scholarly journals Child-Centred Teaching: Helping Each Child to Reach Their Full Potential

2021 ◽  
Vol 11 (6) ◽  
pp. 280
Author(s):  
Maria Nicholas ◽  
Elizabeth Rouse ◽  
Louise Paatsch
Keyword(s):  
School Readiness ◽  
Early Childhood Teachers ◽  
Standardized Assessments ◽  
First Year ◽  
Full Potential ◽  
Reading Assessments ◽  
Teaching Approaches ◽  
Letter Identification ◽  
Reading Abilities ◽  
Do So

Research has shown that schoolteachers often prepare children for success in standardized reading assessments by ‘teaching to the test.’ Concurrently, research exploring children’s emergent literacies and ‘school readiness’ has shown that early childhood teachers often feel pressured to ‘prepare’ children for school and may do so by focusing on print-related literacies, to the detriment of earlier stages of the oral-to-print continuum. This raises the concern that teaching children as a group, preparing them for the next ‘stage of education,’ will disadvantage children who are working below or above expected levels of development. Our study explores the teaching approaches used with a group of foundation-year children who achieved more advanced reading outcomes than children from four adjacent classrooms in their first year of schooling. We collected the reading and letter-identification outcomes of 16 children in the teacher’s foundation-year class and interviewed her about her practices. Findings showed that the teacher used her knowledge of what the children should achieve in standardized assessments as a minimum expectation and moved beyond the content of such assessments when warranted, as determined by informal assessments. As a result, every child in the class met, and many exceeded, minimum reading standards by year’s end. We conclude that using an individualized, child-centred pedagogy, informed by a combination of standardized and informal assessments, allowed the teacher to support her students to develop a range of reading abilities and to reach their full potential.

Why do so many first-year pupils leave the high school? How can they be induced to remain?

1905 ◽  
Author(s):  
Reuben Post Halleck
Keyword(s):  
High School ◽  
First Year ◽  
Do So

scholarly journals Repeated Negative Teaching Evaluations: A Form of Habitual Behaviour?

2015 ◽  
Vol 45 (4) ◽  
pp. 298-321
Author(s):  
J Paul Grayson
Keyword(s):  
British Columbia ◽  
Generational Status ◽  
First Year ◽  
Not Given ◽  
Campus Engagement ◽  
Teaching Evaluations ◽  
University Of British Columbia ◽  
Mcgill University ◽  
The University ◽  
Do So

Teaching evaluations have become part of life on Canadian campuses; however, there is no agreement among researchers as to their validity. In this article, comparisons were made between first- and third-year collective evaluations of professors’ performance at the University of British Columbia, York University, and McGill University. Overall, it was found that students who provided low evaluations in their first year were also likely to do so in their third year. This effect held independent of degree of campus engagement, sex, student status (domestic or international), and generational status (students who were the first in their families to attend university, compared to those who were not). Given that over the course of their studies, students likely would have been exposed to a range of different behaviours on the part of their professors, it is argued that the propensity of a large number of students to give consistently low evaluations was a form of “habitual behaviour.”  

Making the Body Ready for School: ADHD and Early Schooling in the Era of Accountability

2017 ◽  
Vol 119 (9) ◽  
pp. 1-38
Author(s):  
Kyunghwa Lee
Keyword(s):  
Early Childhood ◽  
School Readiness ◽  
Early Childhood Teachers ◽  
The Body ◽  
Negative Consequences ◽  
Teachers Perceptions ◽  
The Public ◽  
Children's Behavior ◽  
Early Schooling ◽  
Teachers Perspectives

Background Although concerns about unintended negative consequences of standards-based accountability (SBA) reform for children's socioemotional development have been raised, few studies have systematically examined early childhood teachers’ perceptions of and practices for children's behavior and bodies under such policy. This study was conducted against the backdrop of the intersection of the accountability policy and the increasing prevalence of Attention Deficit/Hyperactivity Disorder (ADHD) among children, including preschoolers. Purpose The study investigated how early childhood teachers’ perspectives of and practices for the behavior and bodies of children considered at risk of being identified with ADHD later in schooling were related to the increasing concern over school readiness under SBA reform. Research Design Data for a qualitative case study were generated through multiple methods, including video-recorded observations in two African-American children's pre-kindergarten and kindergarten classrooms, interviews with their teachers, and artifact collection. Results The focal children's teachers appropriated the authoritative discourses of ADHD and readiness for school to perceive the children's bodies as uncontrollable and unready for school. The teachers taught the children a variety of bodily techniques to enculturate them in public school and to develop docile student bodies. Keeping their authoritative practices intact, the teachers hardly incorporated the children's areas of strengths into the curriculum and instruction. School was introduced to the children as a carnivalesqueless place, and both SBA reform and ADHD contributed to disembodiment in the public early childhood education settings. Conclusions This study suggests the need for reframing the notion of school readiness; bringing teachers’ folk theories about children's behavior and bodies to their critical awareness; and intentionally balancing serious, rigid parts of the daily classroom routine with relaxed, pleasurable moments.

