Responding to recent challenges to Clay’s Running Records (2019) and their analysis using a three‐cueing system, the authorI examines this reading assessment from an additive perspective of both ...bottom‐up and top‐down orientations of reading instruction. Endorsing their inclusion among classroom reading assessments, the author I navigates the tension between the two orientations by examining signposts of both that can be found in Running Records. In the discussion, I include a corresponding framework to assist teachers’ interpretation and instructional planning for strategic actions, including searching for, using, and cross‐checking various sources of information; solving words; monitoring; self‐correcting; and maintaining fluency. When applied formatively, Running Records may be an assistive component in classroom reading assessment, yielding instruction targeting automaticity decoding and deeper comprehension.
When conducting a Systematic Literature Review (SLR), researchers usually face the challenge of designing a search strategy that appropriately balances result quality and review effort. Using digital ...library (or database) searches or snowballing alone may not be enough to achieve high-quality results. On the other hand, using both digital library searches and snowballing together may increase the overall review effort.
The goal of this research is to propose and evaluate hybrid search strategies that selectively combine database searches with snowballing.
We propose four hybrid search strategies combining database searches in digital libraries with iterative, parallel, or sequential backward and forward snowballing. We simulated the strategies over three existing SLRs in SE that adopted both database searches and snowballing. We compared the outcome of digital library searches, snowballing, and hybrid strategies using precision, recall, and F-measure to investigate the performance of each strategy.
Our results show that, for the analyzed SLRs, combining database searches from the Scopus digital library with parallel or sequential snowballing achieved the most appropriate balance of precision and recall.
We put forward that, depending on the goals of the SLR and the available resources, using a hybrid search strategy involving a representative digital library and parallel or sequential snowballing tends to represent an appropriate alternative to be used when searching for evidence in SLRs.
1. Seed dispersal is an essential, yet often overlooked process in plant ecology and evolution, affecting adaptation capacity, population persistence and invasiveness. A species' ability to disperse ...is expected to covary with other life-history traits to form dispersal syndromes. Dispersal might be linked to the rate of life history, fecundity or generation time, depending on the relative selection pressures of bethedging, kin competition or maintaining gene flow. However, the linkage between dispersal and plant life-history strategies remains unknown because it is difficult to observe, quantify and manipulate the influence of dispersal over large spatiotemporal scales. 2. We integrate datasets describing plant vital rates, dispersal and functional traits to incorporate dispersal explicitly into the rich spectra of plant life-history strategies. For 141 plant species, we estimated dispersal ability by predicting maximum dispersal distances using allometric relationships based on growth form, dispersal mode, terminal velocity and seed mass. We derived life-history traits from matrix population models parameterized with field data from the COMPADRE Plant Matrix Database. We analysed the covariation in dispersal ability and life-history traits using multivariate techniques. 3. We found that three main axes of variation described plant dispersal syndromes: the fast-slow life-history continuum, the dispersal strategy axis and the reproductive strategy axis. On the dispersal strategy axis, species' dispersal abilities were positively correlated with aspects of fast life histories. Species with a high net reproductive rate, a long window of reproduction, low likelihood of escaping senescence and low shrinkage tendencies disperse their seeds further. The overall phylogenetic signal in our multidimensional analyses was low (Pagel's λ < 0.24), implying a high degree of taxonomic generality in our findings. 4. Synthesis. Dispersal has been largely neglected in comparative demographic studies, despite its pivotal importance for populations. Our explicit incorporation of dispersal in a comparative life-history framework provides key insights to bridge the gap between dispersal ecology and life-history traits. Species with fast life-history strategies disperse their seeds further than slow-living plants, suggesting that longer dispersal distances may allow these species to take advantage of habitats varying unpredictably in space and time as a bet-hedging strategy.
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.
