Published online: 26 Mar 2010.

Size: px
Start display at page:

Download "Published online: 26 Mar 2010."

Transcription

1 This article was downloaded by: [Massey University Library], [Linda Rowan] On: 14 June 2015, At: 16:47 Publisher: Routledge Informa Ltd Registered in England and Wales Registered Number: Registered office: Mortimer House, Mortimer Street, London W1T 3JH, UK Australian Journal of Learning Difficulties Publication details, including instructions for authors and subscription information: Learning with dyslexia in secondary school in New Zealand: What can we learn from students' past experiences? Linda Rowan a a Massey University, Palmerston North, New Zealand Published online: 26 Mar To cite this article: Linda Rowan (2010) Learning with dyslexia in secondary school in New Zealand: What can we learn from students' past experiences?, Australian Journal of Learning Difficulties, 15:1, 71-79, DOI: / To link to this article: PLEASE SCROLL DOWN FOR ARTICLE Taylor & Francis makes every effort to ensure the accuracy of all the information (the Content ) contained in the publications on our platform. However, Taylor & Francis, our agents, and our licensors make no representations or warranties whatsoever as to the accuracy, completeness, or suitability for any purpose of the Content. Any opinions and views expressed in this publication are the opinions and views of the authors, and are not the views of or endorsed by Taylor & Francis. The accuracy of the Content should not be relied upon and should be independently verified with primary sources of information. Taylor and Francis shall not be liable for any losses, actions, claims, proceedings, demands, costs, expenses, damages, and other liabilities whatsoever or howsoever caused arising directly or indirectly in connection with, in relation to or arising out of the use of the Content. This article may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden. Terms & Conditions of access and use can be found at

2 Australian Journal of Learning Difficulties Vol. 15, No. 1, May 2010, Learning with dyslexia in secondary school in New Zealand: What can we learn from students past experiences? Linda Rowan* Massey University, Palmerston North, New Zealand This study uses an interpretive approach to present the prior secondary school experiences of four students with dyslexia now studying at university. Students with dyslexia in Aotearoa/New Zealand have had to contend with a compulsory education system that has not recognised their learning struggles nor supported their particular ways of learning. Students have had to develop their own support strategies to complete educational qualifications. Students experienced teacher and system ignorance of their learning difficulties and needs. Inappropriate support offered in an ad hoc manner impacted on their success. Despite this all students developed their own strengths and support networks, which helped them to progress in their education. The success of these networks influenced their decision to continue onto university. Students perceived their learning with dyslexia as different from their peers and creating difficulties within the existing educational system, but not disabling. Introduction In Aotearoa/New Zealand successive governments have resisted the move to recognise, diagnose and support learners with dyslexia on a basis of the complexity of diagnosis and resistance to labelling. In April 2007 the Ministry of Education formally recognised dyslexia as a spectrum of learning disabilities, with a working definition of dyslexia to describe a range of persistent difficulties with aspects of reading, writing and spelling (Ministry of Education, 2008, p. 2). Estimates of the number of Aotearoa/New Zealanders affected by specific learning disability or selfdiagnosed reading disability are placed at about 7% (Chapman, Tunmer, & Allen, 2003; Ministry of Education, 2006). There are no figures on how many students with dyslexia are now in the Aotearoa/New Zealand education system or how successful they are at obtaining national qualifications. There is no information on whether these students are being provided with teaching and learning opportunities that will help them to complete their secondary schooling qualifications. However, as they have not been officially diagnosed or given disability, impairment or learning difficulty labels, it may be reasonable to assume that they have not received any specialised learning support that would assist or accommodate their learning differences. Yet, despite this, students with dyslexia do complete secondary schooling and move into tertiary education. The question is * l.m.rowan@massey.ac.nz ISSN print/issn online Ó 2010 Learning Difficulties Australia DOI: /

3 72 L. Rowan how, then, do they view their learning with dyslexia? What support did they actually have with their secondary school studies and did these experiences affect their decision to continue studying? By looking at the prior secondary school learning experiences of students with dyslexia we can identify the consequences of the lack of recognition and formal support systems on learning success, and look for opportunities for improvements for the future. Disagreement and confusion There are major disagreements about the nature and diagnosis of dyslexia, whether it has single or multiple factors and how educators should respond in assisting learners with dyslexia (Chanock, 2007; Chapman et al., 2003; Riddell & Weedon, 2006). Constructs of what constitutes dyslexia come from neurobiological, phonological, educational and social paradigms and affect approaches to working with learners (Chanock, 2007; Pollack, 2005; Riddick, 2001). However, there is agreement that dyslexia involves difficulties in reading and writing; that it is a specific learning disability that has some form of phonological deficit (Ministry of Education, 2006; Mortimore & Crozier, 2006; Pollack, 2005). In the UK, Australia and USA there is legislation to curb discrimination against learners with dyslexia. Learners with dyslexia in these countries have been diagnosed and classified as having a disability, learning difficulty or impairment. This is based on the situated nature of their perceived deficits in literacy or cognitive processing against time constrained standardised tests. A social construction approach recognises society s role in defining ability and disability. Where society values a particular skill any inability to perform at the determined standard is seen as a disability. In places where literacy is seen to reflect intellectual ability the struggles of learners with dyslexia with literacy tasks are seen as a cognitive disability. This social construction of disability is then carried into education where the system and teachers, and learners themselves, place students with dyslexia outside the norm in relation to other learners (Keys, McDonald, Myrick, & Williams, 2008; Pollack, 2005; Riddick, 2001). Chanock (2007), Dale and Taylor (2001), McNulty (2003) and Pollack (2005) have observed that in countries where the classification of disability is used learners with dyslexia (and their families) often don t understand the range of tests and diagnosis used, the need for labelling, nor the constructs on which the diagnosis of disability of dyslexia is formed. These factors impact on learners view of their ability and restrict their choices in education. Perceived disability or failure in early education is interpreted as personal failure and influences future training decisions (Dale & Taylor, 2001). Self-perceptions of learning with dyslexia Students self-esteem and their perceptions of dyslexia affect their life choices, experiences and approaches to learning. Studies by Pollack (2005) and Riddell and Weedon (2006) in the UK suggest that the use of disabilities legislation has led to a focus on learner deficits rather than strengths. Studies by Mortimore and Crozier (2006) and McNulty (2003) demonstrate that the various discourses of dyslexia used in testing people (e.g. neurological, developmental, phonological and biological) have influenced individuals perceptions of themselves, their capabilities and their educational choices. Students are more likely to regard higher education as being

