Bayly Peterson, owner of AB Crepes, folds up a freshly made crepe during the end of lunch hour Wednesday afternoon, Jan. 23, 2013 in downtown Bellingham. AB Crepes reopened Jan. 5 after a fire shut the restaurant down in December. "The first day after the fire I was calm, but then I was really freaking out," said Peterson.
COLIN DILTZ ? THE BELLINGHAM HERALDBuy Photo
An electrical fire is bad news for any business, but Bellingham's AB Crepes appears to have bounced back.
The Railroad Avenue restaurant had to shut down for about a month when an electrical box in a back storage area exploded in the early morning hours of Dec. 6. After some repair work, the restaurant was able to reopen Jan. 5.
The explosion happened around 3:30 a.m., which was a strange time, said Bayly Peterson, who owns the restaurant with Adalberto Avelar. Peterson said the restaurant was closed at the time and not using much electricity; he would have expected this to happen during business hours, when more electricity is being used.
Now that they've been open a few weeks, Peterson said business is returning, particularly with Western Washington University back in session. College students represent a big part of the customer base.
Peterson and Avelar also attend Western full time. While it was a challenge balancing school and running a business when they first opened the restaurant back in April, Peterson said it's becoming more manageable as the owners and employees become more familiar with how AB Crepes best operates.
One aspect that's caught the attention of many customers is the Alphabet Challenge: Two people must eat 26 crepes (one for each letter of the alphabet) within an hour. As of last week 43 teams had accepted the challenge; all of them failed. Several have come close to winning the challenge - one team finished 24.5 crepes - so Peterson believes it's just a matter of time before a team polishes off the 26 by the deadline. Winners get the meal for free, a T-shirt and a photo on the wall of fame. The first team to accomplish the challenge gets their picture on the T-shirt and 50 percent off crepes for life.
Peterson offers this bit of advice for those who try the challenge: The crepes are hot, so spreading them around on the plate to cool them off helps.
"At around 20 minutes (into the challenge) people hit a wall," Peterson said. "It's a matter of being able to turn off your brain and just eating."
With AB Crepes back up and running, Peterson said they can now focus on ways to continue improving the restaurant experience. Currently the restaurant does its best business during the late-night hours and is slower during the day.
"We are growing (with customers outside of the student population) as we get more established," said Peterson.
The restaurant is open every day except Monday. For details, visit its Facebook page.
OTHER TIDBITS
? Dashi Noodle Bar opened last week at 1311 N. State St.
? The Love Zone at 4227 Meridian St. closed earlier this month. The company has stores in Seattle, Everett and Marysville.
? Gown & Glove Bridal Consignment at 1211 Cornwall Ave. is having a moving sale. Owner Stephanie Murillo said she's finalizing a lease for a new space but isn't quite ready to announce a new location. Customers can get updates on the store's Facebook page.
? Dolan Dynamic Landscape Maintenance recently opened for business. Devin and Rachel Dolan operate the company and both received the Horticulture and Lawn Care Technician national designation by the Professional Landcare Network. The company serves all of Whatcom County, offering a variety of landscape services. For details, visit dolandynamic.com.
? Lisa Press, owner of Wanna Get Fit, recently opened a new studio at 1201 Cornwall St., Suite 107, located near the intersection of Cornwall Avenue and East Chestnut Street. The studio, a space for only women, is open from 8 a.m. to 1 p.m. and 4 to 7 p.m. Monday through Friday, with personalized classes throughout the week. An open house is planned for noon to 7 p.m. Friday, Feb. 8. Classes are capped at six people, so everyone receives individualized attention, according to a company news release. For details, visit wannagetfit.net or call 360-920-2048.
Retail Tip Sheet runs each Sunday.
Reach Business Editor Dave Gallagher at 360-715-2269 or dave.gallagher@bellinghamherald.com. Read his business blog at blogs.bellinghamherald.com/business or follow him on Twitter at @bhamheraldbiz.
