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Older people feel that ageism underlies many of their more specific concerns. A number of pieces of research carried out on behalf of the Inter‐Ministerial Group on Older…
Older people feel that ageism underlies many of their more specific concerns. A number of pieces of research carried out on behalf of the Inter‐Ministerial Group on Older People also reveal the importance of the Government addressing the ageist attitudes to older people that affect their ability to participate in society.
Purpose – The purpose of this chapter is to introduce the conceptual and historical genesis of the gradual release of responsibility (GRR) model (Pearson & Gallagher, 1983…
Purpose – The purpose of this chapter is to introduce the conceptual and historical genesis of the gradual release of responsibility (GRR) model (Pearson & Gallagher, 1983) which has become one of the most commonly used instructional frameworks for research and professional development in the field of reading and literacy.
Design/Methodology/Approach – This chapter uses a narrative, historical approach to describe the emergence of the model in the work taking place in the late 1970s and early 1980s in reading research and educational theory, particularly at the Center for the Study of Reading at the University of Illinois, Champaign-Urbana as carried out by David Pearson, Meg Gallagher, and their colleagues.
Findings – The GRR Model began, in part, in response to the startling findings of Dolores Durkin’s (1978/1979) study of reading comprehension instruction in classrooms which found that little instruction was occurring even while students were completing numerous assignments and question-response activities. Pearson and Gallagher were among those researchers who took seriously the task of developing an instructional model and approach for comprehension strategy instruction that included explicit instruction. They recognized a need for teachers to be responsible for leading and scaffolding instruction, even as they supported learners in moving toward independent application of strategies and independence in reading. Based in the current research in the reading field and the rediscovery of the work of Vygotsky (1978) and the descriptions of scaffolding as coined by Wood, Bruner, and Ross (1976), Pearson and Gallagher developed the model of gradual release. Over time, the model has been adapted by many literacy scholars, applied to curriculum planning, used with teachers for professional development, reprinted numerous times, and with the advent of the Internet, proliferated even further as teachers and educators share their own versions of the model. This chapter introduces readers to the original model and multiple additional representations/iterations of the model that emerged over the past few decades. This chapter also attends to important nuances in the model and to some misconceptions of the instructional model.
Research Limitations/Implications – Despite the popularity of the original GRR model developed by Pearson and Gallagher and the many adaptations of the model by many collaborators and colleagues in literacy – and even beyond – there have been very few publications that have explored the historical and conceptual origins of the model and its staying power.
Practical Implications – This chapter will speak to researchers, teachers, and other educators who use the GRR model to help guide thinking about instruction in reading, writing, and other content areas with children, youth, pre-service teachers, and in-service teachers. This chapter provides a thoughtful discussion of multiple representations of the gradual release process and the nuances of the model in ways that will help to dispel misuse of the model while recognizing its long-standing and sound foundation on established socio-cognitive principles and instructional theories such as those espoused by Jerome Bruner, Lev Vygotsky, Anne Brown, and others.
Originality/Value of Paper – This chapter makes an original contribution to the field in explaining the historical development and theoretical origins of the GRR model by Pearson and Gallagher (1983) and in presenting multiple iterations of the model developed by Pearson and his colleagues in the field.
This chapter serves to synthesize existing literature centered on inservice teacher video-facilitated reflection on literacy pedagogy.
This chapter serves to synthesize existing literature centered on inservice teacher video-facilitated reflection on literacy pedagogy.
The inservice teacher literature review is focused on: (1) video analysis frameworks and scaffolds used to facilitate inservice teachers’ video reflection; (2) reflection and video discussions; and (3) the use of video for inservice teacher change and development.
From this review we learn that there is a dearth of video reflection research with inservice teachers on literacy pedagogy. Within the field of literacy, we know far less about how, when, and why to use video with inservice teachers than preservice teachers.
The review of literature does not incorporate inservice teacher video reflection in disciplines such as science and mathematics. Expanding this review to all disciplines would present a more comprehensive picture of video reflection with inservice teachers.
The chapter highlights the potential value of using video in inservice professional development and points to the specific needs for studies to identify the most effective uses of video specific to inservice professionals.
This chapter provides significant research-based information for designing and implementing future studies and professional development focused on video reflection with inservice teachers.
Purpose – The purpose of this chapter is to explain the importance of thinking flexibly about the gradual release of responsibility (GRR) during the implementation of an…
Purpose – The purpose of this chapter is to explain the importance of thinking flexibly about the gradual release of responsibility (GRR) during the implementation of an explicit strategy instruction model, Critical Elements of Strategy Instruction (CESI). When the GRR model is typically used to inform teachers’ pedagogical practices, each phase of the scaffolding in the gradual release is usually represented as being a straight line of progression from modeling to guided practice, and then to independence. Scaffolding is often viewed as being a more static progression needed by all students. The authors explore the ebb and flow of scaffolding necessary in the GRR model when teaching the CESI framework to elementary aged students who demonstrated different degrees of competence in applying reading strategies.
Design/Methodology – The findings presented are the result of a two-year longitudinal professional development study with nine in-service elementary school teachers (one male and eight female), with masters’ degrees who ranged in experience from six to 18 years. The teachers used the Pedagogy of Video Reflection (Shanahan et al., 2013) to reflect on their implementation of the CESI, which draws upon the GRR model.
Findings – The authors use examples from their two-year explicit strategy instruction research to illustrate how their experienced in-service teachers learned to think more flexibly about scaffolding in the GRR model. Teachers explored their misconceptions about explicit strategy instruction and the gradual release. Two major shifts in their thinking were the GRR model was not the static model they interpreted it to be and they also realized that they had to use a gradual release when teaching readers the conditional knowledge so readers could use strategies independently.