4 Australian Journal of Learning Difficulties 73 beyond their capabilities or take lower-level courses based on social expectations of disability. In the absence of specific legislation that sets up systems of support for dyslexics in Aotearoa/New Zealand how do students view their dyslexia and its affect on their educational choices? Aotearoa/New Zealand context The government of Aotearoa/New Zealand considers education at secondary and tertiary levels a means for improving the economic, social and cultural development of the country. A key determinant of this approach is the increasing of levels of literacy and numeracy across society (Ministry of Education, 2006). Government policies promote increased participation in tertiary or post-compulsory education through providing a range of means to support selected students and institutes to meet the literacy requirements for tertiary study (Office for the Tertiary Education Commission, 2006). However there are no current policies, funding or accommodations to assist students learning with dyslexia at primary, secondary or tertiary levels of education. In December 2008 the Ministry of Education released a resource for primary and secondary classroom teachers providing a working definition of dyslexia and suggesting teaching approaches that may be taken (Ministry of Education, 2008). Students entering the New Zealand education system in the next five years should find the environment more dyslexic friendly than that experienced by past students and those students still within the system. There is a lack of research on the presence of dyslexia in Aotearoa/New Zealand. Very few studies of dyslexic learning experiences exist, those that do show that students with dyslexia must overcome teacher and system ignorance (Marshall, 2005; Sherrard, 2004). Barriers within the education system were identified as stopping students from continuing in study. Despite the lack of formal recognition of their learning differences New Zealand students learning with dyslexia have been able to complete their compulsory education and do choose to continue on to study at higher education. This study records the experiences of students now in tertiary education by looking at how they managed to succeed in spite of the lack of formal recognition and system support for their learning difference. Methods This paper presents the findings of four brief interpretive case studies conducted as a pilot study for future postgraduate research. A grounded theory approach (after Strauss and Corbin [1990] with modifications from Charmaz [2006]) was used to investigate the prior learning experiences of four students who were involved in university study in Aotearoa/New Zealand in Semi-structured interviews provided the forum for recording the experiences and events as perceived by the individual. This approach helps in understanding the links between educational environments and individual learning (Cohen, Manion, & Morrison, 2000; Mutch, 2005). Participants Four students from one university in Aotearoa/New Zealand were interviewed. Participants were contacted using the snowball method, invited to join the study and consent and privacy requirements agreed (Cohen et al., 2000; Mutch, 2005).

5 74 L. Rowan Participants selected the pseudonyms used in this study. Two of the students were in their first year of tertiary study having taken a gap year between Year 13 of their secondary schooling 1 and the first year of tertiary study. One student was in the final semester of their bachelors degree having gone straight to university on completion of Year 13. The final participant was a mature student who was completing a masters degree having left school at the age of 15. Data collection Student experiences were recorded during one-hour semi-structured interviews conducted as one-to-one conversations (Cohen et al., 2000; Mutch, 2005). Conversation was loosely based on discussion questions that the participants had been provided with prior to their interview. Thick description field notes of observations made during the conversations, were recorded by the researcher at the end of the interviews and narratives of participants experiences recorded during the interview were transcribed (Charmaz, 2006). As the researcher was reliant on the participants acknowledgment that they had dyslexia, the British Dyslexia Association (2006) Adult Dyslexic Checklist was used to provide an indication of where dyslexia impacted on daily tasks for each individual. All participants acknowledged 11 or more of the key indicators as giving them problems. Transcripts of the conversations were analysed looking at key words or phrases in context and constant comparative analysis (Charmaz, 2006; Straus & Corbin, 1990). The question this research sought to explore was: How did the lack of recognition of dyslexia affect students prior learning experiences in Aotearoa/New Zealand? Results Perceptions of learning with dyslexia Intriguingly all four participants of this study acknowledged that at no time during their secondary schooling could they recall having the characteristics of dyslexia, and the implications for their learning in the classroom environment or studying at home, explained to them. They simply saw dyslexia as a part of their autobiographical self the identity of themselves as learners shaped by earlier learning experiences (Pollack, 2005). These students had a strong self-knowledge and used a wide range of terms to describe their learning which created their own discourse of the characteristics of dyslexia. Four main descriptors were used. Firstly, dyslexia was an integral part of their person seen as: part of me, with no physical aspects, I take longer, I can t like listen... and do other stuff, I ll say something really, really stupid participants saw themselves as always having had dyslexia and therefore not knowing what it must be like to work in another mode. Secondly, students described their dyslexia in terms of emotions associated with working with literacy rich tasks: frustrating, annoying, gets in the way, confusion, Oh the frustration of getting something to work cause you know what you re trying to put there, I was struggling. Thirdly, these emotions were reflected in describing the impact of time restrictions on cognitive processing particularly difficulties faced in literacy tasks associated with study: slows reading down, things take longer, one task at a time, spelling, proof-reading. However other comments suggest that time alone was not the only issue: I d probably read it four or five times but couldn t see it.

6 Australian Journal of Learning Difficulties 75 The fourth descriptor centred around self-esteem, with participants describing their experiences of learning and the internal and external motivators that drove their work habits: at some stages I m fine and I ll see things really super clearly and then I feel real smart and happy, I thought I ve got to work really hard to get it, just me saying I was going to do it. Proving to myself, I couldn t, I failed, I wasn t the most enthusiastic. Internal motivators and achievement by hard work were seen to be the factors for success and the driving forces behind students choosing to continue to study at university. Two participants recognised at some stage late in their secondary schooling that they believed they were capable of study at a higher level. This was also recognised by another participant while studying part-time in their working years. The final participant had a social expectation of study at university and didn t see dyslexia as a limitation to this direction. A fifth descriptor that defined their dyslexia for this group was in terms of the perceptions of a close subset of their peer group during their secondary schooling. Their colleagues saw these students as smart, humourous and capable: they found it really amusing, they understood why, they didn t really believe that I was dyslexic as they always thought that I was smarter than that, they just took me for me. Friends were accepting of the participants and willing to help when asked. Support systems Three of the four participants received some form of learning support after a parent, or someone other than the classroom teacher, recognised that the learner had more potential than they were demonstrating. Parents then arranged and funded students to be tested outside of the education system for some identification of the discrepancy between ability and achievement. This resulted in a recommendation by the independent tester for the setting up of some form of learning assistance during their school years. The type and level of support provided appeared dependent on the tutors and schools understanding, or lack of understanding, of dyslexia. The appropriateness of the type of support was a key feature of discussions. All four students had had quite different experiences of support. Jane found the support provided to be condescending. She felt that tutors didn t recognise her age or capabilities. She refused to go to her tutor and decided that she would have to find her own way: They made me go to an English tutor and like I had to do things like when two vowels go walking the one goes talking but I hated it. I felt like I was being taught like the little kids and didn t want anything to do with it. I refused to go back and when I was struggling with maths I had to go to a maths tutor and like they treat you like you re a little kid. I always found it like that. So I always thought that I could be good at maths and knew that I was going to have to do that myself. Karen found the whole process embarrassing and humiliating with those organising and providing the support not thinking about the process, the needs and the feelings of the individual: The school knew I was dyslexic so every year they would call me to the office and go like do you want help?... And like I was doing an exam one time and the reader/writer was my next door neighbour and I was like really awkward. And then we were doing a history paper and she didn t put a single full stop in or change of paragraph or things

