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Transforming Engagement, Happiness and Well-Being : Enthusing People, Teams and Nations
This book aims to help leaders maximise the engagement of employees and citizens by exploring the impact of a process of active enthusiasm (PACE). Engagement of employees has long been recognised as a key factor for organisational and national success. Yet, worldwide, engagement levels languish at only 25%. Providing a practical model, developed from in-depth global research, the authors show that engagement is continuous and cannot be assessed by annual surveys. Instead it demonstrates that it is specific to individuals and will only increase if employee perceptions are improved. Readers will discover how the PACE process model can be used to maximise employee engagement through the modification of primary causal factors, and consequently generate direct outputs such as increased productivity and reduced absenteeism. Transforming Engagement and Wellbeing provides an invaluable set of tools to help leaders enthuse their people and to improve individuals' optimism and propensity for engagement, making it essential reading for academics interested in human resource management, as well as managers, leaders and policy-makers.
Book
Effects of Classroom Practices on Reading Comprehension, Engagement, and Motivations for Adolescents
We investigated the roles of classroom supports for multiple motivations and engagement in students' informational text comprehension, motivation, and engagement. A composite of classroom contextual variables consisting of instructional support for choice, importance, collaboration, and competence, accompanied by cognitive scaffolding for informational text comprehension, was provided in four-week instructional units for 615 grade 7 students. These classroom motivational-engagement supports were implemented within integrated literacy/history instruction in the Concept-Oriented Reading Instruction (CORI) framework. CORI increased informational text comprehension compared with traditional instruction (TI) in a switching replications experimental design. Students' perceptions of the motivational-engagement supports were associated with increases in students' intrinsic motivation, value, perceived competence, and increased positive engagement (dedication) more markedly in CORI than in TI, according to multiple regression analyses. Results extended the evidence for the effectiveness of CORI to literacy/history subject matter and informational text comprehension among middle school students. The experimental effects in classroom contexts confirmed effects from task-specific, situated experimental studies in the literature.
Journal Article
Common Themes in Teaching Reading for Understanding: Lessons From Three Projects
This article reflects a metaview of the work of the three research projects funded through the Institute for Education Sciences under the Reading for Understanding competition that addressed middle‐grade through high school readers (grades 4–12). All three projects shared the assumption that instruction is necessary for successful reading to learn just as it is for learning to read. Through multiple studies conducted independently, the three projects arrived at common themes and features of productive instruction for reading for understanding with adolescent readers. These common themes are elaborated with instructional examples and include the following: (a) Students purposefully engage with multiple forms of texts and actively process them, (b) instructional routines incorporate social support for reading through a variety of participation structures, and (c) instruction supports new content learning by leveraging prior knowledge and emphasizing key constructs and vocabulary.
Journal Article
Translanguaging Practices and Perspectives of Four Multilingual Teens
Increasingly, educational research suggests that translanguaging pedagogies can provide meaningful supports for English language learners. Yet, few studies examine how multilingual teens in English‐dominant settings independently translanguage to make sense of school and achieve their goals. In this study, we review definitions of translanguaging and shed light on the rich translanguaging practices of four transnational, multilingual teens in high school and middle school. Holding the view that pedagogical moves should be developed in response to particular groups of learners, we show teens' agentive use of translanguaging and connect these to implications for practice in secondary schools. Free author podcast
Journal Article
A Historical Writing Apprenticeship for Adolescents: Integrating Disciplinary Learning With Cognitive Strategies
This study explored the extent to which an 18-day history and writing curriculum intervention, taught over the course of one year, helped culturally and academically diverse adolescents achieve important disciplinary literacy learning in history. Teachers used a cognitive apprenticeship form of instruction for the integration of historical reading and writing strategies and content learning with the goal of improving students' historical argument writing. The intervention had positive and significant results for each writing outcome. After controlling for variables associated with students' incoming abilities, the researchers found moderate to large effects for all participants. Relative to basic readers in the control condition, those participating in the intervention scored higher in historical writing and writing quality and wrote longer essays; these results translate into effect sizes of .45 on basic readers' historical writing, .32 on their overall writing quality, and .60 on the length of their papers. Teachers implemented the reading and writing curriculum intervention with high levels of implementation fidelity, leading the researchers to explore additional factors that contributed to students' success after accounting for teacher effectiveness. The results indicate further benefits dependent on the degree to which students completed the curriculum.
