Teaching writing to students with learning difficulties in inclusive English classrooms: Lessons from an exemplary teacher

This article reports on a case study of an exemplary teacher who was a participant in a professional learning project, WriteIdeas. The teacher provided instructional support in writing to a targeted student with learning difficulties in an inclusive Year 8 English classroom. Analytical frameworks were developed and applied to the data that had been collected from various sources. The case study sheds light on the multi-faceted nature and complexity of providing responsive and tailored instruction in writing to students in an inclusive setting. Copyright © 200

Vergelijking van vangsten van een 12 m pulskor met een conventionele wekkerboomkor

In het kader van de ontwikkeling van een pulskor als alternatief voor de conventionele boomkor met wekkerkettingen werd in nov-dec 2004 en jan 2005 onderzoek uitgevoerd op het visserij-onderzoekingsvaartuig “Tridens” naar de vangstverschillen van beide visserijtechnieken en de overleving van door beide tuigvarianten gevangen ondermaatse tong (Solea vulgaris L.) en schol (Pleuronectes platessa L.). De pulskor ving significant meer kg maatse tong per uur (+22% in kg/uur) dan de conventionele kor. Voor de ondermaatse tong bleek geen significant verschil. Zowel de vangst van maatste als van de ondermaatse schol is significant lager in de pulskor (respectievelijk -17% en -18%). Het percentage discards bleek alleen voor tong voor de pulskor significant kleiner (-26%), maar voor schol werd geen verschil gevonden. Het pulstuig ving significant meer tong in markt-categorie 3 en 4, maar voor schol werd geen verschil per marktcategorie aangetoond. De bijvangst aan benthos was significant lager (-25% in kg/uur). Voor de gedoornde hartschelp was de afname zelfs 78%, voor de noordkromp werd geen significant verschil gevonden. De pulskor is een belangrijke stap voorwaarts in het terugdringen van de ongewenste effecten van deze vorm van bodemvisserij op het benthische ecosysteem en geeft mogelijkheden voor het verminderen van discards van tong en schol in de gemengde visserij op platvis. Het effect van de pulstechniek op de bedrijfsvoering wordt onderzocht door het LEI

Reading, metacognition, and motivation: A follow-up study of German students in Grades 7 and 8

This follow-up study to van Kraayenoord and Schneider (1999) examined the performance in reading, metacognition and motivation related to reading of students in Grades 7 and 8. Results showed significant correlations between all of the variables. A multivariate analysis of variance showed that good and poor readers differed in reading self-concept and metacognitive measures related to reading and memory. A stepwise regression analysis suggested that the metacognitive variables were the best predictors of reading. Furthermore, a comparison of the results of the previous study with those of the current investigation revealed that the findings were stable over time. Since the period between the two studies is the time during which students make important decisions related to enrolment in one of three distinct school-types in Germany, we examined the results of various groups of students: those in Gymnasium (high educational track), Realschule (middle educational track), and Hauptschule (low educational track). Students in the Gymnasium scored significantly better than students in the other two groups on almost all variables related to reading. A re-analysis of the data from our first investigation found that the results of the Gymnasium students in the second study could be predicted from their results obtained during elementary school

A sociocultural analysis of language learning: New forms of literacy practices in a language and culture awareness programme

This paper reports on a sociocultural study conducted in a Catholic primary school in the Australian outback and provides insights into how policy related to Languages Other Than English (LOTE) programmes is implemented in a specific location and interwoven within the literacy practices of children, parents and teachers. A case study that tracked a Year Four student's learning and development during a Language and Culture Awareness Programme is discussed within a discourse of cultural and linguistic practices. Significant aspects of the student's learning related to a phenomenon called multi-tiered scaffolding temporarily disrupted the established literacy practices in the school community. Implications of the research for second-language teaching and learning in Australian primary schools are elaborated