7 76 L. Rowan like that. I was like I already know how to do that myself. I would have done that automatically and wouldn t have had to tell myself to do that. So it just ended up being an awful paper and I thought I m never doing that again. So I found that every time they offered it I thought no just leave it. Also the effect on the classroom social environment of directing special attention at one student was ignored: I d be sitting in the class and the teacher would go like talking about something and then just turn around and look at me and say did you understand that? in front of everyone! It s like yeah, arrh. Like way back in the class they re turning around and asking why s he asking her? (Karen) However, Fred s experience of learning support was well organised, thanks to parental involvement and a knowledgeable teacher, and proved to be very successful: I think my Mum set that up, she anticipated that the reality of learning at this level might be hard for me. It happened. I had an extra English teacher and she was the main drive pushing me in the right direction. I don t know how it affected me but I came away with some outstanding English marks five excellents and I came away thinking well that s not that hard then. But that was with some well-calculated teaching. Beth s experience reflected the intolerance for anything outside the norm of the period of her schooling when support was non-existent. She worked hard under her own ability with the help of siblings: All by myself. Absolutely hours of homework at home at night. Where the teachers said half an hour it was an hour-and-a-half more. But that suited me cause I knew what I was trying to do. The appropriateness and communication of the support provided influenced the participants acceptance of help and, ultimately, the educational outcomes of these learners. Fred confidently passed the required National Certificate of Educational Achievement (NCEA) 2 standards in all subjects at the various levels; Jane struggled on by herself, or with self-sought assistance, passing enough NCEA standards to progress in chosen subject areas and Karen struggled through not completing the final Level 3 year. Beth left school in Year 11 after finding employment. Relationships and the nature of support It became apparent in the conversation with the participants that relationships the learner had with friends, teachers and family played an important part in their attitude to learning and acceptance of their learning struggles. Three levels of support in their learning were identified by the participants in this study. Closesupport consisted of one or two close friends whom students were able to laugh with at mistakes, to ask for help and be encouraged by and whom they allowed to proof read their work: My best mate. Huge amounts of support. Regularly I would take work to him and he would proof read stuff for me and I think that I ve found that the whole time I ve been in education there s been someone round me who I ve been able to go to. (Fred) My two best friends would give me help if I like needed help but they would basically tell me to get on with it and they didn t really believe that I was dyslexic as they always thought that I was smarter than that. (Jane)

8 Australian Journal of Learning Difficulties 77 Yes they never used to get angry with me and would help with spelling and that sort of thing. (Karen) One-step-away support consisted of individual teachers who students were willing to approach for extra tuition and who understood the students abilities. These teachers would make themselves available, often outside teaching hours, taking extra time to explain information in a variety of ways that met the students learning preferences. These were highly regarded teachers who recognised the students interest in the subject and their ability: The one who got me going at school he was originally my maths teacher in 4th form and then in 5th form he was my physics teacher. I completely failed physics but I enjoyed his teaching and we got along really well and then in 6th form and 7th form I was doing bio and I hated my bio teacher and I knew the other teacher did bio so I used to go to him for extra bio tutoring with him after school. So I passed bio because of the second teacher rather than the original teacher I had. (Karen) Our maths teacher was amazing I loved maths so much he was like always there and he would always be there to teach you maths in your lunchtime and just always be there to help you and if you had any questions he was there to help you and things like that. (Jane) I ve had one person at certain points along the way, maybe more than one, certainly some teachers and my extra teachers certainly very understanding and comfortable taking work and stuff to them. (Fred) Finally, there was a general level support from family and other teachers who recognised their ability with parents and siblings often those who helped to initiate other general support systems. Discussion Overall the descriptors used suggest that the students with dyslexia in this study see their dyslexia as part of their autobiographical self (Pollack, 2005). Their view is that they are merely different to their peers in their approach to learning and the time it takes them to complete some tasks. This contrasts with the notion of having difficulties or disabilities. For example, when looking at the cognitive processing of information, descriptors with polarity were used by participants being slow at reading but quick at understanding ideas. By far the greatest explanation was given to the steps, or multiple staging, that would be involved in the completion of learning tasks. Students were acutely aware of the processes involved and how these were time-consuming; these were accepted rather than negatively framed. The appropriateness and communication of the support provided influenced the participant s acceptance of help and, ultimately, the educational outcomes of these learners. These educational experiences are similar to those found in international studies (Pollack, 2005) and reflect ownership of the learning difference. Where learners experienced negative learning support situations they were hesitant about, or refused, further assistance when it was offered. They also showed reluctance to seek help later at university (Mortimore & Crozier, 2006). In this study, all learners showed a strong sense of independence and had established their own learning strategies, which they employed at school and later at university. At university they only sought help when pushed to by their siblings or friends when once again their assessment marks didn t reflect their levels of knowledge.

9 78 L. Rowan For all students the situated nature of the support is important. Peers and close friends must be people who can be trusted and trust is based on genuine respect for the other person s skills and abilities (Clegg, Bradley, & Smith, 2006). Family help is seen as naturalised an accepted part of the ongoing long-term nature of the relationship and not specifically identified as a support system by the time students left secondary school (Clegg et al., 2006). For the participants in this study the nature of this support was clearly important. All students identified specific people who had played important roles in support in their prior education. Past teachers support and acknowledgement of the student capabilities was highly regarded. Specific teachers words of encouragement were recalled in students goal setting. Siblings and parents played a role in support of the decision to keep on studying. At later stages in secondary education some siblings pushed these students into finding appropriate support for their learning and helped them with the decision making processes that were involved in choosing tertiary courses that would suit the students interests and abilities. Conclusion This paper has provided an insight into the resilience and determination of four students with dyslexia who continue to learn in the Aotearoa/New Zealand education system without formal recognition or support of their learning differences. Overall these students remained positive in their view of their past experiences with a strong self-knowledge despite limited knowledge by themselves and Aotearoa/New Zealand educationalists of what dyslexia is. In general they saw learning with dyslexia as different rather than as an impairment. The impairment was perceived to be related to particular literacy tasks conducted under time pressures within the learning environment. They had had mixed experiences of learning in prior education but in tertiary study all appeared to have good self-esteem. The impact of the limited nature of support offered at secondary school, in recognising students learning differences, raised concerns about their future study at tertiary level. Students reluctance to seek help through formal support systems in tertiary study related to their strong sense of independence, self-reliance and ownership of learning with dyslexia developed from their prior experience of school support systems. The role of peers, respected teachers and family support networks should not be underestimated in assisting these students to maintain a positive attitude to learning with dyslexia. This acceptance by others helped in the acceptance of the learner of their own characteristics of dyslexia and their belief in their ability. These glimpses into the experiences of a small group of students who learn with dyslexia in Aotearoa/New Zealand, who have successfully negotiated the way though secondary schooling and into tertiary training, provide us with possibilities to improve educational outcomes for learners. From the stories of these learners there are three things we should consider when implementing strategies for assisting learners with dyslexia:. Do we focus on dyslexia as a learning disability or a different way of learning?. How can we improve understanding of and support for learners with dyslexia? and. How can we help in the development of positive self-image of learning with dyslexia in early education?

