Exploring teachers’ beliefs about the reading literacy needs of EAL pupils

Across international boundaries, linguistic and cultural diversity among pupils present teachers with pedagogic challenges. Research on teachers’ perceptions (e.g. Pajares, 1992; Woods, 1996; Farrell, 2005) suggests that the beliefs that teachers hold impact significantly on their classroom practices. This study adds to the existing body of international literature on teacher beliefs and literacy practices by exploring teachers’ perceptions about the reading literacy needs of EAL pupils and how these were met in Scottish secondary mainstream classroom contexts. In Scotland, policy specifies a Framework for Inclusion where pupils learning English as an additional language (hereafter EAL) are placed in mainstream classrooms. Schools are encouraged to play a key role in making sure that the needs of such pupils are addressed in an effort to raise achievement. A sociocultural theoretical lens was used to examine the shared and divergent beliefs and reading literacy practices of sixteen mainstream English teachers; five EAL teachers; and five head/depute head teachers across three local authorities. Participants’ responses communicated an undifferentiated understanding of the distinctive reading literacy needs of EAL pupils. The majority of teachers foregrounded reading as a set of universal skills that emphasised a knowledge of vocabulary and grammar. Ill-fitting policies and teachers’ experiences within the varying school contexts appeared to mediate how EAL pupils’ needs were constructed. Findings concerning the beliefs and practices of these teachers revealed that there was a lack of available ways of thinking about how to meet the reading literacy needs of EAL pupils effectively; such a lack impacted on the quality and number of learning opportunities EAL pupils had as they faced the reading literacy demands of mainstream classrooms. Teachers also highlighted their uncertainty about how to meet the reading literacy needs of such pupils effectively and this seemed to impact on how they constructed their identities as teachers within linguistically and culturally diverse classroom settings. In contrast, an overview of classroom literacy practices revealed that teachers enacted confident identities as they operated out of a secure knowledge base for developing reading literacy in monolingual English speaking classrooms. The study concludes with a discussion of the limitations related to the research design, and outlines the implications of the findings for policy, classroom literacy practices, and teachers’ professional development opportunities. It is argued that Scottish schools are no longer monolingual, monocultural environments, but rather cross-cultural sites. It is recommended that policy needs to reconceptualise and broaden how second language development is framed within its documents. It is also suggested that secondary classroom contexts address the importance of multidimensional critical literacy practices as a way to challenge the dominant undifferentiated constructions that permeate teachers’ beliefs about the development of reading literacy for pupils learning EAL. Such changes would position EAL pupils as legitimate participants in classroom literacy practices. The thesis concludes with a consideration of teacher identity and emphasises the need of ITE providers to provide a continuum of provision for pre-service and in-service teachers to enable them to develop the necessary knowledge and practices that would support the growing numbers of pupils learning EAL

Teachers as designers of learning in diverse, bilingual classrooms in England:An ADiBE case study

This ADiBE case study explores an innovative, integrated approach to addressing diversity in secondary classrooms in England, where more than one language is used and learned. We position diversity in multilingual and multicultural communities where schooling seeks to provide meaningful learning experiences for all students and guide learners towards being and becoming global citizens. Within a UK context, underpinning values emphasise social justice and inclusion embodied in classroom practices that actively involve teachers as researchers with their learners – in terms of ‘curriculum-making’ and reinterpreting the impact of diversity on ‘successful’ learning communities. This research analyses contextual and exploratory factors that enable diverse learners with diverse needs to engage in learning partnerships with each other and their teachers. Using a framework to capture collaborative professional learning, synergies are explored between two different approaches to bilingual learning – English as an Additional language (EAL) and Content and Language Integrated Learning (CLIL). The case study identifies potentially rich sites for building pedagogic capital and explores how diversity can enable more young people to feel valued, respected and successful bilingual learners in formal schooling

Assessing the efficacy of oral immunotherapy for the desensitisation of peanut allergy in children (STOP II): a phase 2 randomised controlled trial