Research Limitations/Implications – A two-dimensional representation of a complex concept, like the GRR can result in a less nuanced understanding of a complex concept, even when many of these issues are previously discussed in research and practitioner publications.
Practical Implications – Classroom teachers are provided with a more complex understanding of GRR model, where they need to interpret student responses to know when to and not release learners.
Originality/Value of Chapter – This chapter captures in-service teachers’ perspectives of the GRR model as being flexible instead of static and also reveals how student responses can be used to gauge how to make adaptations to scaffolding.
Due to increasing interest in school development planning, improvement and effectiveness, more schools are gaining greater control over their own school management. Argues…
Due to increasing interest in school development planning, improvement and effectiveness, more schools are gaining greater control over their own school management. Argues that school development plans should provide an operational structure with a clearly identified direction and priorities. Focuses on the problem of planning within the international school context and investigates specific objectives via a survey. Results confirmed that long‐term planning is valued by heads of international schools and that staff development is integral to planning and implementing strategies.
Third‐culture kids (TCKs) are adolescents who have lived at least one of their formative years in another country. This study compares survey data collected from British…
Third‐culture kids (TCKs) are adolescents who have lived at least one of their formative years in another country. This study compares survey data collected from British TCKs who were currently living in Hong Kong with those of their adolescent peers living in the UK and Hong Kong. The results unequivocally suggest that TCKs’ perception of being international and their characteristics are different than that of their adolescent peers in the host and home country. More than the other adolescents, TCKs indicated that international experience, parental and institutional education, a second language, neutrality, open‐mindedness and flexibility, attitudes towards other systems and cultures, respect for others, tolerance of others’ behaviour and views, all contributed to the perception of being international. Similarly, TCKs had distinctive characteristics in terms of stronger family relationships, enjoying travelling to foreign places, acceptance of foreign languages, acceptance of cultural differences, and future orientation. Implications for international firms of these fundamental findings are discussed in detail.
Attempts to trace the history and development of the Master of EducationDegree at the University of Bath. Highlights the comparatively smalldifferences which exist between…
Attempts to trace the history and development of the Master of Education Degree at the University of Bath. Highlights the comparatively small differences which exist between the Bath MEd and those from other institutions, namely: its greater flexibility in allowing students to “pay as they earn” and take as long as they wish in building up their portfolios of modules; the three modes of studying the modules, i.e. taught, distance learning and school‐based tuition; the linking of taught and school‐based modules; and the introduction of a Summer School for outstation students. These features have enabled the University of Bath to offer the course, on a part‐time basis, to teachers living considerable distances away, particularly those living and working overseas.
– The purpose of this study is to examine if there is a relationship between the factors of cultural intelligence and transformational leadership in international school leaders.
The purpose of this study is to examine if there is a relationship between the factors of cultural intelligence and transformational leadership in international school leaders.
This correlational research study examined 193 international school leaders, who participated in a survey that included the Cultural Intelligence Scale and the Multifactor Leadership Questionnaire 5X. A standard multiple regression analysis was used to determine if the factors of cultural intelligence predict transformational leadership. The individual contribution of each factor to the model was examined.
The results indicate that there is a significant positive relationship between cultural intelligence and transformational leadership in international school leaders. Leaders who have a higher level of cultural intelligence exhibit a higher level of transformational leadership style, which suggests that individuals with high-cultural intelligence are able to lead and to manage more effectively in multicultural environments. Behavioral cultural intelligence and cognitive cultural intelligence were found to be the best predictors of transformational leadership.
The results provide insight into the selection, training, and professional development of international school leaders. Practical implications are provided for integrating cultural intelligence into higher education curriculum.
This paper makes a unique contribution to the nomological network of cultural intelligence by identifying which factors of cultural intelligence best predict transformational leadership in international school leaders, a population to which this model had not been previously applied.
The quest of globalizing business firms to find enough candidates with the requisite skills for foreign assignments may be met by former “third‐culture kids”. These are…
The quest of globalizing business firms to find enough candidates with the requisite skills for foreign assignments may be met by former “third‐culture kids”. These are individuals who as adolescents have lived in a foreign country for a period of time. The cultural exposure, during their highly impressionable adolescence, may have made them absorb cultural and behavioral norms developing a cultural frame of references different from, but assembled by the cultures they have been exposed to; establishing a third culture. Testing this generally held belief empirically, characteristics of a group of British expatriate adolescents in Hong Kong were compared with those of local Hong Kong adolescents and local British adolescents residing in Britain. Controlling for the effects of age and gender, results showed that the British expatriate adolescents had distinct characteristics in terms of their perceptions of being international as well as their international mobility preferences and consequences. These findings support the claims and anecdotal evidence of the development of third‐cultureness. The potentially far‐reaching implications of these results for globalizing firms are discussed at length.
We propose that off-the-job embeddedness (OTJE) be reconceptualized as a separate and distinct, albeit related, construct from job embeddedness. We conceptualize OTJE as…
We propose that off-the-job embeddedness (OTJE) be reconceptualized as a separate and distinct, albeit related, construct from job embeddedness. We conceptualize OTJE as the totality of outside-work forces which keep an individual bound to his/her current geographical area and argue that this construct includes important factors which do not fall under the umbrella of “community embeddedness.” Moreover, we propose that these outside-work forces may embed individuals in their jobs either directly or indirectly (through the perceived or expressed preferences of spouses, children, and extended family). This paper identifies the key components of OJTE, addresses the measurement of OTJE, explains the relationships between job embeddedness and OTJE (and their respective components), highlights how OTJE can either amplify or counteract the effects of job embeddedness, and illustrates the direct and indirect effects of OTJE on both work-related and personal outcomes.