10 Australian Journal of Learning Difficulties 79 Answers to these three key questions should provide powerful (and sensitive) guidance for appropriate forms of intervention and support. Notes 1. New Zealand Secondary Schooling covers Years National Certificate of Educational Achievement has three levels associated with year of compulsory schooling Level 1 (Year 11), Level 2 (Year 12) and Level 3 (Year 13). References British Dyslexia Association. (2006). Adult dyslexia checklist. Retrieved 27 March, 2008, from Chanock, K. (2007). How do we not communicate about dyslexia? The discourses that distance scientists, disabilities staff, ALL advisors, students and lecturers from one another. Journal of Academic Language & Learning, 1(1), Chapman, J.W., Tunmer, W.E., & Allen, R. (2003). Findings from the International Adult Literacy Survey on the incidence and correlates of learning disabilities in New Zealand: Is something rotten in the State of New Zealand. Dyslexia, 9, Charmaz, K. (2006). Constructing grounded theory: A practical guide through quantitative analysis. London: Sage. Clegg, S., Bradley, S., & Smith, K. (2006). I ve had to swallow my pride : Help seeking and self-esteem. Higher Education Research & Development, 25(2), Cohen, L., Manion, L., & Morrison, K. (2000). Research methods in education (5th ed.). New York: RoutledgeFalmer. Dale, M., & Taylor, B. (2001). How adult learners make sense of their dyslexia. Disability & Society, 16(7), Keys, C.B., McDonald, K.E., Myrick, S., & Williams, T.T. (2008). Disabilities. In N.J. Salkind (Ed.), Encyclopedia of educational psychology. Retrieved 10 January, 2010, from Marshall, S.A. (2005). What it s like being us: Stories of young New Zealanders who experience difficultly learning (Unpublished Masters of Health Science, Auckland University of Technology). McNulty, M.A. (2003). Dyslexia and the life course. Journal of Learning Disabilities, 36(4), Ministry of Education. (2006). Literature review: An international perspective on dyslexia. Retrieved February 3, 2008, from lit_dyslexia_e.php Ministry of Education. (2008). About dyslexia. Wellington: New Zealand Government. Mortimore, T., & Crozier, R. (2006). Dyslexia and difficulties with study skills in higher education. Studies in Higher Education, 31(2), Mutch, C. (2005). Doing educational research: A practitioner s guide to getting started. Wellington: New Zealand Council for Educational Research. Office for the Tertiary Education Commission. (2006). 2007/2012. Developing the second tertiary education strategy. Wellington: Ministry for Education. Pollack, D. (2005). Dyslexia, the self and higher education: Learning life histories of students identified as dyslexic. Stoke on Trent, UK: Trenton Books. Riddell, S., & Weedon, E. (2006). What counts as a reasonable adjustment? Dyslexic students and the concept of fair assessment. International Studies in Sociology of Education, 16(1), Riddick, B. (2001). Dyslexia and inclusion: Time for a social model of disability perspective? International Studies in Sociology of Education, 11(3), Sherrard, I. (2004). People who have an impairment and tertiary education. New Zealand Journal of Adult Learning, 32(1), Strauss, A., & Corbin, J. (1990). Basics of qualitative research: Grounded theory, procedures and techniques. Newbury Park, CA: Sage.

Zealand Published online: 16 Jun To link to this article:

Zealand Published online: 16 Jun To link to this article: This article was downloaded by: [Massey University Library], [Linda Rowan] On: 14 June 2015, At: 16:43 Publisher: Routledge Informa Ltd Registered in England and Wales Registered Number: 1072954 Registered

More information

To link to this article: PLEASE SCROLL DOWN FOR ARTICLE

To link to this article:  PLEASE SCROLL DOWN FOR ARTICLE This article was downloaded by: [Dr Brian Winkel] On: 19 November 2014, At: 04:59 Publisher: Taylor & Francis Informa Ltd Registered in England and Wales Registered Number: 1072954 Registered office: Mortimer

More information

Philip Hallinger a & Arild Tjeldvoll b a Hong Kong Institute of Education. To link to this article:

Philip Hallinger a & Arild Tjeldvoll b a Hong Kong Institute of Education. To link to this article: This article was downloaded by: [Hong Kong Institute of Education] On: 03 September 2012, At: 00:14 Publisher: Routledge Informa Ltd Registered in England and Wales Registered Number: 1072954 Registered

More information

P-4: Differentiate your plans to fit your students

P-4: Differentiate your plans to fit your students Putting It All Together: Middle School Examples 7 th Grade Math 7 th Grade Science SAM REHEARD, DC 99 7th Grade Math DIFFERENTATION AROUND THE WORLD My first teaching experience was actually not as a Teach

More information

Reviewed by Florina Erbeli

Reviewed by Florina Erbeli reviews c e p s Journal Vol.2 N o 3 Year 2012 181 Kormos, J. and Smith, A. M. (2012). Teaching Languages to Students with Specific Learning Differences. Bristol: Multilingual Matters. 232 p., ISBN 978-1-84769-620-5.

More information

Active Ingredients of Instructional Coaching Results from a qualitative strand embedded in a randomized control trial

Active Ingredients of Instructional Coaching Results from a qualitative strand embedded in a randomized control trial Active Ingredients of Instructional Coaching Results from a qualitative strand embedded in a randomized control trial International Congress of Qualitative Inquiry May 2015, Champaign, IL Drew White, Michelle

More information

Helma W. Oolbekkink Marchand a, Jan H. van Driel b & Nico Verloop b a Radboud University Nijmegen, The Netherlands. Published online: 24 Jan 2007.

Helma W. Oolbekkink Marchand a, Jan H. van Driel b & Nico Verloop b a Radboud University Nijmegen, The Netherlands. Published online: 24 Jan 2007. This article was downloaded by: [Radboud Universiteit Nijmegen] On: 11 December 2013, At: 11:43 Publisher: Routledge Informa Ltd Registered in England and Wales Registered Number: 1072954 Registered office:

More information

5 Early years providers

5 Early years providers 5 Early years providers What this chapter covers This chapter explains the action early years providers should take to meet their duties in relation to identifying and supporting all children with special

More information

What Women are Saying About Coaching Needs and Practices in Masters Sport

What Women are Saying About Coaching Needs and Practices in Masters Sport 2016 Coaching Association of Canada, ISSN 1496-1539 July 2016, Vol. 16, No. 3 What Women are Saying About Coaching Needs and Practices in Masters Sport As the Coaching Association of Canada notes*, Masters

More information

Positive turning points for girls in mathematics classrooms: Do they stand the test of time?

Positive turning points for girls in mathematics classrooms: Do they stand the test of time? Santa Clara University Scholar Commons Teacher Education School of Education & Counseling Psychology 11-2012 Positive turning points for girls in mathematics classrooms: Do they stand the test of time?

More information

Greek Teachers Attitudes toward the Inclusion of Students with Special Educational Needs

Greek Teachers Attitudes toward the Inclusion of Students with Special Educational Needs American Journal of Educational Research, 2014, Vol. 2, No. 4, 208-218 Available online at http://pubs.sciepub.com/education/2/4/6 Science and Education Publishing DOI:10.12691/education-2-4-6 Greek Teachers

More information

Information Pack: Exams Officer. Abbey College Cambridge

Information Pack: Exams Officer. Abbey College Cambridge Information Pack: Exams Officer 1 To be a community energized by a love of learning and the pursuit of outstanding achievement for all Each individual student achieves excellence by achieving significant

More information

Biomedical Sciences (BC98)

Biomedical Sciences (BC98) Be one of the first to experience the new undergraduate science programme at a university leading the way in biomedical teaching and research Biomedical Sciences (BC98) BA in Cell and Systems Biology BA

More information

Special Educational Needs and Disabilities Policy Taverham and Drayton Cluster

Special Educational Needs and Disabilities Policy Taverham and Drayton Cluster Special Educational Needs and Disabilities Policy Taverham and Drayton Cluster Drayton Infant School Drayton CE Junior School Ghost Hill Infant School & Nursery Nightingale First School Taverham VC CE

More information

A Note on Structuring Employability Skills for Accounting Students

A Note on Structuring Employability Skills for Accounting Students A Note on Structuring Employability Skills for Accounting Students Jon Warwick and Anna Howard School of Business, London South Bank University Correspondence Address Jon Warwick, School of Business, London

More information

TASK 2: INSTRUCTION COMMENTARY

TASK 2: INSTRUCTION COMMENTARY TASK 2: INSTRUCTION COMMENTARY Respond to the prompts below (no more than 7 single-spaced pages, including prompts) by typing your responses within the brackets following each prompt. Do not delete or

More information

Exploring the Development of Students Generic Skills Development in Higher Education Using A Web-based Learning Environment

Exploring the Development of Students Generic Skills Development in Higher Education Using A Web-based Learning Environment Exploring the Development of Students Generic Skills Development in Higher Education Using A Web-based Learning Environment Ron Oliver, Jan Herrington, Edith Cowan University, 2 Bradford St, Mt Lawley