SummaryBackgroundSmall studies suggest peanut oral immunotherapy (OIT) might be effective in the treatment of peanut allergy. We aimed to establish the efficacy of OIT for the desensitisation of children with allergy to peanuts.MethodsWe did a randomised controlled crossover trial to compare the efficacy of active OIT (using characterised peanut flour; protein doses of 2–800 mg/day) with control (peanut avoidance, the present standard of care) at the NIHR/Wellcome Trust Cambridge Clinical Research Facility (Cambridge, UK). Randomisation (1:1) was by use of an audited online system; group allocation was not masked. Eligible participants were aged 7–16 years with an immediate hypersensitivity reaction after peanut ingestion, positive skin prick test to peanuts, and positive by double-blind placebo-controlled food challenge (DBPCFC). We excluded participants if they had a major chronic illness, if the care provider or a present household member had suspected or diagnosed allergy to peanuts, or if there was an unwillingness or inability to comply with study procedures. Our primary outcome was desensitisation, defined as negative peanut challenge (1400 mg protein in DBPCFC) at 6 months (first phase). Control participants underwent OIT during the second phase, with subsequent DBPCFC. Immunological parameters and disease-specific quality-of-life scores were measured. Analysis was by intention to treat. Fisher's exact test was used to compare the proportion of those with desensitisation to peanut after 6 months between the active and control group at the end of the first phase. This trial is registered with Current Controlled Trials, number ISRCTN62416244.FindingsThe primary outcome, desensitisation, was recorded for 62% (24 of 39 participants; 95% CI 45–78) in the active group and none of the control group after the first phase (0 of 46; 95% CI 0–9; p<0·001). 84% (95% CI 70–93) of the active group tolerated daily ingestion of 800 mg protein (equivalent to roughly five peanuts). Median increase in peanut threshold after OIT was 1345 mg (range 45–1400; p<0·001) or 25·5 times (range 1·82–280; p<0·001). After the second phase, 54% (95% CI 35–72) tolerated 1400 mg challenge (equivalent to roughly ten peanuts) and 91% (79–98) tolerated daily ingestion of 800 mg protein. Quality-of-life scores improved (decreased) after OIT (median change −1·61; p<0·001). Side-effects were mild in most participants. Gastrointestinal symptoms were, collectively, most common (31 participants with nausea, 31 with vomiting, and one with diarrhoea), then oral pruritus after 6·3% of doses (76 participants) and wheeze after 0·41% of doses (21 participants). Intramuscular adrenaline was used after 0·01% of doses (one participant).InterpretationOIT successfully induced desensitisation in most children within the study population with peanut allergy of any severity, with a clinically meaningful increase in peanut threshold. Quality of life improved after intervention and there was a good safety profile. Immunological changes corresponded with clinical desensitisation. Further studies in wider populations are recommended; peanut OIT should not be done in non-specialist settings, but it is effective and well tolerated in the studied age group.FundingMRC-NIHR partnership

Developing pedagogies that work for Pre-Service and Early Career Teachers to reduce the Attainment Gap in Literacy, Numeracy and Health and Wellbeing. Research Question 3: What other practice or research might assist us in our purpose?

This report contributes to the Scottish Council of Deans of Education project related to the Scottish Attainment Challenge. It presents a literature review that responds to the third research question of the SCDE collaborative project: What other practice or research might assist us in our purpose? The purpose of this phase was to resource professional conversations and thinking in the teacher education sector, and to inform the final trial phase of the project. A literature search was undertaken using a range of strategies, to identify published accounts of innovative work from beyond Scotland in the following fields: initial teacher education for high poverty settings; pedagogies in literacy, numeracy and health and wellbeing; mentoring and induction. Each group of studies is summarised under themes with their potential for the SAC, ITE programmes and professional learning noted

Working with the National Framework for Inclusion: a guide for teacher educators

This companion resource accompanies the National Framework for Inclusion 3rd edition and was developed by the Scottish Universities Inclusion Group (SUIG) and edited by Di Cantali (SUIG Chair). SUIG is a working group of the Scottish Council of Deans of Education

