Section archive - Instruction in Teacher Training

This article reviews research on the achievement outcomes of reading programs for all elementary children, Grades K through 5, applying consistent methodological standards to the research. The scope of the review includes four types of approaches: reading curricula, instructional technology, instructional process programs, and combinations of curricula and instructional process. The review concludes that instructional process programs designed to change daily teaching practices have substantially greater research support than programs that focus on curriculum or technology alone.

This article analyses staff responsibilities for promoting gender equality in preschool in Sweden and Scotland. These countries represent different welfare regimes, but also display common features, both influenced by tradition and recent transnational policies and discourses. In both cases, teachers are constructed as role models who should promote certain gender values and provide children with opportunities. The Swedish curriculum places more emphasis on similarities between girls and boys, while the Scottish counterpart tends to emphasize difference more, paying attention to boys and the need for male role models.

The purpose of this article is to provide a quantitative synthesis of the empirical literature comparing adults with reading disabilities (RD) and adults without RD across an array of intellectual, academic, cognitive, vocational, and life-adjustment measures. The central question posed by this review is to what extent and in what manner do adults with reading disabilities differ from adults without reading disabilities on measures assumed to relate to overall reading competence. In all, 52 studies met criteria for a meta-analysis yielding 776 effect sizes (ESs). The results revealed that adults with RD varied substantially in ESs from adults without RD on the classification measures (reading comprehension, reading recognition, verbal intelligence).

This article describes a framework for teacher knowledge for technology integration called technological pedagogical content knowledge (TPACK). The development of TPACK by teachers is critical to effective teaching with technology. The TPACK framework for teacher knowledge is described in detail, as a complex interaction among three bodies of knowledge: Content, pedagogy, and technology. The interaction of these bodies of knowledge, both theoretically and in practice, produces the types of flexible knowledge needed to successfully integrate technology use into teaching.