Meryl Davis, right, and Charlie White compete in the senior pairs short dance program at the U.S. figure skating championships in Omaha, Neb., Friday, Jan. 25, 2013. (AP Photo/Nati Harnik)
Meryl Davis, right, and Charlie White compete in the senior pairs short dance program at the U.S. figure skating championships in Omaha, Neb., Friday, Jan. 25, 2013. (AP Photo/Nati Harnik)
Meryl Davis and Charlie White smile after winning the senior pairs short dance program at the U.S. Figure Skating Championships in Omaha, Neb., Friday, Jan. 25, 2013. (AP Photo/Nati Harnik)
Meryl Davis and Charlie White compete in the senior pairs short dance program at the U.S. figure skating championships in Omaha, Neb., Friday, Jan. 25, 2013. (AP Photo/Nati Harnik)
Meryl Davis and Charlie White compete in the senior pairs short dance program at the U.S. figure skating championships in Omaha, Neb., Friday, Jan. 25, 2013. (AP Photo/Nati Harnik)
OMAHA, Neb. (AP) ? Meryl Davis and Charlie White topped the only competition they have in the United States.
Themselves.
The Olympic silver medalists and 2011 world champions scored a career-high 79.02 points in the short dance Friday in the U.S. Figure Skating Championships, topping the 76.17 they scored at the 2011 Grand Prix final as well as their 76.89 from last year's U.S. meet. The International Skating Union only recognizes scores from its events as official records.
With more than an eight-point lead over Madison Chock and Evan Bates (70.8), Davis and White are all but assured of winning a record-tying fifth U.S. dance title Saturday as long as they show up. Four other couples also have won five titles, most recently Tanith Belbin and Ben Agosto.
"There are a lot of reasons to stay motivated," Davis said. "We feel we're making huge strides in what we're putting out on the ice. What better place than your national championships to show that?"
The only couple close to Davis and White is Canada's Tessa Virtue and Scott Moir, and their rivalry is the best thing going in dance these days. Virtue and Moir won the Olympic title as well as the world crowns in 2010 and 2012 while the Americans won worlds in 2011 and beat the Canadians last month in the Grand Prix final.
Oh, they train together in suburban Detroit, too.
Here in the States, though, no one comes close to Davis and White's exquisite performances. The short dance can be a mind-numbing event, with all of the skaters required to perform the same dances ? this year it's the Yankee polka and the waltz ? during their 2:50 routine. Watch one or two teams, and it all becomes a blur.
But Davis and White not only make it fresh, they make it entertaining.
The speed and ease with which they skated was breathtaking, as if their blades were talking to the ice. Their twizzles ? traveling spins ? were done in perfect unison. Doing one would be impressive enough ? think rubbing your stomach while patting your head, and you get the idea ? but they did five and then another four, never losing their stride, connection to the music or their connection to each other. And when they began their polka with a series of hops, you half-expected an oompah band to stroll out of the Zamboni garage.
They were so good, the audience was on its feet, the first standing ovation of the competition.
"We were really pleased," Davis said. "We've really been evolving our overall comfort on the ice, our speed and energy, and it really paid off in our performance today."
People walk from the U.S. Capitol to the Washington Monument in Washington, Saturday, Jan. 26, 2013, during a march on Washington for gun control.
By Becky Bratu, NBC News
Residents of Newtown, Conn., the scene of a school massacre in which 20 children and six adults were killed last month, joined thousands of people gathered on the National Mall in Washington on Saturday for a march supporting gun control.
Similar organized demonstrations were planned in support of gun control in about a dozen other places across the United States, according to organizers.
In addition to the 100 people who traveled together from Newtown, organizers told The Associated Press participants from New Jersey, New York and Philadelphia would join the demonstration.
Alongside Mayor Vincent Gray, a crowd that stretched for about two blocks marched down Constitution Avenue toward the Washington Monument, where speakers called for a ban on assault weapons and high-capacity ammunition. Some of the demonstrators held signs that read "We Are Sandy Hook."
Education Secretary Arne Duncan addressed the crowd, saying he and President Barack Obama would work to enact gun control policies, the AP reported.
"This is about trying to create a climate in which our children can grow up free of fear," he said, according to the AP.
"We must act, we must act, we must act," Duncan said.
According to the AP, demonstrators held signs that read "Ban Assault Weapons Now," "Stop NRA" and "Gun Control Now." Other signs carried the names of victims of gun violence.
The silent march is organized by Molly Smith, artistic director of Washington's Arena Stage, and her partner.
"With the drum roll, the consistency of the mass murders and the shock of it, it is always something that is moving and devastating to me. And then, it's as if I move on," Smith told the AP. "And in this moment, I can't move on. I can't move on.
"I think it's because it was children, babies," she told the AP. "I was horrified by it."
