter knowledge, phonological awareness and naming speed for both digits and letters. Our sample consisted of 178 pupils divided over seven classes. In agreement with the literature, we found that all four kindergarten tests were related to speed of word recognition in grade 1. We also performed a multiple regression analysis with a set of background variables and the four kindergarten tests. The model explained 53% of the variance in speed of word recognition. However, only letter knowledge and naming speed for digits had a significant direct effect. Our conclusion is, nevertheless, that all four kindergarten tests should be used to identify children at risk for reading problems.
LINK
At this critical moment in time, April 2020, when we are living with the cataclysmic event of Covid-19, television – a medium declared almost dead at the beginning of this millennium – has become a vital resource for solace, daydreaming, social ritual, knowledge and storytelling. In conditions of lockdown, we turn towards television, not away from it (Ellis, 2020; Negra, 2020). We are checking news on national channels, and tuning to live broadcasting for campaigns to help the health services and communities in need, such as with the globally broadcast One World: Together At Home special. We are curling up on the sofa to engage with gripping drama, like Ozark streaming on Netflix, re-watching favourite series from the beginning, such as Buffy or Breaking Bad, and taking part in television quiz shows like Pointless, even watching repeats, to recreate a pub quiz atmosphere in the living room. On a darker note, we are also overloaded with corona news; the ritual evening news bulletin can be a source of anxiety and a cause of sleeplessness. Television infrastructure can break down, from broken satellite dishes to lost remote controls, which are tricky to fix when technicians are not so readily available to help; and television can be an economic burden. The cost of streaming Breaking Bad can push the limits of monthly contracts and data packages. Television both lightens and darkens the mood of domestic spaces and social relations in lockdown culture.
MULTIFILE
Innovation is crucial for higher education to ensure high-quality curricula that address the changing needs of students, labor markets, and society as a whole. Substantial amounts of resources and enthusiasm are devoted to innovations, but often they do not yield the desired changes. This may be due to unworkable goals, too much complexity, and a lack of resources to institutionalize the innovation. In many cases, innovations end up being less sustainable than expected or hoped for. In the long term, the disappointing revenues of innovations hamper the ability of higher education to remain future proof. Against the background of this need to increase the success of educational innovations, our colleague Klaartje van Genugten has explored the literature on innovations to reveal mechanisms that contribute to the sustainability of innovations. Her findings are synthesized in this report. They are particularly meaningful for directors of education programs, curriculum committees, educational consultants, and policy makers, who are generally in charge of defining the scope and set up of innovations. Her report offers a comprehensive view and provides food for thought on how we can strive for future-proof and sustainable innovations. I therefore recommend reading this report.
DOCUMENT
De ervaring en expertise die opleiders zelf als leraar van leerlingen hebben, vormen - zo blijkt uit de literatuur - op zichzelf geen voldoende voorbereiding voor het begeleiden van nieuwe leraren. Dit inzicht leidt tot de vraag van beleidsmakers en onderzoekers welke kennisbasis en competenties lerarenopleiders dan nog meer nodig hebben. Uitgaande van de verschillende relaties van lerarenopleiders ten opzichte van de nieuwe leraren die zij op de werkplek ondersteunen, geven we in deze bijdrage een overzicht van drie verschillende 'typen' lerarenopleiders (en de uiteenlopende benamingen daarvoor). Vervolgens gaan we in op de ontwikkeling van kennisbases en beroepsstandaarden voor deze drie typen lerarenopleiders.
