Making the Invisible, Visible: RtI and Reading Comprehension

For the better part of a century the educational community has had increased focus on the importance of reading. The publication of Why Johnny Can\u27t Read and What You Can Do About It (Flesch, 1955) began the surge of effort to better understand the cognitive process of reading to further examine how educators can help children become better readers. Since this 1950\u27s publication, reading research grew and philosophies developed and subsequently changed. However, one thing remained the same: understanding what we read is critically important to becoming a critical thinker. Thus, reading comprehension research continued to boom and the educational community continues to seek ways in which reading comprehension instruction can be improved. (excerpt

Editorial: Practitioner Research in Higher Education, 1 (1)

Welcome to Practitioner Research in Higher Education. The aim of the publication is to disseminate and debate practitioner research and evaluation in higher education. In the first paper Bloxham, Cerevkova and Waddelove describe and critically evaluate the development of an embedded personal development planning (PDP) process within a first year undergraduate module in Law. This useful case study demonstrates the benefits of fully integrating PDP within a taught module. It also highlights the need to develop understanding of reflective writing amongst staff and students and shows how modifying the use of their virtual learning environment is moving the programme towards an eportfolio approach

How life affects the geochemical cycle of carbon

Developing a quantitative understanding of the biogeochemical cycles of carbon as they have worked throughout Earth history on various time scales, how they have been affected by biological evolution, and how changes in the carbon content of ocean and atmosphere may have affected climate and the evolution of life are the goals of the research. Theoretical simulations were developed that can be tuned to reproduce such data as exist and, once tuned, can be used to predict properties that have not yet been observed. This is an ongoing process, in which models and results are refined as new data and interpretations become available and as understanding of the global system improves. Results of the research are described in several papers which were published or submitted for publication. These papers are summarized. Future research plans are presented

Pendampingan Kegiatan Penelitian Tindakan Sekolah di SDI Bhoanawa 2 Ende

This service activity aims to increase the understanding of the principal of SDI Bhoanawa2 through school action research assistance activities. The mentoring process was carried out intensely from February 2022 to May 2022. Mentoring was carried out using a gradual discussion method and the results of this activity were increasing the principal's understanding of school action research and producing products in the form of reports on school action research results and publication of articles in one of the one national journal is not accredited

An analysis of the evolution of crown financial statements in New Zealand : a grounded theory approach : a thesis presented in partial fulfilment of the requirements for the degree of Master of Business Studies in Accountancy at Massey University

In April 1992 the Financial Statements of the Government of New Zealand (also called Crown Financial Statements (CFSs)) were published for the six months ended 31 December 1991. These accrual statements consolidated the activities of Government and were prepared in accordance with generally accepted accounting practice (GAAP). This initiative by a sovereign government is believed to be unprecedented in the world in recent times. The initiative occurred within core public sector management reform undertaken in New Zealand since 1987, a subset of broader economic reform that commenced with the election of the Fourth Labour Government in July, 1984. This study investigates how the process of change led to the evolution of CFSs in New Zealand. Grounded theory, an interpretive research strategy, is applied to discover why this initiative was taken in New Zealand. The primary source of data for this study came from interviews with participants involved with the development of CFSs at various stages (i.e., idea initiation, development, approval, and implementation). Interview data were supplemented by searching archival documents, newspaper cuttings collected since the commencement of the study, and the literature. The study provides a substantive theoretical framework to explain many mutually shaping factors that influenced the phenomenon under investigation. All the conceptual categories (Key People. Axial Principles, Communicating Ideas, Contextual Determinants, Ethos, Knowledge, Process of Change, Synergistic Process of Change, Innovation, Action, Information and Consequences) illustrated in the framework are defined and explained with supporting extracts from interview data. The contribution of this study is twofold. First, it offers a new way of understanding accounting by developing a framework that incorporates many complex and interdependent factors that influenced the publication of CFSs in New Zealand. Second, the study explains the approach taken and how the research evolved during the research process in a manner that would benefit other similar research. Key Words: Crown Financial Statements; Grounded Theory

Academic publishing: Lessons learnt from the Southern African Business Review

Writing and publishing of research constitute an integral part of academic life, inter alia, extending the frontiers of knowledge, enhancing the status of the individual and his/her institution and generating subsidy income from the Department of Education. However, publication outputs are relatively low and are largely contributed by only a small number of academics. This concentration of research publication in a few academics is closely related to the high rejection rate of manuscripts by refereed (accredited) journals. Insight into the academic research-to-publication process could inform aspiring authors of the academic publishing procedures and scholarly standard required for publication in refereed journals. This article aims to describe and analyse the editorial review process and its outcomes with reference to the Southern African BusinessReview (SABR) as well as weaknesses of manuscripts submitted for publication to the SABR. This analysis is based on the more than 300 manuscripts and approximately 600 referee reports submitted to the SABR during the five-year period 2004 to 2008. The findings reveal a variety of reasons for rejecting manuscripts. These are multidimensional and range from weaknesses in research design, presentation of research findings and failure to contribute to the body of scientific knowledge, to more mechanical problems such as language style and referencing. A proper understanding of shortcomings in academic writing will highlight the guidelines for compiling good scientific articles