More information

Professional Learning for Teaching Assistants and its Effect on Classroom Roles

Professional Learning for Teaching Assistants and its Effect on Classroom Roles Professional Learning for Teaching Assistants and its Effect on Classroom Roles Chris Hurst Curtin University Len Sparrow Curtin University The Swan Valley

More information

No Parent Left Behind

No Parent Left Behind No Parent Left Behind Navigating the Special Education Universe SUSAN M. BREFACH, Ed.D. Page i Introduction How To Know If This Book Is For You Parents have become so convinced that educators know what

More information

Special Educational Needs & Disabilities (SEND) Policy

Special Educational Needs & Disabilities (SEND) Policy Thamesmead School Special Educational Needs & Disabilities (SEND) Policy 2016-2017 Person Responsible Governors Committee Review Period P.Rodin Standards & Performance Annually Date of Review July 2016

More information

Practice Learning Handbook

Practice Learning Handbook Southwest Regional Partnership 2 Step Up to Social Work University of the West of England Holistic Assessment of Practice Learning in Social Work Practice Learning Handbook Post Graduate Diploma in Social

More information

Practice Learning Handbook

Practice Learning Handbook Southwest Regional Partnership 2 Step Up to Social Work University of the West of England Holistic Assessment of Practice Learning in Social Work Practice Learning Handbook Post Graduate Diploma in Social

More information

CONSULTATION ON THE ENGLISH LANGUAGE COMPETENCY STANDARD FOR LICENSED IMMIGRATION ADVISERS

CONSULTATION ON THE ENGLISH LANGUAGE COMPETENCY STANDARD FOR LICENSED IMMIGRATION ADVISERS CONSULTATION ON THE ENGLISH LANGUAGE COMPETENCY STANDARD FOR LICENSED IMMIGRATION ADVISERS Introduction Background 1. The Immigration Advisers Licensing Act 2007 (the Act) requires anyone giving advice

More information

Online Marking of Essay-type Assignments

Online Marking of Essay-type Assignments Online Marking of Essay-type Assignments Eva Heinrich, Yuanzhi Wang Institute of Information Sciences and Technology Massey University Palmerston North, New Zealand E.Heinrich@massey.ac.nz, yuanzhi_wang@yahoo.com

More information

PREP S SPEAKER LISTENER TECHNIQUE COACHING MANUAL

PREP S SPEAKER LISTENER TECHNIQUE COACHING MANUAL 1 PREP S SPEAKER LISTENER TECHNIQUE COACHING MANUAL IMPORTANCE OF THE SPEAKER LISTENER TECHNIQUE The Speaker Listener Technique (SLT) is a structured communication strategy that promotes clarity, understanding,

More information

Using research in your school and your teaching Research-engaged professional practice TPLF06

Using research in your school and your teaching Research-engaged professional practice TPLF06 Using research in your school and your teaching Research-engaged professional practice TPLF06 What is research-engaged professional practice? The great educationalist Lawrence Stenhouse defined research

More information

Ministry of Education General Administration for Private Education ELT Supervision

Ministry of Education General Administration for Private Education ELT Supervision Ministry of Education General Administration for Private Education ELT Supervision Reflective teaching An important asset to professional development Introduction Reflective practice is viewed as a means

More information

10.2. Behavior models

10.2. Behavior models User behavior research 10.2. Behavior models Overview Why do users seek information? How do they seek information? How do they search for information? How do they use libraries? These questions are addressed

More information

Introduction. 1. Evidence-informed teaching Prelude

Introduction. 1. Evidence-informed teaching Prelude 1. Evidence-informed teaching 1.1. Prelude A conversation between three teachers during lunch break Rik: Barbara: Rik: Cristina: Barbara: Rik: Cristina: Barbara: Rik: Barbara: Cristina: Why is it that

More information

BILD Physical Intervention Training Accreditation Scheme

BILD Physical Intervention Training Accreditation Scheme BILD Physical Intervention Training Accreditation Scheme The BILD Physical Intervention Training Accreditation Scheme (PITAS) has long been seen as an indicator of quality and good practice for those providing

More information

The International Baccalaureate Diploma Programme at Carey

The International Baccalaureate Diploma Programme at Carey The International Baccalaureate Diploma Programme at Carey Contents ONNECT What is the IB? 2 How is the IB course structured? 3 The IB Learner Profile 4-5 What subjects does Carey offer? 6 The IB Diploma

More information

leading people through change

leading people through change leading people through change Facilitator Guide Patricia Zigarmi Judd Hoekstra Ken Blanchard Authors Patricia Zigarmi Judd Hoekstra Ken Blanchard Product Developer Kim King Art Director Beverly Haney Proofreaders

More information

4a: Reflecting on Teaching

4a: Reflecting on Teaching Domain 4: 4a: Reflecting on Teaching Professional Responsibilities Reflecting on teaching encompasses the teacher s thinking that follows any instructional event, an analysis of the many decisions made

More information

Thinking Maps for Organizing Thinking

Thinking Maps for Organizing Thinking Ann Delores Sean Thinking Maps for Organizing Thinking Roosevelt High School Students and Teachers share their reflections on the use of Thinking Maps in Social Studies and other Disciplines Students Sean:

More information

Strategic Practice: Career Practitioner Case Study

Strategic Practice: Career Practitioner Case Study Strategic Practice: Career Practitioner Case Study heidi Lund 1 Interpersonal conflict has one of the most negative impacts on today s workplaces. It reduces productivity, increases gossip, and I believe

More information

MMOG Subscription Business Models: Table of Contents

MMOG Subscription Business Models: Table of Contents DFC Intelligence DFC Intelligence Phone 858-780-9680 9320 Carmel Mountain Rd Fax 858-780-9671 Suite C www.dfcint.com San Diego, CA 92129 MMOG Subscription Business Models: Table of Contents November 2007

More information

Higher Education Review (Embedded Colleges) of Navitas UK Holdings Ltd. Hertfordshire International College

Higher Education Review (Embedded Colleges) of Navitas UK Holdings Ltd. Hertfordshire International College Higher Education Review (Embedded Colleges) of Navitas UK Holdings Ltd April 2016 Contents About this review... 1 Key findings... 2 QAA's judgements about... 2 Good practice... 2 Theme: Digital Literacies...

More information

Writing the Personal Statement

Writing the Personal Statement Writing the Personal Statement For Graduate School Applications ZIA ISOLA, PHD RESEARCH MENTORING INSTITUTE OFFICE OF DIVERSITY, GENOMICS INSTITUTE Overview: The Parts of a Graduate School Application!

More information

Calculators in a Middle School Mathematics Classroom: Helpful or Harmful?

