Using data from the Longitudinal Study of Mathematics Participation (N = 1,518 students from 34 schools), we investigated the effects of pure and applied mathematics courses on mathematics achievement, controlling for prior mathematics achievement. Results of multilevel modelling showed that the effects of pure mathematics were significant after adjusting for traditionally important student level predictors of achievement and for school effects. The effects of mathematics courses varied significantly across schools. Students taking pure mathematics achieved higher in smaller schools, particularly schools with higher teacher commitment. Students taking applied mathematics achieved higher if they attended smaller schools.
This study explored the school and life experiences of four adults diagnosed with a fetal alcohol spectrum disorder (FASD) from an urban area in western Canada. Semi-structured interviews provided insight into the lives of these adults, including their experiences with this disorder as it related to their social interactions and peer relationships in elementary school, high school, and the community. Their educational and life experiences were examined with the goal of understanding how success is achieved among these individuals. Three major themes emerged from participant interviews: (a) “I don’t fit in”: negative school experiences leading to anger and frustration toward diagnosis; (b) intergenerational alcoholism, child abuse, and drug addiction; and (c) healing the wounds: sources of strength, success, and helping others. Despite the hardships these participants faced, they each found sources of strength and success that have allowed them to be resilient in the face of adversity.
THIS PAPER REPORTS ON interview research involving 36 primary teachers and early childhood educators from northern communities in four Canadian provinces. Interview responses show that participants support young children's oral language by creating meaningful contexts to use language for a variety of purposes. They use repetition and provide contextual information when teaching vocabulary through songs, rhymes, visuals and dramatic play. Those who teach indigenous and French Immersion students identify a need to learn more about bridging children's home and school cultures and languages. Although participants value writing as a social practice, their teaching focuses on supporting children's fine motor development and understandings about concepts about print. Given the importance of oral and written language to children's learning, our research has potential to bring needed attention to professional development needs in these two important areas.
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