Writing performance is an international issue and, while the quality of instruction is key, features of the context shape classroom practice. The issues and solutions in…
Writing performance is an international issue and, while the quality of instruction is key, features of the context shape classroom practice. The issues and solutions in terms of teacher practice to address underachievement need to be considered within such a context and the purpose of the chapter is to undertake such an analysis.
Data from five different research projects (national and regional) of the author and colleagues, and two studies of the author’s doctoral students, are synthesized to identify both common and specific elements of primary/elementary (years 1–8, ages 5–13) teacher practice in writing. These data provide an indication of the practices which appear to be the most powerful levers for developing writing and for accelerating student progress in the context in which the teachers work. These practices are discussed.
The identified practices are: (1) acquiring and applying deep knowledge of your writers; (2) making connections with, and validating, relevant cultural and linguistic funds of knowledge; (3) aligning learning goals in writing with appropriately designed writing tasks and ensuring that students understand what they are learning and why; (4) providing quality feedback; (5) scaffolding self-regulation in writers; (6) differentiating instruction (while maintaining high expectations) and (7) providing targeted and direct instruction at the point of need. A discussion and a description of writing-specific instantiations of these help to illustrate their nature and the overlaps and interconnections.
As much of the data are drawn from the practices of teachers deemed to be highly effective, classroom practices associated with these teachers can be targeted as a means to improve the quality of instruction more widely in the particular context.
New Zealand schools are now managed by parent‐elected trustees whoserole is to work in partnership with school staff to formulate andmonitor aspects of school policy. A…
New Zealand schools are now managed by parent‐elected trustees whose role is to work in partnership with school staff to formulate and monitor aspects of school policy. A sample of those involved in the partnership (principals, teachers, chairpersons and parents) were asked what role they thought the Board should play in three different types of school policy decision. The results showed that, while there were some differences between primary and secondary respondents, most respondents believed the Board should play a far less influential role in educational than in administrative decisions. Overall, less than 50 per cent of both the professional and lay groups expressed opinions about the Board′s role that were consistent with current government policy on the management of New Zealand schools.
LIBRARIANS, unlike the Surveyors and others, have not added “Royal” to their Association's title, yet the Library Association is one of the few, and now one of the venerable, societies which draw their Charter Straight from the King. More than that, after we had enjoyed fifty‐three years with such Status, our King became our Patron, and the Consort of the Heir‐Apparent actually our President. It is in this proud position that we may share specially the sense of loss which the untimely death of George VI has caused in the world. Whether his patronage will be extended by his successor or not, we cannot be deprived of the consciousness of privilege which his recognition created, and we pay homage to the fine memory of him who bestowed it. Libraries are places wherein memories endure; our shelves prove that the most brilliant eras have been those with Queens‐Regnant. All who work in them are the loyal servants of the new, youthful Queen Elizabeth, who will be as much Queen of Hearts in her own time as was her namesake four centuries ago.
OWING to the comparatively early date in the year of the Library Association Conference, this number of THE LIBRARY WORLD is published so that it may be in the hands of our readers before it begins. The official programme is not in the hands of members at the time we write, but the circumstances are such this year that delay has been inevitable. We have dwelt already on the good fortune we enjoy in going to the beautiful West‐Country Spa. At this time of year it is at its best, and, if the weather is more genial than this weather‐chequered year gives us reason to expect, the Conference should be memorable on that account alone. The Conference has always been the focus of library friendships, and this idea, now that the Association is so large, should be developed. To be a member is to be one of a freemasonry of librarians, pledged to help and forward the work of one another. It is not in the conference rooms alone, where we listen, not always completely awake, to papers not always eloquent or cleverly read, that we gain most, although no one would discount these; it is in the hotels and boarding houses and restaurants, over dinner tables and in the easy chairs of the lounges, that we draw out really useful business information. In short, shop is the subject‐matter of conference conversation, and only misanthropic curmudgeons think otherwise.
The reviewer comments on the philosophical issues, lesson learned, the costs and quality considerations, in information and communications technology‐mediated learning…
The reviewer comments on the philosophical issues, lesson learned, the costs and quality considerations, in information and communications technology‐mediated learning discussed in these essays. Particular attention is given to the opportunities digitisation now presents to course designers in offering students choice in sequencing learning materials, the importance of objectives and the problems still presented by collaborative efforts.