Scaffolding literacy knowledge within a one -on -one tutoring situation: An ethnographic study

The primary purpose of this study was to explore and describe the culture of tutoring to determine if America Reads Challenge (ARC) tutors were able to provide elementary school tutees with scaffolded literacy learning experiences. Three main educational theories formed the framework for this study: sociocultural theory of cognitive development, scaffolding, and activity theory. Relevant research related to the efficacy of tutoring programs also was included. The overarching research design was an ethnographic methodology that included the collection of video tape, followed up with informal interviews to substantiate the findings with the two tutoring dyads; Subsequently, the data was analyzed, categorized, and described in a narrative format. Significant verbal interactions were placed on etic grids for more in-depth analysis. Similarities and differences across and within the tutoring dyads were identified and discussed; Eight literacy strategy domains were constructed and remained stable across the tutoring dyads. Both tutors demonstrated an ability to provide their tutees with scaffolded literacy learning experiences, increasing and decreasing the amount of instructional support as needed; Based on the findings, it is recommended that literacy tutors participate in thorough and ongoing training in the eight strategy domains identified in this study. Also, tutors need explicit instruction geared towards providing tutees with appropriately scaffolded learning experiences. While the findings of this study cannot be generalized to all situational contexts, other literacy tutoring programs may benefit from learning how university literacy tutors deliver instruction to needy students

The student-produced electronic portfolio in craft education

The authors studied primary school students’ experiences of using an electronic portfolio in their craft education over four years. A stimulated recall interview was applied to collect user experiences and qualitative content analysis to analyse the collected data. The results indicate that the electronic portfolio was experienced as a multipurpose tool to support learning. It makes the learning process visible and in that way helps focus on and improves the quality of learning. © ISLS.Peer reviewe

Philosophy for children: Fostering communities of philosophical enquiry and reflection in primary and secondary schools

This thesis was submitted for the degree of Doctor of Philosophy and awarded by Brunel University.The publications in these two volumes reflect the author's work over the past ten years in the development of teaching thinking through philosophical enquiry in primary and secondary schools. Philosophy as an essential aspect of education for all young people was first considered in the US by Professor Lipman in the early 1970s, and is now established in more than thirty countries around the world. The publications presented here represent key documents in the author's involvement in the development of a curriculum for teaching thinking through philosophical enquiry in UK schools. The publications are organised under two themes relating to teaching thinking and philosophical enquiry which are seen as vital elements of children's learning, and are presented as a contribution to curriculum development in schools, including the developing of pedagogic methods and teaching materials, and as a contribution to the professional development of teachers. Fifteen sole-author publications are included, comprising two books, excerpts from four books, and nine published papers. In addition to the publications this volume contains the author's commentary which provides an introduction to the publications and an assessment of their significance