Teachers’ Phonological Awareness Assessment Practices, Self-Reported Knowledge and Actual Knowledge: The Challenge of Assessing What You May Know Less About

This study investigates the relationship between early childhood (EC) and early years’ primary school (EYPS) teachers’ phonological awareness (PA) assessment practices, self-reported PA knowledge and actual PA knowledge. Method: A survey design was employed whereby 102 registered Australian EC and EYPS teachers responded to questions regarding PA assessment practices, self-reported PA knowledge and actual PA knowledge. Results: The results showed: a) more than 80% of teachers use PA assessments, with EYPS teachers conducting frequent assessments and EC teachers conducting rare-to-occasional assessments; b) over-estimation of self-reported PA knowledge; c) low levels of actual PA knowledge; and d) high usage of observations and professional judgement as assessment methods despite limited own PA knowledge. Implications: Increasing EC and EYPS teachers’ knowledge of PA and improving their self-appraisal skills is critical for high-quality teacher PA assessment practices, and it illustrates the need for robust pre- and in-service teacher training

Teachers’ Phonological Awareness Assessment Practices, Self-Reported Knowledge and Actual Knowledge: The Challenge of Assessing What You May Know Less About

This study investigates the relationship between early childhood (EC) and early years’ primary school (EYPS) teachers’ phonological awareness (PA) assessment practices, self-reported PA knowledge and actual PA knowledge. Method: A survey design was employed whereby 102 registered Australian EC and EYPS teachers responded to questions regarding PA assessment practices, self-reported PA knowledge and actual PA knowledge. Results: The results showed: a) more than 80% of teachers use PA assessments, with EYPS teachers conducting frequent assessments and EC teachers conducting rare-to-occasional assessments; b) over-estimation of self-reported PA knowledge; c) low levels of actual PA knowledge; and d) high usage of observations and professional judgement as assessment methods despite limited own PA knowledge. Implications: Increasing EC and EYPS teachers’ knowledge of PA and improving their self-appraisal skills is critical for high-quality teacher PA assessment practices, and it illustrates the need for robust pre- and in-service teacher training

All my students are reading the same book and they're successful: an inclusive teaching approach

A model for programming proposed by Taylor, Short, Frye and Shearer (1992) was adapted and trialed by classroom teachers (R-9) to investigate how a single text could be used as a basis of instruction for all students in a class. The main focus, though, was to explore how an approach indicated by the model could support students with learning difficulties in the development of literacy skills. Teachers wrote summaries of the single texts and used them for teaching skills that included phonemic awareness, decoding and comprehension. The research provided positive indications that this approach could successfully be used as part of a whole class literacy program

Taller de estrategias metodológicas para mejorar el lenguaje oral en niños de tres años de una institución educativa inicial, Callao, 2015

El objetivo de la investigación fue determinar de qué manera la aplicación de las estrategias metodológicas mejora el lenguaje oral en los niños de tres años de la institución educativa inicial del Callao 2015. Consistió en una investigación aplicada, desarrollada como un diseño experimental de nivel cuasiexperimental, con una población conformada por 50 niños de 3 años del nivel inicial y con una muestra de 30 niños divididos en dos grupos conformado por 14 niños del grupo de control y 16 niños el grupo experimental. Luego de aplicar el pretest a los dos grupos, se realizaron 18 sesiones de estrategias metodológicas en el grupo experimental que estuvo a cargo de la investigadora y el grupo control trabajo con la programación normal con la docente a cargo. Después de las 18 sesiones se realizó el postest aplicando el instrumento Plon R para medir el lenguaje oral en la dimensión forma, contenido y uso de los niños de 3 años antes después de las sesiones, el instrumento cumple con la validez de cinco expertos y coeficiente de confiabilidad Alfa de Cronbach (0,962), que indica una alta confiabilidad, y para la contrastación de hipótesis se utilizó la prueba no paramétrica de U Mann Whitney Los resultados demuestran que la aplicación de la estrategias metodológicas mejoran significativamente el lenguaje oral en niños de 3 años de la IEI Stella Maris Callao, según el nivel de significancia p < 0,000 menor que (p), por lo que se rechaza la hipótesis nula y se acepta la H1

Mesenchymal Stromal Cells Improve Salivary Function and Reduce Lymphocytic Infiltrates in Mice with Sjögren's-Like Disease

Non-obese diabetic (NOD) mice develop Sjögren's-like disease (SS-like) with loss of saliva flow and increased lymphocytic infiltrates in salivary glands (SGs). There are recent reports using multipotent mesenchymal stromal cells (MSCs) as a therapeutic strategy for autoimmune diseases due to their anti-inflammatory and immunomodulatory capabilities. This paper proposed a combined immuno- and cell-based therapy consisting of: A) an injection of complete Freund's adjuvant (CFA) to eradicate autoreactive T lymphocytes, and B) transplantations of MSCs to reselect lymphocytes. The objective of this was to test the effectiveness of CD45(-)/TER119(-) cells (MSCs) in re-establishing salivary function and in reducing the number of lymphocytic infiltrates (foci) in SGs. The second objective was to study if the mechanisms underlying a decrease in inflammation (focus score) was due to CFA, MSCs, or CFA+MSCs combined.Donor MSCs were isolated from bones of male transgenic eGFP mice. Eight week-old female NOD mice received one of the following treatments: insulin, CFA, MSC, or CFA+MSC (combined therapy). Mice were followed for 14 weeks post-therapy. CD45(-)/TER119(-) cells demonstrated characteristics of MSCs as they were positive for Sca-1, CD106, CD105, CD73, CD29, CD44, negative for CD45, TER119, CD11b, had high number of CFU-F, and differentiated into osteocytes, chondrocytes and adipocytes. Both MSC and MSC+CFA groups prevented loss of saliva flow and reduced lymphocytic infiltrations in SGs. Moreover, the influx of T and B cells decreased in all foci in MSC and MSC+CFA groups, while the frequency of Foxp3(+) (T(reg)) cell was increased. MSC-therapy alone reduced inflammation (TNF-α, TGF-β), but the combination of MSC+CFA reduced inflammation and increased the regenerative potential of SGs (FGF-2, EGF).The combined use of MSC+CFA was effective in both preventing saliva secretion loss and reducing lymphocytic influx in salivary glands

La ley argentina sobre accidentes del trabajo:

Fil: Bayetto, Juan

Numeracy, maths and learning difficulties

This article describes a program where postgraduate education students at Flinders University are helping to support young people who struggle with mathematics. A unit of their course called Numeracy, Mathematics and Learning Difficulties connects each student with a primary school learner in need of special assistance. The students initially participate in two on-campus lectures/workshops, where they reflect on their past and current numeracy/mathematics understandings and practices. They discuss key issues such as the links between numeracy and mathematics, effective approaches to teaching, and the impact of government policy on the work of teachers. The students also consider and make use of both formal and informal assessment processes to gather information for, as, and of learning. They learn to administer the Booker Profiles (Booker 1995), a diagnostic tool that helps to identify what a young learner knows and needs to know next in relation to maths. The use of this common assessment tool will also help the students support each others\u27 analyses and planning in a school setting

Teachers' Views of Calculators for Students with Learning Disabilities

Victoria, Australi

Bugs

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