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Descriptors:
Foreign Countries; Science Achievement; Science Education; Scientists; Pedagogical Content Knowledge; Case Studies; Partnerships in Education; Educational History; Middle School Students; Pilot Projects; Barriers; Program Implementation; Educational Environment; School Culture; Science Instruction; Science Teachers; Program Effectiveness; Research and Development Centers; Government School Relationship; Intermediate Grades

Abstract:
The concept of partnerships between schools and practicing scientists came to prominence in the United States in the mid 1980s. The call by government for greater private sector involvement in education to raise standards in science achievement saw a variety of programmes developed, ranging from short-term sponsorships through to longer-term, project-based interactions. Recently, school-scientist partnerships (SSPs) have been rekindled as a means of assisting schools to motivate and inspire students in science, improve levels of teachers' science knowledge, and increase awareness of the type and variety of career opportunities available in the sciences (Rennie and Howitt, 2009). This article summarises research that used an interpretive case study method to examine the performance of a two-year SSP pilot between a government-owned science research institute, and 200 students from two Intermediate (years 7 and 8) schools in New Zealand. It explored the experiences of scientists involved in the partnerships, and revealed difficulties in bridging the void that existed between the outcomes-driven, commercially-focused world of research scientists, and the more process-oriented, tightly structured, and conservative world of teachers and schools. Findings highlight the pragmatic realities of establishing partnerships, from the perspective of scientists. These include acute awareness of the nature of school systems, conventions and environments; the science, technological and pedagogical knowledge of teachers; teacher workload issues and pressures, curriculum priorities and access to science resources. The article identifies areas where time and effort should be invested to ensure successful partnership outcomes. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Thinking Skills; Language Skills; Problem Solving; Grade 3; Grade 5; Intermediate Grades; Word Problems (Mathematics); Behavior Patterns; Mathematics; Mathematics Education; Nonverbal Ability; Elementary Education; Equations (Mathematics); Computation; Grade 4; Mathematics Instruction; Correlation; Scores; Memory; Academic Achievement

Abstract:
This study addressed predictors of the development of word problem solving (WPS) across the intermediate grades. At beginning of 3rd grade, 4 cohorts of students (N = 261) were measured on computation, language, nonverbal reasoning skills, and attentive behavior and were assessed 4 times from beginning of 3rd through end of 5th grade on 2 measures of WPS at low and high levels of complexity. Language skills were related to initial performance at both levels of complexity and did not predict growth at either level. Computational skills had an effect on initial performance in low- but not high-complexity problems and did not predict growth at either level of complexity. Attentive behavior did not predict initial performance but did predict growth in low-complexity, whereas it predicted initial performance but not growth for high-complexity problems. Nonverbal reasoning predicted initial performance and growth for low-complexity WPS, but only growth for high-complexity WPS. This evidence suggests that although mathematical structure is fixed, different cognitive resources may act as limiting factors in WPS development when the WPS context is varied. (Contains 3 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Childrens Literature; Novels; Reading Instruction; Reading Comprehension; Group Activities; Vocabulary Development; Middle School Students; Intermediate Grades

Abstract:
The authors examined the strength of literature circles in developing background knowledge--an acknowledged sticking point in the development of understanding for middle graders--with a special focus on the literature circle role of "investigator," where it is student initiative and not teacher direction that guides comprehension. Observing students who were reading Maniac Magee with a teacher who supported reading in literature circles, the authors concluded that being an investigator allowed students to personally learn about topics, words, and people that were important to understanding the novel, and that by treating the novel as a puzzle to solve, they developed an appreciation for the author's research and skill, broadened their own background knowledge, routinely listened and responded to others in their circle, and developed as critical readers. An added bonus was the development of a home-school dialogue. (Contains 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Writing Instruction; Foreign Countries; Community Resources; Parent Participation; Parent School Relationship; Parents as Teachers; School Community Relationship; Grade 4; Grade 5; Grade 6; Intermediate Grades; Middle Schools; Teaching Methods; Interviews; Teacher Attitudes

Abstract:
Educators have long recognized that parental and community supports are important underpinnings for children's success in school. With respect to the teaching of writing, however, little research has been conducted to provide evidence of effective practices teachers use to involve parents and communities. As part of a national Canadian study of the teaching of writing at the middle level of schooling (grades 4-8), teachers discussed their practices and perspectives on how they involve parents and communities in their writing programs. Teachers reported that they encouraged parental involvement by fostering home-school literacy links, communication, and engagement and response to student writing. Teachers also made productive use of community resources, such as author visits, competitions, and young author conferences; while a smaller number of teachers bring the larger community into their writing programs in integral ways. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Spelling Instruction; English Instruction; Instructional Materials; Instructional Material Evaluation; Morphology (Languages); Morphemes; Elementary School Students; Intermediate Grades; Foreign Countries