The event is co-sponsored by One Million Moms for Gun Control, an independent organization that is also responsible for similar demonstrations in cities such as San Francisco, Chicago and Austin, Texas.
The Newtown massacre has reignited the debate over firearms in the United States, and last week Obama laid out a series of measures intended to curb gun violence, most significantly proposals to limit the size of ammunition magazines, ban assault weapons and require universal background checks on firearm purchases. That plan won little praise from Republicans.
Earlier this month, New York lawmakers approved the toughest gun control law in the nation, expanding the state's existing assault weapons ban and addressing gun ownership by those with mental illnesses.
Supporters of gun control held a rally in Washington D.C. calling for action following the school shooting tragedy in Newtown, Connecticut. NBC's Kristen Welker reports.
Related content:
Ambitious agenda: Debt fight, gun control and immigration top president's to-do list
New York passes major gun control law -- first since Newtown massacre
PSME Supplemental Learning Instructor and LRC Director
Instructions for applying:
APPLICATION PACKET: 1. A District application to be completed at http://www.fhdajobs.net *In the application, you will provide information, which
demonstrates your understanding of, sensitivity to, and respect for the diverse academic, socio-economic, ethnic, religious, and cultural
backgrounds, disability, and sexual orientation of community college students, faculty and staff. 2. A cover letter addressing the
preferred qualifications for the position of PSME Supplemental Learning Instructor and LRC Director, Physical Science, Mathematics, and
Engineering Center. 3. A current resume of all work experience, formal education and training. 4. All college transcripts scanned in
Word or PDF version.
We do not accept JPEG or other file formats for transcripts. Both Foothill De Anza CCD employees and external
candidates must submit transcripts.
Applicants who have international transcripts must obtain and submit transcripts that are
evaluated by an independent educational-equivalency evaluation company, and obtain an English translation (if necessary). These services are
to be done at the applicant's expense.
If any required application materials are omitted, the committee will not review your
application materials.
Application materials not required for this position (including reference letters) will not be accepted.
If you wish to request equivalency for this position (if you believe you do not meet minimum qualifications), you may submit the
Request for Equivalency form. This form will need to be submitted with your application packet. You may either scan a hard copy of this form
with your application packet or submit it as a Word document with your application packet.
Documents which can be associated with
this posting Resume Cover Letter Transcript Other Transcript (2) Transcript (3) Request for Equivalency Form
Job # 13-043
Duties and Responsibilities The Foothill-De Anza Community College District is currently accepting
applications for the full-time tenure-track faculty position of PSME Supplemental Learning Instructor and LRC Director, Foothill College.
DESCRIPTION: Physical Science, Mathematics and Engineering (PSME) Center programs include weekly, drop-in, group and online
tutoring; course-specific supplemental instruction; mentoring; workshops/training for students, staff and faculty; and instructional
computing labs and assessment.
DUTIES AND RESPONSIBILITIES OF THE POSITION INCLUDE: Under the direction of the PSME Dean,
provide leadership and guidance in the coordination, decision-making, development and expansion of academic support programs to improve
student access, retention and success in science, technology, engineering, and mathematics (STEM) with special attention to at-risk
students, students in developmental level courses and those from underrepresented groups. Serve as the instructor of record for supplemental
instruction in the PSME Center, and oversee/revise the supplemental instruction curriculum as needed. Be willing and capable to be a
classroom teacher. Oversee and schedule faculty, instructional associates, tutors, supplemental instructors, and volunteers at the PSME
Center. Assist the PSME Dean in evaluating the performance of assigned staff according to established policies and procedures. Plan,
develop, implement, and integrate STEM academic support programs, faculty development, instructional technology training, supplemental
learning approaches, and student learning outcomes assessments. Participate in committees and the Program Review and Student Learning
Outcome (SLO) processes. Work closely with other college programs to integrate math and science support efforts into a campus-wide approach
to student support services, with focus on the basic skills program/project/committee. Provide oversight in the selection, hiring, and
training of STEM supplemental instructors and tutors. Conduct regular meetings to communicate, review and revise program guidelines, tutor
training and direction. Work closely with faculty to develop and deliver effective instructional support. Advise faculty in effective
pedagogy for basic skills, and coordinate faculty mentoring for students and tutors. Research issues, trends, theories and methodologies
related to developmental education, student learning, and retention in STEM courses. Implement program policies and directives according to
District, state, and federal guidelines. Prepare proposals, reports, presentations and informational materials for management and
state/federal agencies. Participate in grant reporting and grant writing requirements. Ensure program expenses do not exceed allocation,
propose budget changes, and participate in funding requests. Anticipate future funding needs and identify new funding sources. Work with
institutional research to collect and analyze program data; provide suggestions based on final analysis.