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Struggle Is Not a Bad Word Lupo, Sarah M.; Strong, John Z.; Smith, Kristin Conradi
Journal of adolescent & adult literacy,
March/April 2019, Letnik:
62, Številka:
5
Journal Article
Recenzirano
Many teachers feel that students should not struggle with text; instead, they should read easier texts in order to learn from them and make adequate growth in reading. In turn, teachers might use ...easier or leveled texts as a solution or a graphic novel or multimodal version to differentiate text reading and to motivate and engage reluctant readers. The authors refute commonly held assumptions or misconceptions and offer alternative recommendations to improve students’ ability to learn from text and develop reading comprehension. The authors also suggest that teachers should embrace the struggle by providing supportive opportunities for all students to engage with challenging texts with appropriate instructional supports. Comprehension scaffolds include addressing adolescent readers’ knowledge and vocabulary needs, engaging readers in discussion about the text, and motivating and engaging readers with the topic and text throughout the reading experience.
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.
The regulation of language learners’ emotions by affective, or emotion-regulation strategies has received limited research attention. This gap is being filled among others by researchers who have ...developed and are applying a new research tool called Managing Your Emotions for Language Learning (MYE). It is based on the vignette methodology to investigate both positive and negative language learner emotions, emotion-regulation strategies that language learners employ, and language teachers’ interpersonal learner-directed emotion-regulation strategies used in a range of familiar language learning situations. In this study teachers’ interpersonal emotion-regulation strategies and their learner- and teacher-perceived effectiveness were investigated by means of MYE (n = 64: English-major learners) and semi-structured interviews with learners (n = 16) and teachers (n = 9). The results revealed a rich context- and participant-dependent list of language teachers’ interpersonal emotion-regulation strategies, the frequency of which was perceived differently by language learners and teachers, who, however, agreed on their good effectiveness. The strategies belonging to the categories of ‘cognitive change’, ‘situation modification’ and ‘competence enhancement’ were used the most often, but some gaps in teachers’ strategic repertoires were also identified. Pedagogy-wise, MYE seemed to be suitable for closing the gap between learners’ and teachers’ perspectives on teachers’ learner-directed emotion-regulation strategy use. Teachers and their pedagogical practice would benefit from training in the area of emotion-regulation strategies and support of educational authorities.
De-globalization Witt, Michael A.
Journal of international business studies,
09/2019, Letnik:
50, Številka:
7
Journal Article
Recenzirano
Odprti dostop
De-globalization, now a distinct possibility, would induce a significant qualitative shift in strategies, structures, and behaviors observable in international business (IB). Coming to terms with ...this qualitative shift would require IB research to develop a much deeper integration of politics, the key driver of de-globalization. To support such integration, this paper introduces two relevant theories of (de-)globalization from political science, liberalism and realism. Both predict de-globalization under current conditions but lead to different expectations about the future world economy: liberalism suggests a patchwork of economic linkages, while realism predicts the emergence of economic blocs around major countries. This paper discusses the resulting opportunities in three areas of IB research: political strategies and roles of multinational enterprises (MNEs), global value chains, and the role of the national context. For political strategies and roles, there is a need to explore how regular business activities and deliberate political agency of MNEs affect the political sustainability of globalization. For value chains, questions include their future reach and specialization, changes in organizational forms, and the impact of political considerations on location decisions. Research opportunities on national contexts relate to their ability to sustain globalization and their connection with economic and military power.
Close reading is a recommended instructional approach to meet the challenges of teaching complex texts. But close readings are more common in high school and college than in elementary schools. In ...this article, we identify the components of close reading that were developed after a group of elementary school teachers observed their colleges in high school. In addition, we focus on the modifications necessary to implement close reading in elementary schools.
This department explores the concept of disciplinary literacy—the conceptual understandings and ways of reading, thinking, and writing involved in critiquing and constructing knowledge in a ...discipline—and its intersections with aspects of culturally sustaining pedagogy. Columns highlight high‐quality disciplinary literacy learning opportunities across subject areas that engage students in critically examining the world around them, interrogating accepted knowledge, contributing their own perspectives to shape that knowledge, and sustaining and developing the literacies needed to do this work.
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