Abstract:
The acquisition of spelling skills in English presents, for a substantial number of children, a significant challenge. Spelling skills do not automatically transfer from reading skills, and while many teachers are aware of the need to develop a separate word study program to assist with spelling development, time and confidence factors often result in their turning to commercial spelling programs for assistance. But to what extent do such programs reflect what contemporary research tells us about how spelling skills are acquired? The current study uses criteria developed from Cramer and Cipielewski (1995) to analyse 9 Australian commercial spelling programs designed for use in primary Years 4 to 6. The programs are examined with special attention to the needs of weaker spellers. The study found that although the majority of the programs contained treatment of basic morphological aspects of spelling, only 2 of the programs presented material designed to develop understanding of the more complex sound-symbol relationships of the English spelling system. Treatment of more complex morphemic principles was weak in almost all programs, and there was only limited coverage of compound words, homonyms, contractions, and words that are easily confused. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Adolescent Literature; Novels; Language Arts; Fiction; Teaching Methods; Reading Motivation; Middle Schools; Early Adolescents; Intermediate Grades

Abstract:
This article uses Dresang's dimensions of radical change to call attention to the evolving structures and features of novels for young readers being published today. The controversial topics and elaborate design features contained in contemporary novels, for example, the expansion of dystopic fiction, the disruption of traditional narrative structures, and the utilization of meta-fictive devices, present challenges for young readers. Due to these challenges, teachers need to become more sophisticated readers of contemporary novels if they are to expand their pedagogical approaches and classroom resources. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Self Efficacy; Science Teachers; Teacher Attitudes; Pedagogical Content Knowledge; Elementary School Teachers; Intermediate Grades; Well Being; Teaching Conditions; Teacher Competencies; Knowledge Base for Teaching; Teaching Skills; Foreign Countries; Teacher Researchers; Cooperation

Abstract:
Middle years' teachers in primary schools are increasingly required to teach curriculum-specific subjects at a depth requiring considerable content and pedagogical knowledge, as well as a detailed understanding of the particular literacy requirements specific to each subject. Science teaching, in the latter years of primary schooling, is particularly demanding for non-specialist teachers. Many teachers struggle with feelings of (in)adequacy and (in)competence to be "science literate" and "good" science teachers, providing sufficient and valuable science learning opportunities for their learners. This paper describes one primary school's attention to teachers' feelings of wellbeing and competence in relation to themselves as science teachers. A survey instrument, informed by the particular school context and the literature on teachers' beliefs of self-efficacy, was used in the school and its local hub group. The study has implications for pre- and in-service teachers faced with similar teaching requirements, literacy demands and challenges to their professional and personal wellbeing. The teacher's findings highlight the value of collaborative research partnerships to enhance both student learning outcomes and teacher wellbeing. (Contains 7 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Reading Comprehension; Quasiexperimental Design; Catholic Schools; Intervention; Low Income; Mothers; Action Research; Program Effectiveness; Scores; Literacy Education; Standardized Tests; Pretests Posttests; Reading Fluency; Word Recognition; Student Attitudes; Middle School Students; Intermediate Grades; Urban Schools

Abstract:
Nearly 90% of intermediate and middle school students from low-income families in the United States are not proficient in reading. This action research project used a quasi-experimental design to determine the effectiveness of a multi-component reading intervention program for students in grades four through eight at Mother of Sorrows Catholic School in Los Angeles, California. The study analyzed standardized measures for fluency, word study, and reading comprehension. It also examined the program's influence on student perceptions of reading. Data analysis indicated that all five grades achieved a statistically significant increase between pretest and posttest scores for all three areas of reading. In addition, students were able to make comparable gains regardless of their initial performance above or below grade level. (Contains 8 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Improvement; Grade 5; Student Experience; Principals; Computer Mediated Communication; Grade 6; Grade 7; Grade 8; Bullying; Administrator Attitudes; Student Attitudes; Junior High School Students; Intermediate Grades; Elementary School Students

Abstract:
This study examines the use of polling students to improve conditions of learning in their school. Students from three schools (N = 2,006) in Grades 5, 6, 7, and 8 completed an online poll about how cyberbullying affects their personal lives. Principals' impressions about the benefits of student polling are explained along with the Cyberbullying Poll outcomes. Principals concluded that student input is an important contribution for consideration in development of continuous improvement planning for their school. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Classroom Environment; Observation; Educational Research; Teacher Characteristics; Student Characteristics; Student Behavior; Ethnography; Teacher Student Relationship; Power Structure; Gender Issues; Pattern Recognition; Intermediate Grades

Abstract:
The focus of this article is children's positioning and agency in a Swedish school class. Drawing on ethnographic data generated during a year-long field study, the actions of three different children are used by the researcher to illustrate how children position themselves and are positioned by others. Using the concept of "professional pupils" and "child", the article in particular explores children's agency and the possibility for children to position themselves as agentic. In the article, two of the children are shown to strive to position themselves as professional pupils, and it is shown that this positioning is not available to the children unless their teacher accepts and reinforces it. The third child is understood to actively aspire to the position of "child", with the connotations this entails of being immature, incompetent and uncontrolled, showing that agentic positioning does not necessarily entail a show of competence. (Contains 3 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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