Standard duties expected of
all faculty include development and evaluation of curricula, maintaining scheduled office hours, attendance at department and division
meetings, pursuing professional growth activities, and performing other duties consistent with the role of an instructor. Instructors also
have the opportunity to serve on District and college committees and participate in campus extra-curricular activities.
Conditions
HIRING RANGE: $57,904-$95,099 (FT rate-this position works 35 hours per week)- annually plus benefits; actual placement is based on
applicant's verified education and experience.
Excellent benefits package which includes medical coverage for employee and eligible
dependents, dental, vision care, employee assistance program, long-term disability, retirement benefits and basic life insurance. Faculty
are also eligible for paid sabbatical leaves and stipends for educational and professional development.
For information on our
benefits package that includes medical for employees and dependents, visit our web site: http://hr.fhda.edu/benefits
WORKING CONDITIONS
Hearing and speaking to exchange information in person and
on the telephone as well as making presentations.
Dexterity of hands and fingers to operate a computer keyboard and standard office
equipment.
Seeing to read various materials.
Ability to sit, review, and/or edit information on a computer for long
periods of time.
Manual dexterity for use of office machines and equipment and occasional light lifting.
Endurance within
a classroom setting, teaching students while standing, sitting, or walking throughout the classroom.
Use of aids such as
chalkboards, posters, bulletin boards, overhead projector, television, recorder, computer, and technological equipment.
Retrieval,
use, storage, and light lifting of teaching material, including books, equipment, assignments, etc.
Personally model subject-matter
knowledge in written and oral language.
Accurately asses students' learning abilities, needs, and styles.
Develop and
implement a behavioral management process for monitoring, evaluating, and managing both appropriate and inappropriate student behaviors.
Address stressful events, created by hostile students by (a) maintaining emotional control, (b) listening without judgment or
retaliation (c) reasoning objectively and consistently, (d) keeping at the forefront the best interests of the student, and (e) maintaining
professionalism and due process.
TERMS OF EMPLOYMENT: 35 hours per week, 11 months. May require weekend or evening
hours providing general oversight.
STARTING DATE: Fall 2013
Persons with disabilities who require reasonable accommodation
to complete the employment process must notify Employment Services no later than the closing date of the announcement.
The
successful applicant will be required to provide proof of authorization to work in the U.S.
The Foothill-De Anza Community College
District does not reimburse applicants for travel, lodging or any other costs incurred by applicant to attend interviews. All interviewing
costs incurred will be the responsibility of the applicant.
For more information about our application process contact:
Employment Services Foothill-De Anza Community College District 12345 El Monte Road Los Altos Hills, California 94022
(650) 949-6217 Email: employment@fhda.edu http://www.fhda.edu
This position will become Open Until Filled after the initial Closing Date. Any complete
applications received while the position is Open Until Filled will be reviewed by the hiring committee only upon committee request.
1. Understanding of, sensitivity to, and respect for the diverse academic, socio-economic, ethnic, religious, and cultural backgrounds, disability, and sexual orientation of community college students, faculty and staff.
2. Bachelor's degree in mathematics, physics, chemistry, computer science, engineering, or science education, OR the equivalent.
Put me in, coach! How trained literacy coaches can improve student reading comprehensionPublic release date: 25-Jan-2013 [ | E-mail | Share ]
Contact: B. Rose Huber rhuber@pitt.edu 412-624-4356 University of Pittsburgh
Pitt study demonstrates that content-focused literacy coaching is markedly more effective, especially for low-income English language learners
PITTSBURGHThe language and reading comprehension skills of low-income upper elementary-school studentsespecially English-language learnerscan improve markedly if trained literacy coaches engage teachers in conducting interactive text discussions with students, according to a three-year University of Pittsburgh study.
The Pitt researchers report in the journal Learning and Instruction that language and reading comprehension showed measurable improvement for young students when their teachers had worked "at-elbow" with content-specific literacy coaches to foster a more interactive learning environment during class reading assignments.
