Teaching reading strategies in history lessons:A micro-level analysis of professional development training and its practical challenges

Reading comprehension is an important skill in secondary education, yet many history teachers find it difficult to provide adequate reading strategy instruction. In this study, we designed a digital learning environment to support teachers’ instruction of reading strategies based on student data. We provided history teachers in the experimental conditions with a visualisation of student performance data. Additionally, these teachers received professional development (PD) training and a guiding manual on how to translate these data into structured, explicit reading strategy instruction. Teachers in the control condition were only provided with basic data. We investigated teachers’ personal experiences through micro-level analysis of qualitative interview data. Our results show that teachers in the experimental condition improved the variation of their strategy instruction and used modelling behaviour more often after the PD training. However, we also identified multiple contextual implementation barriers that provided us with important suggestions for future practice-oriented educational research

Method for coregistration of optical measurements of breast tissue with histopathology : the importance of accounting for tissue deformations

For the validation of optical diagnostic technologies, experimental results need to be benchmarked against the gold standard. Currently, the gold standard for tissue characterization is assessment of hematoxylin and eosin (H&E)-stained sections by a pathologist. When processing tissue into H&E sections, the shape of the tissue deforms with respect to the initial shape when it was optically measured. We demonstrate the importance of accounting for these tissue deformations when correlating optical measurement with routinely acquired histopathology. We propose a method to register the tissue in the H&E sections to the optical measurements, which corrects for these tissue deformations. We compare the registered H&E sections to H&E sections that were registered with an algorithm that does not account for tissue deformations by evaluating both the shape and the composition of the tissue and using microcomputer tomography data as an independent measure. The proposed method, which did account for tissue deformations, was more accurate than the method that did not account for tissue deformations. These results emphasize the need for a registration method that accounts for tissue deformations, such as the method presented in this study, which can aid in validating optical techniques for clinical use. (C) The Authors. Published by SPIE under a Creative Commons Attribution 4.0 Unported License

Relationships between adolescent students’ reading skills, historical content knowledge and historical reasoning ability

The ability to apply various reading skills is an important prerequisite to comprehend expository texts commonly found in history textbooks, but it is unclear which specific skills contribute to students’ historical content knowledge and historical reasoning abilities. This study used a digital learning environment (DLE) to measure and support lower secondary students’ subject-specific reading skills, and explored the relationships with students’ historical content knowledge and historical reasoning ability. Results showed that subject-specific reading skills, such as explaining historical events, correlated significantly with both historical content knowledge and historical reasoning ability, but not all skills were significant predictors. These findings indicate that to promote the advanced practice of historical reasoning, history teachers should pay attention to students’ reading comprehension skills

Relationships between adolescent students’ reading skills, historical content knowledge and historical reasoning ability

The ability to apply various reading skills is an important prerequisite to comprehend expository texts commonly found in history textbooks, but it is unclear which specific skills contribute to students’ historical content knowledge and historical reasoning abilities. This study used a digital learning environment (DLE) to measure and support lower secondary students’ subject-specific reading skills, and explored the relationships with students’ historical content knowledge and historical reasoning ability. Results showed that subject-specific reading skills, such as explaining historical events, correlated significantly with both historical content knowledge and historical reasoning ability, but not all skills were significant predictors. These findings indicate that to promote the advanced practice of historical reasoning, history teachers should pay attention to students’ reading comprehension skills