Journal Article
Investigating Criteria That Seventh Graders Use to Evaluate the Quality of Online Information
This article presents qualitative findings from a study that examined the types of criteria that middle school students use to evaluate the quality of online information and sources for a Web‐based research assignment. Open‐constructed responses from four critical evaluation items were compiled from diverse seventh graders in a representative, two‐state, stratified random sample (n = 773). Content analysis revealed that many students used a range of unacceptable or superficial criteria to determine the author of a website and whether that author is an expert, to state the author's point of view, and to provide reasoned evidence about the overall reliability of a website. Criteria and evidence patterns that students used for each of the critical evaluation tasks are shared, as well as implications for instruction. Free author podcast
Journal Article
Assessing the Effectiveness of Two Theoretically Motivated Computer-Assisted Reading Interventions in the United Kingdom: GG Rime and GG Phoneme
We report an empirical comparison of the effectiveness of two theoretically motivated computer-assisted reading interventions (CARI) based on the Finnish GraphoGame CARI: English GraphoGame Rime (GG Rime) and English GraphoGame Phoneme (GG Phoneme). Participants were 6-7-year-old students who had been identified by their teachers as being relatively poor at reading. The students were divided into three groups. Two of the groups played one of the games as a supplement to normal classroom literacy instruction for five sessions per week for a period of 12 weeks. The third group formed an untreated control. Both games led to gains in reading, spelling, and phonological skills in comparison with the untreated control group. The two interventions also had some differential effects. The intervention gains were maintained at a four-month follow-up.
Journal Article
The effectiveness of humanoid diagram teaching strategy on care capacity and retention in novice nurses
To examine the effectiveness of a Humanoid Diagram Teaching Strategy (HDTS) on care capabilities and retention of novice nurses.
Guiding novice nurses in clinical practice is a matter of concern and the use of diagrams in assisting the learning process and to promote learning efficiency has been acknowledged.
This is a quasi-experimental study with asynchronous repeated measurements for the experimental and control groups.
The study was conducted in a medical centre in southern Taiwan with 24 novice nurses. The intervention, Humanoid Diagrams Teaching Strategy, contained three parts: the head and neck; trunk; and limbs. The HDTS was applied three time weekly. Each session lasted approximately 30 min and the training lasted 4 weeks. The effectiveness of HDTS was measured using Mini-CEX, CbD and retention rates in the 3rd and 6th months of novice nurses’ experience.
After the HDTS, although increases in mini-CEX and CbD scores in the experimental group were greater than the control group, these differences were not statistically significant after considering the time interaction. But the 3rd month and 6th month novice nurses’ retention rates were statistically significantly different by comparing the differences under the time interaction effects in both groups.
The Humanoid Diagram Teaching Strategy is an effective tool for preceptors to use in assisting novice nurses in learning, improving their nursing care knowledge and technical skills and to increase their retention rate.
Journal Article
Book Introductions: Exploring the Why, How, and What
A book introduction during small‐group instruction may seem like a simple task, but it actually involves multiple layers of decision making. The authors examine the why, how, and what of book introductions as a means of supporting students’ growth as readers.
Journal Article
Differentiated Instruction: Making Informed Teacher Decisions
This article addresses approaches to differentiating instruction to meet the needs of students whose literacy needs, interests, and strengths vary widely. This article was designed to support classroom teachers who understand the importance of differentiating instruction, but are unsure of how best to design and implement differentiation within the parameters of the classroom. The article begins by defining differentiated instruction and discussing its importance, including the role of differentiation with respect to diversity and with respect to Response to Intervention (RTI). The remainder of the article describes in detail two examples of differentiated instruction in classroom contexts. Each example is followed by a discussion of the research and decision‐making underlying the teacher's approach to differentiation. The article concludes with common characteristics of effective differentiation.
Journal Article