Thursday, 27 December 2012
Dollar General and the American Association of School Librarians presented Cameron with a $15,000 "Beyond Words: The Dollar General School Library Relief Fund" grant check to rebuild the school's library.
Thursday, 20 December 2012
CMEC has just published PCAP-13 2007: Report on Reading Strategies and Reading Achievement, the third in a series of research projects in which the PCAP-13 2007 data set is used to examine questions of interest to educational policy-makers and practitioners in Canada. It focuses on the factors that contribute to the performance of 13-year-old Canadian students in reading.
Reading research consistently shows that high-achieving students are characterized by word-recognition and comprehension skills. The aim of employing reading strategies is to achieve fluent reading. Two essential skills in reading are: getting meaning from a written message (Carroll, 1970), and reading for remembering (Baker & Brown, 1984). Fluent reading involves understanding the meaning of a text beyond simple decoding and word recognition, which requires practice with a variety of texts (Pressley, 2006).
Reading at home contributes to overall reading competency. When schools encourage children to practise reading at home with parents, the children make significant gains in reading achievement compared to those who only practise at school (Henderson & Berla. (1994).
A major task of teaching-strategy research is to show which process factors "work." For example, Wang and Walberg (2001) set out 12 principles for "instructional effectiveness" at the teacher and classroom levels. These are:
1. supportive classroom climate where teacher functions as model and socializer;
2. opportunity to learn where most of the available time is allocated to engaging students
in curriculum-related activities;
3. curricular alignment and cohesive program to accomplish instructional goals;
4. establishing learning orientations, that is, structure to clarify intended outcomes and cue desired learning strategies;
5. coherent, connected content to facilitate meaningful learning and retention;
6. thoughtful discourse around powerful ideas;
7. practice, application, and feedback activities;
8. scaffolding students' task engagement;
9. strategy teaching, where the teacher models and instructs students in learning and self regulation
10. cooperative learning to construct understandings or help one another master skills;
11. learning goal-oriented assessment in which a variety of formal and informal assessment methods are used to monitor progress;
12. follow-through on learning-outcome achievement expectations.
Tuesday, 18 December 2012
Lessons in Learning - December 13, 2007
Series: Lessons in Learning
Authors: Canadian Council on Learning (CCL)
Collection: Research Materials
This paper summarizes recent research on parenting styles and highlights a number of programs aimed at helping parents improve their skills.
The authors explain that parenting styles can be defined along two dimensions: responsiveness, which measures how well the parent is attuned to the child; and control, or how much the parent supervises and disciplines the child and requires obedience and self-control. Those two dimensions determine whether a parent is authoritative, demonstrating high levels of both control and responsiveness; authoritarian, demonstrating a high level of control and a low level of responsiveness; permissive, demonstrating a low level of control and a high level of responsiveness; or neglectful, demonstrating low levels of both control and responsiveness.
As the child grows, authoritative parenting is linked to greater social and emotional competence, with the children of authoritative parents being good at making friends in their early years, less likely to use drugs in their teens, and emotionally stable as young adults.
Recent research suggests that parenting is not necessarily a natural skill and most parents would benefit from some degree of instruction, the authors note. In Canada, there are a number of parent-support and parent-training programs designed to help parents develop positive parenting styles and skills. More high-quality research is needed to determine how effective parenting programs are for Canadian parents in Canadian settings.
Saturday, 8 December 2012
The enchanted night started as participants walked into the library. Each child who entered the doors received a unique number printed on a golden star, which they were to keep with them throughout the evening. Once the star was in hand, participants were off to find just the right seat to listen to Garcia read two picture books to the crowd.
Once the crowd of parents and children had settled into every available nook of the library, Garcia introduced herself. Of course, the children who attend White Oak Elementary school felt like the already knew Mrs. Garcia. Well … they were WRONG!
Garcia told the crowd of her younger days, spent in the library at the school where her mother worked. The librarian at this school took the time to get to know the young Mrs. Garcia, learning her favorite genre of books, her favorite author and even her favorite characters. This particular librarian, whose name was not mentioned, helped to instill the passion Garcia has for books and reading.
After the heartfelt introduction, the reading began. A silence fell over the enchanted library as the words from "PSSSSSST! It's Me … the Bogeyman," by Barbara Park filled the air. While the title of this book may turn some off, the "Bogeyman" in this book happens to be quite hysterical and truly harmless.
Sunday, 2 December 2012
the reason that first-grader Mallory Smith, 6, chose that book from among hundreds of books on the bookmobile, which was parked outside the school's entrance. Drawings of birds are on the book's cover, and Mallory said she chose it, "Because I like birds a lot." Mallory said she'd never been on a bookmobile before and liked it.
Addie Lunn, a 7-year-old first-grader, agreed. "It's fun because you get to go and pick out books," she said
Osborn Hill students are allowed to check out one book from the school library's collection and also one book from the bookmobile until they return it to check out a new one. The bookmobile was open to kindergarten and first-graders on Tuesday and was to be open for second- and third-graders Wednesday and fourth- and fifth-graders Thursday. While the Osborn Hill library remains closed, the bookmobile will make regular visits.
Rehder said Osborn Hill, which has 519 students, is the largest elementary school in town and that it's important for students to have a wide variety of books from which to choose.
Mary Sorhus, head of children's services at Fairfield Public Library and Fairfield Woods Branch Library, agreed. "If they're able to pick out their own books, it really empowers them to read," she said.
Read more: http://www.ctpost.com/local/article/Reading-on-a-roll-with-new-bookmobile-4083787.php#ixzz2DxNdCVsU