Addressing the divergence between health science students’ learning preferences and the way their teachers teach

The Advisor ◽  
2021 ◽  
Vol 41 (1) ◽  
Author(s):  
Una L. DeChellis
Keyword(s):  
Learning Preferences ◽  
Health Science ◽  
First Year ◽  
College Level ◽  
Science Students ◽  
Teaching Approaches ◽  
Science Courses ◽  
Anatomy And Physiology ◽  
Quantitative And Qualitative Research ◽  
The Relationship

Abstract Both the literature and personal experience show that attrition from prerequisite science courses for the health professions is significant. To examine one possible reason for that attrition, a study was designed to examine the relationship between the teaching approaches employed by college-level anatomy and physiology (A&P) instructors and the learning preferences of first-year health science (FYHS) students. Students and instructors of a first-year Anatomy and Physiology course at a small, private four year college in the Northeast participated in a combined quantitative and qualitative research protocol. Results showed that instructors’ teaching approaches met the participating FYHS students’ learning preferences in some areas but not all. The findings suggest that addressing the gap between FYHS students’ learning preferences and the teaching approaches of A&P instructors could lead to more successful academic outcomes.

Below the Bar: Profiles of Students who Fail State Reading Assessments

2002 ◽  
Vol 24 (3) ◽  
pp. 219-239 ◽  
Author(s):  
Marsha Riddle Buly ◽  
Sheila W. Valencia
Keyword(s):  
School Districts ◽  
Student Performance ◽  
Teaching And Learning ◽  
Reading Assessment ◽  
Reading Assessments ◽  
Instructional Approaches ◽  
State Tests ◽  
Reading Abilities ◽  
Improve Student Performance ◽  
State And Local

State and school districts are looking for policies they believe will improve student performance. As a result, assessments have proliferated, stakes have increased, and specific curriculum and instructional approaches are being mandated. In this study, we probed beneath students' failing scores on a state reading assessment to investigate the needs of struggling students and implications for policy. We found that scores on state tests mask distinctive and multifaceted patterns of students' reading abilities that require dramatically different instructional emphases. We explore the implications of this complexity for state and local reform efforts that target improved teaching and learning.

Outcomes of progression on surveillance for clinical stage I nonseminomatous germ cell tumours (NSGCT).

2015 ◽  
Vol 33 (7_suppl) ◽  
pp. 377-377 ◽  
Author(s):  
Robert James Hamilton ◽  
Madhur Nayan ◽  
Lynn Anson-Cartwright ◽  
Philippe L. Bedard ◽  
Malcolm Moore ◽  
...  
Keyword(s):  
Clinical Stage ◽  
Complete Response ◽  
Primary Treatment ◽  
Testis Cancer ◽  
First Year ◽  
Retroperitoneal Lymphadenectomy ◽  
Mode Of Detection ◽  
Single Modality ◽  
Do So

377 Background: Active surveillance (AS) is universally accepted for clinical stage (CS) IA and favoured by most centers for CSIB. Patients progressing on AS are typically treated with chemotherapy, but there is no consensus. We describe patterns and mode of detection of progression and treatment of progression in our NSGCT AS cohort. Methods: From Dec 1980 to Aug 2011, 466 CSI NSGCT patients were managed with AS and 133 (28%) had disease progression while on AS. Treatment upon progression was physician choice but based on site of progression (e.g. retroperitoneum vs. extra-retroperitoneal), size or multifocality, and markers (S0 or stable, low level S1 vs. ≥ S1). Mode of detection of progression, characteristics at progression and primary treatment of progression (chemotherapy vs. retroperitoneal lymphadenectomy (RPLND)) were explored. Multivariate logistic regression was used to explore factors associated with receipt of more than one therapy in treatment of progression after surveillance. Results: Median time to progression was 7.3 months and detected by routine imaging (47%), routine serum tumour markers (37%), or both (12%). Progression most frequently occurred in the retroperitoneum (67%). Following progression, first-line treatment was chemotherapy for 71 (53%), RPLND for 51 (38%) and 11 (8.3%) underwent other therapy. In 59%, only one modality of treatment was required: chemotherapy only in 42/71 (59%); RPLND only in 36/51 (71%). For those treated with chemotherapy, pure embryonal carcinoma in the orchiectomy pathology (OR 0.11; p=0.05) was inversely associated with requiring further therapy. For those treated with RPLND, elevated markers pre-RPLND (OR 7.31; p=0.01) was associated with requiring further therapy. Overall, a second relapse occurred in 25/133 (19%) patients. With a median follow-up of 8.2 years, there were 5 deaths from testis cancer (3.8% of AS progressors; only 1.1% of overall AS cohort). Conclusions: The majority of patients progressing on surveillance do so in the retroperitoneum and within the first year. Of those that progress, most will achieve complete response with single modality treatment. In particular, RPLND can be utilized as monotherapy in select cases.