In the studyone of the first of its kindthe coaches were trained using a professional development system designed at Pitt's Institute for Learning called the Content-Focused Coaching Model that has coaches provide teachers with the tools they need to implement rigorous, standards-based lessons. Teachers can then use the knowledge they've gained to train other teachers in their schools.
"Our goal was to create a method for closing the literacy gap between more privileged and low-income students," said study principal investigator Lindsay Clare Matsumura, a research scientists in Pitt's Learning Research and Development Center and an associate professor in Pitt's School of Education. "We found that a well-structured and content-specific approach to literacy coaching shows strong evidence of being able to really make an impact on classroom text discussion and reading achievement in these upper elementary gradesa critical time for students to develop their higher-level reading skills."
This content-specific method, developed at Pitt's Institute for Learning within the University's Learning Research and Development Center, also lends itself to adherence of the Common Core State Standards, a national campaign aiming to increase the quality of the country's education system.
"Changing discussion patterns in classrooms is a big undertaking," said Donna DiPrima Bickel, a fellow in Pitt's Institute for Learning and codeveloper and leader of the Content-Focused Coaching Model. "The Common Core State Standards require a broader and deeper level of comprehension from students at all grade levels beyond first grade. It's imperative that teachers learn ways of supporting students to interact effectively with a range of different types of texts. Teachers engaged with coaches trained in the Content-Focused Coaching Model valued the support they received in helping them learn to facilitate text discussion on rigorous texts."
In a group-randomized trial, Matsumuraalong with Helen Garnier, a consultant with Pitt's Learning Research and Development Center, and Jessaca Spybrook of Western Michigan Universityinvestigated the effects of the Content-Focused Coaching Model, zeroing in on the quality of text discussions in the classroom.
The researchers worked with 29 schools in a Texas school district that serves a high percentage of low-income and English-language-learning students. Half of the schools adopted the Content-Focused Coaching Model, which entailed highly trained coaches entering schools and providing professional development training to upper elementary school teachers. The other half continued in their previously assigned literacy plan, which included the involvement of literacy coaches untrained in the coaching model.
"Many literacy coaches don't receive a lot of training on how to work effectively with teachers," said Matsumura. "So our goal was to work intensively with these coaches by teaching them how to model instructional strategies and work with teachers to better plan reading lessons. We provided them with effective strategies to share with teachers so they could boost their engagement with students."
During the study's first year, Pitt researchers collected baseline data on the quality of classroom discussions, teachers' participation in professional development, and students' reading achievement. Soon after, the coaches were placed in schools and began working with teachers on "Questioning the Author," one approach to the Content-Focused Coaching Model in which students answer critical questions about the author and text. "Questioning the Author" was developed at Pitt's Learning Research and Development Center by Emeritus Professor Isabel Beck and Research Scientist Margaret McKeown.
Under this literacy approach, students are asked to stop throughout the reading of a book and answer thought-provoking questions. If a text is written unclearly, said Matsumura, the teacher will pause to make sure students understand what is happening and also review any unknown vocabulary. The approach is meant to result in more interactive discussions leading to better comprehension and retention, and it entails "quite a bit of planning" on the part of teachers for it to be effective, Matsumura said.
In the Pitt study, the coaches began by leading a classroom discussion while teachers observed. After several months of observation, the teachers adopted the technique into their classroom for the rest of the study. Students' reading scores were evaluated through a series of tests throughout the three years.
The team found that schools participating in the coaching intervention had a positive effect on students' reading achievementspecifically for English-language learners, who made up 40 percent of the study's sample. English-language learners with trained teachers scored .48 of a standard deviation higher on the state reading rest than those in the comparison schools. A standard deviation is the average distance between any score in a distribution and the mean of the distribution.
"One of our suppositions is that in having these kinds of interactive discussions, you're really getting kids to talk and learn to use new vocabulary actively," said Matsumura. "Nevertheless, our study highlights the need for usage of literacy-coaching programslike the Content-Focused Coaching Modelto promote student reading achievement."
In addition to improving students' literacy at an individual level, the study had a larger, across-the-board success.
"Anyone can provide you with an anecdote about how one coach has helped one teacher but the real story here is in the systematic results," said Bickel. "Lindsay and her team retrieved data that clearly show that schools with coaches trained in the Content-Focused Coaching Model improved literacy skills far beyond those where teachers worked with coaches who were not trained in this method. And, as a result of this study, we are able to better describe the components of an effective coaching program."
