The Development and Validation of a Comprehensive List of Primary Sources in College Reading Instruction

It may be argued that a field only comes of age when its professional membership is able to gain insight into the present and begin to predict the future through the organized studying and the collective valuing of the field\u27s past. As we enter the 1990\u27s, it is time for the field of college reading and learning assistance to achieve a broader perspective that more fully incorporates the field\u27s rich and varied past. To achieve this end, collectively we should endeavor to understand our professional roots through chronicling, interpreting, and evaluating the fundamental ideas, the pedagogical achievements, and the research contributions of our colleagues, both past and present

Inclusive School Community: Why is it so Complex?

This paper addresses the question: why is it so hard for school communities to respond to diversity in learners, staff and parents in inclusive ways? The authors draw on theory and recent professional experience in Queensland, Australia, to offer four guiding principles that address traditional assumptions about learning that result in inequality of opportunity and outcomes for students. The authors suggest these principles to support the development of a more inclusive school community: (1) develop a learning community incorporating a critical friend; (2) value and collaborate with parents and the broader community; (3) engage students as citizens in school review and develop¬ment; and (4) support teachers’ critical engagement with inclusive ideals and practices. The authors describe how the principles can work in concert in a school community

Disciplinary Literacies Across Content Areas: Supporting Secondary Reading Through Functional Language Analysis

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/88105/1/JAAL.53.7.6.pd

Ljepota povod strahota : pripovjedka po Omerijadi /

Mode of access: Internet

Participation as a Pathway to Content Knowledge : Engaging All Students in Disciplinary Literacy Practices

In this article, the authors assert that one important way to bring students to a level of caring about history is through participation. They discuss conceptual considerations and pedagogical possibilities of disciplinary literacy with a focus on transforming students into engaged participants in the practices of historical thinking and learning. The authors are concerned with ways disciplinary teachers can engage all students, including those who are struggling and reluctant, in the demanding practices of expert communities through active participation and by making connections to their personal lives. The article is based on international collaboration between language and literacy researchers, historians, and teacher educators from the U.S, and Finland in a project that aims to study and support the teaching of disciplinary literacy in high school history. The authors’ ideas and recommendations are punctuated by short vignettes of actual classroom practice by secondary history teachers in the U.S. and Finland.peerReviewe

Universal Changerooms Project : Improving Patron Experience with Universal Changerooms

The purpose of this project was to explore and develop strategies to improve users’ experiences in the universal changeroom at the University of British Columbia’s new Aquatic Centre. Data was collected using a survey, which consisted of both qualitative and quantitative questions to find common inquiries and concerns of the space. The study’s survey also looked to collect individual characteristics of participants to examine if certain demographics experience the changerooms differently. Our focus population involved the patrons already visiting the Aquatic Centre. We conducted these surveys by approaching participants in the waiting areas outside the changerooms and through convenience sampling, by posting the surveys in various social media forums. Many of the survey responses revealed that of those participants who did not use the universal changerooms, the space was not a deterring factor from continuing to visit the Aquatic Centre. Therefore, physical activity behaviours were not affected by the universal changerooms for most patrons. The small percentage who indicated that their participation was effected were part of the non-cis gendered community. From these patron’s experiences and concerns, we derived perceived barriers to using the universal changeroom that fell into the general themes of safety, maintenance, accessibility, and circulation of appropriate information. In terms of concerns with safety, patron’s frequently mentioned policies, desire to change and shower openly, and visibility from the public. The limited maintenance of amenities and accessibility of the space was a primary issue for most participants. There was frequent commentary surrounding the inconsistency of the shower functions, malfunctioning of essential features, and cleanliness of the facility. In addition to issues with the physical aspects of the universal changeroom, many participants revealed confusions about the space. Issues involving these misconceptions may be caused by the methods through which patrons are receiving their information regarding the universal changerooms. After analyzing our data and discussion, we recommended making improvements in safety protocols specific to the universal changerooms. Strategies for this area of improvement include signage defined conduct, and supervision procedures of users in the space. This can ensure that each patron using the universal changerooms understands the appropriate conduct, and can answer any doubts by newcomers. Additionally, we recommended increased monitoring of the maintenance for the universal changerooms. Development of detailed maintenance protocols can help sustain a welcoming, clean aesthetic for visiting patrons. We also recommend promoting the universal changeroom to target populations of marginalized populations. The physical activity behaviours of the users of the University of British Columbia Aquatic Centre are seemingly habitual regardless of the availability of the universal changerooms. Future studies should be conducted with a more diverse population to attain further experiences of those whom the universal changerooms are designed for. Disclaimer: “UBC SEEDS provides students with the opportunity to share the findings of their studies, as well as their opinions, conclusions and recommendations with the UBC community. The reader should bear in mind that this is a student project/report and is not an official document of UBC. Furthermore readers should bear in mind that these reports may not reflect the current status of activities at UBC. We urge you to contact the research persons mentioned in a report or the SEEDS Coordinator about the current status of the subject matter of a project/report.”Education, Faculty ofKinesiology, School ofUnreviewedUndergraduat