This article presents the findings of a study designed to determine the relationship between teachers’ beliefs about the teaching of reading comprehension and their classroom practices. The study, dealing with teachers from grades 4, 5, and 6, uses a beliefs interview technique borrowed from anthropology. Predictions about teaching practices were made from the belief interviews of 39 teachers and were related to practices observed in their classrooms. The study demonstrates that the beliefs of teachers in this sample relate to their classroom practices in the teaching of reading comprehension. A case study explores a situation in which the teacher’s beliefs did not relate to her practices. This case suggests that the teacher was in the process of changing beliefs and practices, but that the changes in beliefs were preceding changes in practices.
As the levels of scientific literacy and science achievement have become issues of concern, the necessity of investigating possible causes becomes more urgent. Since textbooks have been shown to have a tremendous impact on curriculum, this is one variable of science instruction that needs further investigation. The purpose of this article is to describe how three biology books present the content related to photosynthesis through the construct of elaboration. The textbooks were selected for their differences in target audiences, as defined by student abilities. Results are discussed in terms of quantity of elaboration, relevance of ideas used to elaborate major concepts, relationship of the nature of elaboration to intended readers, and the general relationship between how texts present information and student learning.
This article suggests ways in which continuing professional education might contribute to occupational therapists' ongoing professional development. It highlights the need to view critical skills as a feature of competent practice and discusses the relative merits of enhancing these skills through workplace learning and postgraduate study. It is suggested that occupational therapists aspiring to leadership positions and consultant therapist posts seek postgraduate opportunities to prepare themselves for these roles. Consideration is given both to how occupational therapists might make choices about programmes of continuing education and to how they might prepare to undertake postgraduate study.
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