Calculators in a Middle School Mathematics Classroom: Helpful or Harmful? University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Action Research Projects Math in the Middle Institute Partnership 7-2008 Calculators in a Middle School Mathematics Classroom:

More information

Student-Centered Learning

Student-Centered Learning ESSAI Volume 9 Article 32 4-1-2011 Student-Centered Learning Kimberly Overby College of DuPage Follow this and additional works at: http://dc.cod.edu/essai Recommended Citation Overby, Kimberly (2011)

More information

Maximizing Learning Through Course Alignment and Experience with Different Types of Knowledge

Maximizing Learning Through Course Alignment and Experience with Different Types of Knowledge Innov High Educ (2009) 34:93 103 DOI 10.1007/s10755-009-9095-2 Maximizing Learning Through Course Alignment and Experience with Different Types of Knowledge Phyllis Blumberg Published online: 3 February

More information

Practical Research Planning and Design Paul D. Leedy Jeanne Ellis Ormrod Tenth Edition

Practical Research Planning and Design Paul D. Leedy Jeanne Ellis Ormrod Tenth Edition Practical Research Planning and Design Paul D. Leedy Jeanne Ellis Ormrod Tenth Edition Pearson Education Limited Edinburgh Gate Harlow Essex CM20 2JE England and Associated Companies throughout the world

More information

SMARTboard: The SMART Way To Engage Students

SMARTboard: The SMART Way To Engage Students SMARTboard: The SMART Way To Engage Students Emily Goettler 2nd Grade Gray s Woods Elementary School State College Area School District esg5016@psu.edu Penn State Professional Development School Intern

More information

PROGRAMME SPECIFICATION

PROGRAMME SPECIFICATION PROGRAMME SPECIFICATION 1 Awarding Institution Newcastle University 2 Teaching Institution Newcastle University 3 Final Award M.Sc. 4 Programme Title Industrial and Commercial Biotechnology 5 UCAS/Programme

More information

Cara Jo Miller. Lead Designer, Simple Energy Co-Founder, Girl Develop It Boulder

Cara Jo Miller. Lead Designer, Simple Energy Co-Founder, Girl Develop It Boulder Cara Jo Miller Lead Designer, Simple Energy Co-Founder, Girl Develop It Boulder * Thank you all for having me tonight. * I m Cara Jo Miller - Lead Designer at Simple Energy & Co-Founder of Girl Develop

More information

A GENERIC SPLIT PROCESS MODEL FOR ASSET MANAGEMENT DECISION-MAKING

A GENERIC SPLIT PROCESS MODEL FOR ASSET MANAGEMENT DECISION-MAKING A GENERIC SPLIT PROCESS MODEL FOR ASSET MANAGEMENT DECISION-MAKING Yong Sun, a * Colin Fidge b and Lin Ma a a CRC for Integrated Engineering Asset Management, School of Engineering Systems, Queensland

More information

Save Children. Can Math Recovery. before They Fail?

Save Children. Can Math Recovery. before They Fail? Can Math Recovery Save Children before They Fail? numbers just get jumbled up in my head. Renee, a sweet six-year-old with The huge brown eyes, described her frustration this way. Not being able to make

More information

Keeping our Academics on the Cutting Edge: The Academic Outreach Program at the University of Wollongong Library

Keeping our Academics on the Cutting Edge: The Academic Outreach Program at the University of Wollongong Library University of Wollongong Research Online Deputy Vice-Chancellor (Academic) - Papers Deputy Vice-Chancellor (Academic) 2001 Keeping our Academics on the Cutting Edge: The Academic Outreach Program at the

More information

The context of using TESSA OERs in Egerton University s teacher education programmes

The context of using TESSA OERs in Egerton University s teacher education programmes The context of using TESSA OERs in Egerton University s teacher education programmes Joseph M. Wamutitu, (Egerton University, Kenya); Fred N. Keraro, (Egerton University, Kenya) Johnson M. Changeiywo (Egerton

More information

teaching issues 4 Fact sheet Generic skills Context The nature of generic skills

teaching issues 4 Fact sheet Generic skills Context The nature of generic skills Fact sheet Generic skills teaching issues 4 These fact sheets have been developed by the AMEP Research Centre to provide AMEP teachers with information on areas of professional concern. They provide a

More information

Why Pay Attention to Race?

Why Pay Attention to Race? Why Pay Attention to Race? Witnessing Whiteness Chapter 1 Workshop 1.1 1.1-1 Dear Facilitator(s), This workshop series was carefully crafted, reviewed (by a multiracial team), and revised with several

More information

Developing Effective Teachers of Mathematics: Factors Contributing to Development in Mathematics Education for Primary School Teachers

Developing Effective Teachers of Mathematics: Factors Contributing to Development in Mathematics Education for Primary School Teachers Developing Effective Teachers of Mathematics: Factors Contributing to Development in Mathematics Education for Primary School Teachers Jean Carroll Victoria University jean.carroll@vu.edu.au In response

More information

PLEASE SCROLL DOWN FOR ARTICLE. Full terms and conditions of use:

PLEASE SCROLL DOWN FOR ARTICLE. Full terms and conditions of use: This article was downloaded by: [Webster, Rob] On: 19 April 2011 Access details: Access Details: [subscription number 936616913] Publisher Routledge Informa Ltd Registered in England and Wales Registered

More information

The Success Principles How to Get from Where You Are to Where You Want to Be

The Success Principles How to Get from Where You Are to Where You Want to Be The Success Principles How to Get from Where You Are to Where You Want to Be Life is like a combination lock. If you know the combination to the lock... it doesn t matter who you are, the lock has to open.

More information

In attendance: Wendy, Randi, Steve, Krichanna, Maya, Tony, Anecia, Nicole, Archana, Megan, Adrienne, Amy, Sacha, Hannah, Jennifer, Charles, Susan,

In attendance: Wendy, Randi, Steve, Krichanna, Maya, Tony, Anecia, Nicole, Archana, Megan, Adrienne, Amy, Sacha, Hannah, Jennifer, Charles, Susan, In attendance: Wendy, Randi, Steve, Krichanna, Maya, Tony, Anecia, Nicole, Archana, Megan, Adrienne, Amy, Sacha, Hannah, Jennifer, Charles, Susan, Cathy, Kelly, Jared Public Forum Attendance: Carolyn 1

More information

Navitas UK Holdings Ltd Embedded College Review for Educational Oversight by the Quality Assurance Agency for Higher Education

Navitas UK Holdings Ltd Embedded College Review for Educational Oversight by the Quality Assurance Agency for Higher Education Navitas UK Holdings Ltd Embedded College Review for Educational Oversight by the Quality Assurance Agency for Higher Education February 2014 Annex: Birmingham City University International College Introduction

More information

STUDENT LEARNING ASSESSMENT REPORT

STUDENT LEARNING ASSESSMENT REPORT STUDENT LEARNING ASSESSMENT REPORT PROGRAM: Sociology SUBMITTED BY: Janine DeWitt DATE: August 2016 BRIEFLY DESCRIBE WHERE AND HOW ARE DATA AND DOCUMENTS USED TO GENERATE THIS REPORT BEING STORED: The

More information

Personal Tutoring at Staffordshire University

Personal Tutoring at Staffordshire University Personal Tutoring at Staffordshire University Staff Guidelines 1 Contents Introduction 3 Staff Development for Personal Tutors 3 Roles and responsibilities of personal tutors 3 Frequency of meetings 4

More information

MENTORING. Tips, Techniques, and Best Practices

MENTORING. Tips, Techniques, and Best Practices MENTORING Tips, Techniques, and Best Practices This paper reflects the experiences shared by many mentor mediators and those who have been mentees. The points are displayed for before, during, and after

More information

Post-intervention multi-informant survey on knowledge, attitudes and practices (KAP) on disability and inclusive education

Post-intervention multi-informant survey on knowledge, attitudes and practices (KAP) on disability and inclusive education Leonard Cheshire Disability and Inclusive Development Centre University College London Promoting the provision of inclusive primary education for children with disabilities in Mashonaland, West Province,

More information

HOW DO PUPILS ExPERIENCE SETTING IN PRIMARY MATHEMATICS?