National framework for inclusion

Inclusive education is the cornerstone of Scottish education and, as such, must be of the highest priority for the Scottish Government and for all those involved in education in Scotland. There is clear recognition of the fact that teachers need to be well prepared and appropriately supported throughout their careers if they are to succeed in developing and sustaining the desired inclusive practice which will enable them to meet the increasingly diverse needs of all children within schools in Scotland

Working with the National Framework for Inclusion: a guide for teacher educators

This companion resource accompanies the National Framework for Inclusion 3rd edition and was developed by the Scottish Universities Inclusion Group (SUIG) and edited by Di Cantali (SUIG Chair). SUIG is a working group of the Scottish Council of Deans of Education

Recombinant Iss as a Potential Vaccine for Avian Colibacillosis

Avian pathogenic Escherichia coli (APEC) cause colibacillosis, a disease which is responsible for significant losses in poultry. Control of colibacillosis is problematic due to the restricted availability of relevant antimicrobial agents and to the frequent failure of vaccines to protect against the diverse range of APEC serogroups causing disease in birds. Previously, we reported that the increased serum survival gene (iss) is strongly associated with APEC strains, but not with fecal commensal E. coli in birds, making iss and the outer membrane protein it encodes (Iss) candidate targets for colibacillosis control procedures. Preliminary studies in birds showed that their immunization with Iss fusion proteins protected against challenge with two of the more-commonly occurring APEC serogroups (O2 and O78). Here, the potential of an Iss-based vaccine was further examined by assessing its effectiveness against an additional and widely occurring APEC serogroup (O1) and its ability to evoke both a serum and mucosal antibody response in immunized birds. In addition, tissues of selected birds were subjected to histopathologic examination in an effort to better characterize the protective response afforded by immunization with this vaccine. Iss fusion proteins were administered intramuscularly to four groups of 2-wk-old broiler chickens. At 2 wk postimmunization, chickens were challenged with APEC strains of the O1, O2, or O78 serogroups. One week after challenge, chickens were euthanatized, necropsied, any lesions consistent with colibacillosis were scored, and tissues from these birds were taken aseptically. Sera were collected pre-immunization, postimmunization, and post-challenge, and antibody titers to Iss were determined by enzyme-linked immunosorbent assay (ELISA). Also, air sac washings were collected to determine the mucosal antibody response to Iss by ELISA. During the observation period following challenge, 3/12 nonimmunized chickens, 1/12 chickens immunized with 10 µg of GST-Iss, and 1/12 chickens immunized with 50 µg of GST-Iss died when challenged with the O78 strain. No other deaths occurred. Immunized chickens produced a serum and mucosal antibody response to Iss and had significantly lower lesion scores than nonimmunized chickens following challenge, regardless of the challenge strain. This study expands on our previous report of the value of Iss as an immunoprotective antigen and demonstrates that immunization with Iss can provide significant protection of chickens against challenge with three different E. coli strains.This article is from Avian Diseases 56, no. 1 (2012): 192–199, doi:10.1637/9861-072111-Reg.1.</p

Group II Introns Break New Boundaries: Presence in a Bilaterian's Genome

Group II introns are ribozymes, removing themselves from their primary transcripts, as well as mobile genetic elements, transposing via an RNA intermediate, and are thought to be the ancestors of spliceosomal introns. Although common in bacteria and most eukaryotic organelles, they have never been reported in any bilaterian animal genome, organellar or nuclear. Here we report the first group II intron found in the mitochondrial genome of a bilaterian worm. This location is especially surprising, since animal mitochondrial genomes are generally distinct from those of plants, fungi, and protists by being small and compact, and so are viewed as being highly streamlined, perhaps as a result of strong selective pressures for fast replication while establishing germ plasm during early development. This intron is found in the mtDNA of an annelid worm, (an undescribed species of Nephtys), where the complete sequence revealed a 1819 bp group II intron inside the cox1 gene. We infer that this intron is the result of a recent horizontal gene transfer event from a viral or bacterial vector into the mitochondrial genome of Nephtys sp. Our findings hold implications for understanding mechanisms, constraints, and selective pressures that account for patterns of animal mitochondrial genome evolutio