Peasant Production of Cash Crops and Social Stability

1969 ◽  
Vol 12 (03) ◽  
pp. 255-263
Author(s):  
Daniel F. McCall
Keyword(s):  
First Year ◽  
Social Stability ◽  
Economic Factors ◽  
Stability And Change ◽  
Cash Crops ◽  
Time Out ◽  
Urgent Task ◽  
Prime Concern ◽  
Made In ◽  
Do So

All of my work in the last fifteen years has been influenced by my association with Bill Brown. But it is perhaps especially appropriate that this piece be included in this tribute to him, for it is the first paper which I wrote after joining him, and it focused on what was always of prime concern to him: the clarification of concepts. I still recall some of our discussion when I showed him the first draft: he was with it, at least insofar as the limits of space permitted development of the topic. Perhaps I remember this because this paper was in a way an earnest of what my stewardship in his institution should be. The paper was read at the American Anthropological Association annual meetings in Detroit, December 1954, in the Symposium on Economic Factors in Stability and Change. I made no effort then to submit it for publication in any of the appropriate journals because I had taken time out from writing my dissertation to do the paper and returned my attention to that urgent task (it was also my first year of teaching a survey course on African ethnography), and the paper was soon out of mind. Now, after a lapse of time, the question arises, should it be brought up to date? Two quite different things can be implied by this question. First, should more recent data be adduced? To do so would be to write a new paper which would have none of this one's association with W. O. Brown. Furthermore, this paper now has a certain historical value as a contemporary description of some aspects of late colonial conditions. Second, should the interpretation and conclusion be modified in the light of more recent writings? I feel that both can stand. Therefore, no change has been made in the text.

scholarly journals Current status of lung transplantation

2018 ◽  
pp. 241-262
Author(s):  
Varun Puri ◽  
G. Alexander Patterson
Keyword(s):  
Lung Transplantation ◽  
Causes Of Death ◽  
Surgical Techniques ◽  
Bronchiolitis Obliterans Syndrome ◽  
Current Status ◽  
First Year ◽  
Full Potential ◽  
Optimal Outcomes ◽  
Donor Shortage ◽  
End Stage

Lung transplantation is well established as a viable therapy for end-stage lung disease. Appropriate patient and donor selection, meticulous attention to technique, and continued improvement in the postoperative care of these patients will lead to optimal outcomes. Donor shortage and chronic allograft rejection continue to be the biggest hurdles preventing lung transplantation from reaching its full potential. Indications, recipient selection, donor procurement, surgical techniques, and postoperative outcomes are reviewed. The major identified causes of death in the first 30 days postoperatively are graft failure and non-cytomegalovirus (CMV) infections. After the first year, bronchiolitis obliterans syndrome and non-CMV infections were the predominant causes of death. Death caused by malignancies rises consistently until the 10-year mark, accounting for 12% of all deaths between 5 and 10 years after transplant.

scholarly journals Dalkurd FF

2020 ◽  
Vol 29 (supl) ◽  
pp. 105-113
Author(s):  
Tiago Duarte Dias
Keyword(s):  
Large Scale ◽  
First Year ◽  
Football Club ◽  
Local Institution ◽  
Long Term Changes ◽  
Short And Long Term ◽  
The City ◽  
Do So

As the whole world struggles with the appearance of a large-scale pandemic, individuals and institutions begin to cope with the perspective of both short and long-term changes to their plans. What had been planned out by many during January and February of 2020, no longer became feasible already during the following months. Thus, with the impossibility of knowing for how long this situation will persist, both individuals and institutions have changed their plans with a focus on when the situation will reverse to a degree of normalcy. This article aims to briefly understand and analyses the strategies centered around a Swedish football club founded by Kurdish individuals regarded to the consequences of the coronavirus crisis in the country. Both fans and employees at the club have changed their strategies regarding the first year they would be playing in their new hometown of Uppsala. The author will argue that, although, the crisis has changed their strategy and hampered their plans of becoming a local institution, it has not, in fact, changed their plans to be an integrated part of the city, but it has provided the club with newer opportunities to do so.

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