HOW DO PUPILS ExPERIENCE SETTING IN PRIMARY MATHEMATICS? HOW DO PUPILS ExPERIENCE SETTING IN PRIMARY MATHEMATICS? Rachel Marks explores the cultures in learning groups Many primary schools set pupils for mathematics, but how aware are we of the impacts of these

More information

TK1019 NZ DIPLOMA IN ENGINEERING (CIVIL) Programme Information

TK1019 NZ DIPLOMA IN ENGINEERING (CIVIL) Programme Information TK1019 NZ DIPLOMA IN ENGINEERING (CIVIL) Programme Information 2017 CONTENTS 1. BACKGROUND... 1 2. A CAREER IN CIVIL ENGINEERING... 1 3. ADMISSION CRITERIA... 1 SPECIAL ADMISSION CRITERIA... 2 4. PROGRAMME

More information

Business. Pearson BTEC Level 1 Introductory in. Specification

Business. Pearson BTEC Level 1 Introductory in. Specification Pearson BTEC Level 1 Introductory in Business Specification Pearson BTEC Level 1 Introductory Certificate in Business Pearson BTEC Level 1 Introductory Diploma in Business Pearson BTEC Level 1 Introductory

More information

Assessment and Evaluation

Assessment and Evaluation Assessment and Evaluation 201 202 Assessing and Evaluating Student Learning Using a Variety of Assessment Strategies Assessment is the systematic process of gathering information on student learning. Evaluation

More information

Occupational Therapy and Increasing independence

Occupational Therapy and Increasing independence Occupational Therapy and Increasing independence Kristen Freitag OTR/L Keystone AEA kfreitag@aea1.k12.ia.us This power point will match the presentation. All glitches were worked out. Who knows, but I

More information

ANNUAL SCHOOL REPORT SEDA COLLEGE SUITE 1, REDFERN ST., REDFERN, NSW 2016

ANNUAL SCHOOL REPORT SEDA COLLEGE SUITE 1, REDFERN ST., REDFERN, NSW 2016 2016 ANNUAL SCHOOL REPORT SEDA COLLEGE SUITE 1, 134-138 REDFERN ST., REDFERN, NSW 2016 Contents Statement from the Principal... 2 SEDA College Context... 2 Student outcomes in standardised national literacy

More information

2015 Annual Report to the School Community

2015 Annual Report to the School Community 2015 Annual Report to the School Community Narre Warren South P-12 College School Number: 8839 Name of School Principal: Rob Duncan Name of School Council President: Greg Bailey Date of Endorsement: 23/03/2016

More information

Experience Corps. Mentor Toolkit

Experience Corps. Mentor Toolkit Experience Corps Mentor Toolkit 2 AARP Foundation Experience Corps Mentor Toolkit June 2015 Christian Rummell Ed. D., Senior Researcher, AIR 3 4 Contents Introduction and Overview...6 Tool 1: Definitions...8

More information

SEPERAC MEE QUICK REVIEW OUTLINE

SEPERAC MEE QUICK REVIEW OUTLINE SEPERAC MEE QUICK REVIEW OUTLINE 206 MEE QUESTIONS WITH ISSUES AND SHORT ANSWERS BASED ON 2002-2016 MEE EXAMS DATE RELEASED: NOVEMBER 11, 2016 This outline contains every released MEE question from 2002

More information

2 nd grade Task 5 Half and Half

2 nd grade Task 5 Half and Half 2 nd grade Task 5 Half and Half Student Task Core Idea Number Properties Core Idea 4 Geometry and Measurement Draw and represent halves of geometric shapes. Describe how to know when a shape will show

More information

SULLIVAN & CROMWELL LLP

SULLIVAN & CROMWELL LLP SULLIVAN & CROMWELL LLP LC.N AWARD WINNER 2014 BEST TRAINING PRINCIPAL BEN PERRY Sullivan & Cromwell, founded in New York in 1879, has had a London office since 1972 and English lawyers since 1999. In

More information

1. Professional learning communities Prelude. 4.2 Introduction

1. Professional learning communities Prelude. 4.2 Introduction 1. Professional learning communities 1.1. Prelude The teachers from the first prelude, come together for their first meeting Cristina: Willem: Cristina: Tomaž: Rik: Marleen: Barbara: Rik: Tomaž: Marleen:

More information

Jeryl D. Benson EdD OTR/L a, Joyce Salls OTD OTR/L b & Cora Perry MS OTR/L c a Occupational Therapy Department, Duquesne University,

Jeryl D. Benson EdD OTR/L a, Joyce Salls OTD OTR/L b & Cora Perry MS OTR/L c a Occupational Therapy Department, Duquesne University, This article was downloaded by: [Duquesne University] On: 23 September 2013, At: 12:18 Publisher: Routledge Informa Ltd Registered in England and Wales Registered Number: 1072954 Registered office: Mortimer

More information

Report of External Evaluation and Review

Report of External Evaluation and Review Report of External Evaluation and Review Ashton Warner Nanny Academy Highly Confident in educational performance Highly Confident in capability in self-assessment Date of report: 15 August 2014 Contents

More information

RCPCH MMC Cohort Study (Part 4) March 2016

RCPCH MMC Cohort Study (Part 4) March 2016 RCPCH MMC Cohort Study (Part 4) March 2016 Acknowledgements Dr Simon Clark, Officer for Workforce Planning, RCPCH Dr Carol Ewing, Vice President Health Services, RCPCH Dr Daniel Lumsden, Former Chair,

More information

Qualification handbook

Qualification handbook Qualification handbook BIIAB Level 3 Award in 601/5960/1 Version 1 April 2015 Table of Contents 1. About the BIIAB Level 3 Award in... 1 2. About this pack... 2 3. BIIAB Customer Service... 2 4. What are

More information

THE IMPACT OF STATE-WIDE NUMERACY TESTING ON THE TEACHING OF MATHEMATICS IN PRIMARY SCHOOLS

THE IMPACT OF STATE-WIDE NUMERACY TESTING ON THE TEACHING OF MATHEMATICS IN PRIMARY SCHOOLS THE IMPACT OF STATE-WIDE NUMERACY TESTING ON THE TEACHING OF MATHEMATICS IN PRIMARY SCHOOLS Steven Nisbet Griffith University This paper reports on teachers views of the effects of compulsory numeracy

More information

Andrew S. Paney a a Department of Music, University of Mississippi, 164 Music. Building, Oxford, MS 38655, USA Published online: 14 Nov 2014.

Andrew S. Paney a a Department of Music, University of Mississippi, 164 Music. Building, Oxford, MS 38655, USA Published online: 14 Nov 2014. This article was downloaded by: [Andrew Paney] On: 17 November 2014, At: 14:01 Publisher: Routledge Informa Ltd Registered in England and Wales Registered Number: 1072954 Registered office: Mortimer House,

More information

Tutoring First-Year Writing Students at UNM

Tutoring First-Year Writing Students at UNM Tutoring First-Year Writing Students at UNM A Guide for Students, Mentors, Family, Friends, and Others Written by Ashley Carlson, Rachel Liberatore, and Rachel Harmon Contents Introduction: For Students

More information

Stages of Literacy Ros Lugg

Stages of Literacy Ros Lugg Beginning readers in the USA Stages of Literacy Ros Lugg Looked at predictors of reading success or failure Pre-readers readers aged 3-53 5 yrs Looked at variety of abilities IQ Speech and language abilities

More information

Unit 7 Data analysis and design

Unit 7 Data analysis and design 2016 Suite Cambridge TECHNICALS LEVEL 3 IT Unit 7 Data analysis and design A/507/5007 Guided learning hours: 60 Version 2 - revised May 2016 *changes indicated by black vertical line ocr.org.uk/it LEVEL

