Mathematics-Literacy Checklists: A Pedagogical Innovation to Support Teachers as They Implement the Common Core

This article presents two innovative tools – the Mathematics-Literacy Planning Framework and Mathematics-Literacy Implementation Checklist – which are designed to help instructional coaches and specialists support teachers to meet the challenges of the mathematics-literacy integration goals of the Common Core. Developed with teacher input, these instruments serve as cognitive “safety nets” to ensure effective integration of appropriate strategies before, during, and after instruction

Listening to the Voices of Teacher Candidates to Design Content Area Literacy Courses

While teacher candidates take courses which prepare them to deliver content in secondary content area classrooms, they often lack the knowledge necessary to help their future students learn discipline-specific information through the use of literacy strategies. In many cases, content area teacher candidates do not view themselves as literacy educators, believing instead that English teachers or elementary level educators are responsible for developing the reading and writing skills of students. However, development as teachers of literacy is possible. Through a content area literacy course taken as part of a teacher preparation program, secondary content area teacher candidates reported changes in their perceptions of and willingness to use literacy strategies to improve the learning outcomes of their students. Through pre-course and post-course surveys, teacher candidates reported an expanded understanding of the importance of literacy in the development of content knowledge

The whole is greater than the sum of the parts: Recognising missed opportunities for an optimal response to the rapidly maturing TB-HIV co-epidemic in South Africa

<p>Abstract</p> <p>Background</p> <p>Despite widely acknowledged WHO guidelines for the integration of TB and HIV services, heavily burdened countries have been slow to implement these and thus significant missed opportunities have arisen.</p> <p>Discussion</p> <p>The individual-centred, rights-based paradigm of the SA National AIDS Policy, remains dissonant with the compelling public-health approach of TB control. The existence of independent and disconnected TB and HIV services results in a wastage of scarce health resources, an increased burden on patients' time and finances, and ignores evidence of patients' preference for an integrated service. The current situation translates into a web of unacceptable, ongoing missed opportunities such as failure to maximize collaborative disease surveillance, VCT, adherence support, infection control, and positive prevention. TB services present a readily identifiable cohort for HIV provider-initiated testing. Integrating HAART and DOTS will promote efficient usage of health workers' time and a more navigable experience for patients, ultimately ensuring increased TB treatment completion rates and MDR-TB prevention. As direct observation evolves into a more supportive, empowering experience for patients, adherence to both TB drugs and HAART will be bolstered. Little attention has been paid to the transmission of TB within HIV services. Low cost infection control interventions include: triaging patients, scheduling new and follow-up patients separately; well-ventilated, sheltered waiting rooms; and the use of personal respirators by patients and staff. A more patient-centred approach to TB care may be able to recruit the active participation of TB patients in positive prevention efforts, including maximizing personal infection control, limiting exposure of social contacts to TB during the intensive phase of treatment, advocating isoniazid prophylaxis within the home and patient-centred education efforts to reduce overall transmission. Several model programmes demonstrated synergy, in which the impact of the "whole" or integrated response was greater than the sum of the non-integrated parts.</p> <p>Summary</p> <p>The full potential of an integrated TB-HIV service has not been fully harvested. Missed opportunities discount existing efforts in both programmes, will perpetuate the burden of disease, and prevent major gains in future interventions. This paper outlines simple, readily-implementable strategies to narrow the gap and reclaim existing missed opportunities.</p

A tropological theory of institutionalization

We address the co-evolution of language and material practices during institutionalization by proposing a tropological model of institutionalization that integrates linguistic and practice-oriented approaches into a four-stage sequence: Metaphor enables members to inaugurate institutional change by inspiring and energizing initial movement. Members use metonymy to operationalize the emerging institution by demonstrating how it can become expected practice. Synecdoche is used to facilitate diffusion, standardizing the institution across time and space. When material practice is noticeably contrary to linguistic claims, however, members use irony to bring about deinstitutionalization and generate another inaugurating metaphor. The model further proposes that ritualized actions dramatize each trope, highlighting its symbolic meaning and embedding distinct material practices that serve both to institutionalize the practice and to facilitate boundary crossing to the next trope. The paper goes beyond current literature by offering an integrated theory of trope and ritual as an explanation of how institutions are simultaneously symbolic-linguistic and practice-material