DOCUMENT
This paper reports on CATS (2006-2007), a project initiated by the Research Centre Teaching in Multicultural Schools, that addresses language related dropout problems of both native and non-native speakers of Dutch in higher education. The projects main objective is to develop a model for the redesign of the curriculum so as to optimize the development of academic and professional language skills. Key pedagogic strategies are the raising of awareness of personal proficiency levels through diagnostic testing, definition of linguistic demands of curriculum tasks, empowerment of student autonomy and peer feedback procedures. More specifically, this paper deals with two key areas of the project. First, it describes the design and development of web-based corpus software tools, aimed at the enhancement of the autonomy of students academic reading and writing skills. Secondly, it describes the design of three pilots, in which the process of a content and language integrated approach - facilitated by the developed web tools - was applied, and these pilots respective evaluations. The paper concludes with a reflection on the project development and the experiences with the pilot implementations.
DOCUMENT
This article discusses the viability of a feminist constructivist approach of knowledge through the careful reading of the work of the feminist scholar and historian of science and technology, Donna Haraway. Haraway proposes an interpretation of objectivity in terms of "situated knowledges". Both the subject and the object of knowledge are endowed with the status of material-semiotic actors. By blurring the epistemological boundary between subject and object, Haraway's narratives about scientific discourse become populated with hybrid subjects/objects. The author argues that the ethics of these hybrid subjects consists of an uneasy mixture of a Nietzschean and a socialist-Christian ethic. The article concludes by setting out why Haraway's project constitutes an interesting effort to fuse postmodern insights and feminist commitments.
DOCUMENT
This longitudinal study compared the development of oral language and more specifically narrative skills (storytelling and story retelling) in children with specific language impairment (SLI) with and without literacy delay. Therefore, 18 children with SLI and 18 matched controls with normal literacy were followed from the last year of kindergarten (mean age = 5 years 5 months) until the beginning of grade 3 (mean age = 8 years 1 month). Oral language tests measuring vocabulary, morphology, sentence and text comprehension and narrative skills were administered yearly. Based on first and third grade reading and spelling achievement, both groups were divided into a group with and a group without literacy problems. Results showed that the children with SLI and literacy delay had persistent oral language problems across all assessed language domains. The children with SLI and normal literacy skills scored also persistently low on vocabulary, morphology and story retelling skills. Only on listening comprehension and storytelling, they evolved towards the level of the control group. In conclusion, oral language skills in children with SLI and normal literacy skills remained in general poor, despite their intact literacy development during the first years of literacy instruction. Only for listening comprehension and storytelling, they improved, probably as a result of more print exposure.
DOCUMENT
In this paper, I explored how to research a sensitive topic such as gossip in organizations and used a narrative approach to illustrate the methodological and ethical issues that come up when considering a variety of research methods. I first attempted to conduct an ethnographic research on a project group from a Dutch university undergoing a major change. At the very beginning of the project, as a participant observer, I struggled to remain an outsider, or a “fly on the wall.” But as issues of power came into play and access became increasingly problematic, I moved towards the role of an “observing participant.” Therefore, in order to research gossip and some of the hidden dimensions of organizational life, I turned to auto- and self-ethnography as a way to regain access and greater authenticity. While following this route presented its share of ethical and methodological issues, it also provided valuable insights that could be of value to researchers attempting to study sensitive topics such as gossip in organizations. https://nsuworks.nova.edu/tqr/vol23/iss7/18 LinkedIn: https://www.linkedin.com/in/dominiquedarmon/
MULTIFILE
Most beginning food forests face the following challenge: how do we get the harvest to the consumer? At food forest 't Mortelke they had the same question. The following research presents the answer to the following question: 'What are potential outlets for the harvest of Voedselbos 't Mortelke and how can these collaborations be realized?' The research provides more clarity on the needs of the market regarding potential collaborations with Voedselbos 't Mortelke. Interviews with interested parties (restaurants, country stores, organic supermarkets, individuals) revealed that the most appropriate form of cooperation with the food forest lies with fine-dining restaurants in the Eindhoven area. To initiate these collaborations an experimental phase is needed in which the chefs can get to know the products of the food forest. As a result of this research, several collaborations with restaurants have been initiated! Due to privacy reasons, certain parts of the research have been removed from the publication version.
DOCUMENT