More information

Understanding and Supporting Dyslexia Godstone Village School. January 2017

Understanding and Supporting Dyslexia Godstone Village School. January 2017 Understanding and Supporting Dyslexia Godstone Village School January 2017 By then end of the session I will: Have a greater understanding of Dyslexia and the ways in which children can be affected by

More information

STAFF DEVELOPMENT in SPECIAL EDUCATION

STAFF DEVELOPMENT in SPECIAL EDUCATION STAFF DEVELOPMENT in SPECIAL EDUCATION Factors Affecting Curriculum for Students with Special Needs AASEP s Staff Development Course FACTORS AFFECTING CURRICULUM Copyright AASEP (2006) 1 of 10 After taking

More information

Milton Public Schools Special Education Programs & Supports

Milton Public Schools Special Education Programs & Supports Milton Public Schools 2013-14 Special Education Programs & Supports Program Early Childhood Pre-School Integrated Program Substantially Separate Classroom Elementary School Programs Co-taught Classrooms

More information

Programme Specification. MSc in International Real Estate

Programme Specification. MSc in International Real Estate Programme Specification MSc in International Real Estate IRE GUIDE OCTOBER 2014 ROYAL AGRICULTURAL UNIVERSITY, CIRENCESTER PROGRAMME SPECIFICATION MSc International Real Estate NB The information contained

More information

Student-led IEPs 1. Student-led IEPs. Student-led IEPs. Greg Schaitel. Instructor Troy Ellis. April 16, 2009

Student-led IEPs 1. Student-led IEPs. Student-led IEPs. Greg Schaitel. Instructor Troy Ellis. April 16, 2009 Student-led IEPs 1 Student-led IEPs Student-led IEPs Greg Schaitel Instructor Troy Ellis April 16, 2009 Student-led IEPs 2 Students with disabilities are often left with little understanding about their

More information

Celebrating 25 Years of Access to HE

Celebrating 25 Years of Access to HE Celebrating 25 Years of Access to HE The Access to HE Diploma The Access to HE Diploma is designed to provide academic preparation for higher education study for adults who, because of social, educational

More information

A Study of Metacognitive Awareness of Non-English Majors in L2 Listening

A Study of Metacognitive Awareness of Non-English Majors in L2 Listening ISSN 1798-4769 Journal of Language Teaching and Research, Vol. 4, No. 3, pp. 504-510, May 2013 Manufactured in Finland. doi:10.4304/jltr.4.3.504-510 A Study of Metacognitive Awareness of Non-English Majors

More information

Increasing the Learning Potential from Events: Case studies

Increasing the Learning Potential from Events: Case studies 433 A publication of VOL. 31, 2013 CHEMICAL ENGINEERING TRANSACTIONS Guest Editors: Eddy De Rademaeker, Bruno Fabiano, Simberto Senni Buratti Copyright 2013, AIDIC Servizi S.r.l., ISBN 978-88-95608-22-8;

More information

Nottingham Trent University Course Specification

Nottingham Trent University Course Specification Nottingham Trent University Course Specification Basic Course Information 1. Awarding Institution: Nottingham Trent University 2. School/Campus: Nottingham Business School / City 3. Final Award, Course

More information

The lasting impact of the Great Depression

The lasting impact of the Great Depression The lasting impact of the Great Depression COMMENTARY AND SIDEBAR NOTES BY L. MAREN WOOD, Interview with, November 30, 2000. Interview K-0249. Southern Oral History Program Collection, UNC Libraries. As

More information

UNIVERSITY OF THESSALY DEPARTMENT OF EARLY CHILDHOOD EDUCATION POSTGRADUATE STUDIES INFORMATION GUIDE

UNIVERSITY OF THESSALY DEPARTMENT OF EARLY CHILDHOOD EDUCATION POSTGRADUATE STUDIES INFORMATION GUIDE UNIVERSITY OF THESSALY DEPARTMENT OF EARLY CHILDHOOD EDUCATION POSTGRADUATE STUDIES INFORMATION GUIDE 2011-2012 CONTENTS Page INTRODUCTION 3 A. BRIEF PRESENTATION OF THE MASTER S PROGRAMME 3 A.1. OVERVIEW

More information

Author: Justyna Kowalczys Stowarzyszenie Angielski w Medycynie (PL) Feb 2015

Author: Justyna Kowalczys Stowarzyszenie Angielski w Medycynie (PL)  Feb 2015 Author: Justyna Kowalczys Stowarzyszenie Angielski w Medycynie (PL) www.angielskiwmedycynie.org.pl Feb 2015 Developing speaking abilities is a prerequisite for HELP in order to promote effective communication

More information

Kelli Allen. Vicki Nieter. Jeanna Scheve. Foreword by Gregory J. Kaiser

Kelli Allen. Vicki Nieter. Jeanna Scheve. Foreword by Gregory J. Kaiser Kelli Allen Jeanna Scheve Vicki Nieter Foreword by Gregory J. Kaiser Table of Contents Foreword........................................... 7 Introduction........................................ 9 Learning

More information

International Baccalaureate (IB) Diploma. Source Material IBO Website, IB Handbook, Kristin School Auckland and a range of other relevant readings.

International Baccalaureate (IB) Diploma. Source Material IBO Website, IB Handbook, Kristin School Auckland and a range of other relevant readings. International Baccalaureate (IB) Diploma Source Material IBO Website, IB Handbook, Kristin School Auckland and a range of other relevant readings. International Baccalaureate Organisation (IBO) Founded

More information

MSW POLICY, PLANNING & ADMINISTRATION (PP&A) CONCENTRATION

MSW POLICY, PLANNING & ADMINISTRATION (PP&A) CONCENTRATION MSW POLICY, PLANNING & ADMINISTRATION (PP&A) CONCENTRATION Overview of the Policy, Planning, and Administration Concentration Policy, Planning, and Administration Concentration Goals and Objectives Policy,

More information

Last Editorial Change:

Last Editorial Change: POLICY ON SCHOLARLY INTEGRITY (Pursuant to the Framework Agreement) University Policy No.: AC1105 (B) Classification: Academic and Students Approving Authority: Board of Governors Effective Date: December/12

More information

L.E.A.P. Learning Enrichment & Achievement Program

L.E.A.P. Learning Enrichment & Achievement Program L.E.A.P. Learning Enrichment & Achievement Program 2016-2017 GRACE Christian School 801 Buck Jones Road (TK-6) 1101 Buck Jones Road (7-12) Raleigh, NC 27606 919-747-2020 Learning Enrichment & Achievement

More information

Mock Trial Preparation In-Class Assignment to Prepare Direct and Cross Examination Roles 25 September 2015 DIRECT EXAMINATION

Mock Trial Preparation In-Class Assignment to Prepare Direct and Cross Examination Roles 25 September 2015 DIRECT EXAMINATION Mock Trial Preparation In-Class Assignment to Prepare Direct and Cross Examination Roles 25 September 2015 DIRECT EXAMINATION To prepare direct examination questions: 1. Determine your theory of the case.

More information

Accreditation of Prior Experiential and Certificated Learning (APECL) Guidance for Applicants/Students

Accreditation of Prior Experiential and Certificated Learning (APECL) Guidance for Applicants/Students Accreditation of Prior Experiential and Certificated Learning (APECL) Guidance for Applicants/Students The following guidance notes set provide an overview for applicants and students in relation to making

More information