As is the case with most large-scale projects, widespread implementation of these interventions may prove to be a challenge. Therefore, Matsumura and her colleagues are now working towards delivering this coaching online.
###
The paper, "Literacy coaching to improve student reading achievement: A multi-level meditation model," appeared online Dec. 13, 2012, in Learning and Instruction and will appear in print June 2013. This work was supported by a research grant from the Institute for Educational Sciences.
[ | E-mail | Share ]
?
AAAS and EurekAlert! are not responsible for the accuracy of news releases posted to EurekAlert! by contributing institutions or for the use of any information through the EurekAlert! system.
Put me in, coach! How trained literacy coaches can improve student reading comprehensionPublic release date: 25-Jan-2013 [ | E-mail | Share ]
Contact: B. Rose Huber rhuber@pitt.edu 412-624-4356 University of Pittsburgh
Pitt study demonstrates that content-focused literacy coaching is markedly more effective, especially for low-income English language learners
PITTSBURGHThe language and reading comprehension skills of low-income upper elementary-school studentsespecially English-language learnerscan improve markedly if trained literacy coaches engage teachers in conducting interactive text discussions with students, according to a three-year University of Pittsburgh study.
The Pitt researchers report in the journal Learning and Instruction that language and reading comprehension showed measurable improvement for young students when their teachers had worked "at-elbow" with content-specific literacy coaches to foster a more interactive learning environment during class reading assignments.
In the studyone of the first of its kindthe coaches were trained using a professional development system designed at Pitt's Institute for Learning called the Content-Focused Coaching Model that has coaches provide teachers with the tools they need to implement rigorous, standards-based lessons. Teachers can then use the knowledge they've gained to train other teachers in their schools.
"Our goal was to create a method for closing the literacy gap between more privileged and low-income students," said study principal investigator Lindsay Clare Matsumura, a research scientists in Pitt's Learning Research and Development Center and an associate professor in Pitt's School of Education. "We found that a well-structured and content-specific approach to literacy coaching shows strong evidence of being able to really make an impact on classroom text discussion and reading achievement in these upper elementary gradesa critical time for students to develop their higher-level reading skills."
This content-specific method, developed at Pitt's Institute for Learning within the University's Learning Research and Development Center, also lends itself to adherence of the Common Core State Standards, a national campaign aiming to increase the quality of the country's education system.
"Changing discussion patterns in classrooms is a big undertaking," said Donna DiPrima Bickel, a fellow in Pitt's Institute for Learning and codeveloper and leader of the Content-Focused Coaching Model. "The Common Core State Standards require a broader and deeper level of comprehension from students at all grade levels beyond first grade. It's imperative that teachers learn ways of supporting students to interact effectively with a range of different types of texts. Teachers engaged with coaches trained in the Content-Focused Coaching Model valued the support they received in helping them learn to facilitate text discussion on rigorous texts."
In a group-randomized trial, Matsumuraalong with Helen Garnier, a consultant with Pitt's Learning Research and Development Center, and Jessaca Spybrook of Western Michigan Universityinvestigated the effects of the Content-Focused Coaching Model, zeroing in on the quality of text discussions in the classroom.
The researchers worked with 29 schools in a Texas school district that serves a high percentage of low-income and English-language-learning students. Half of the schools adopted the Content-Focused Coaching Model, which entailed highly trained coaches entering schools and providing professional development training to upper elementary school teachers. The other half continued in their previously assigned literacy plan, which included the involvement of literacy coaches untrained in the coaching model.
"Many literacy coaches don't receive a lot of training on how to work effectively with teachers," said Matsumura. "So our goal was to work intensively with these coaches by teaching them how to model instructional strategies and work with teachers to better plan reading lessons. We provided them with effective strategies to share with teachers so they could boost their engagement with students."
During the study's first year, Pitt researchers collected baseline data on the quality of classroom discussions, teachers' participation in professional development, and students' reading achievement. Soon after, the coaches were placed in schools and began working with teachers on "Questioning the Author," one approach to the Content-Focused Coaching Model in which students answer critical questions about the author and text. "Questioning the Author" was developed at Pitt's Learning Research and Development Center by Emeritus Professor Isabel Beck and Research Scientist Margaret McKeown.
Under this literacy approach, students are asked to stop throughout the reading of a book and answer thought-provoking questions. If a text is written unclearly, said Matsumura, the teacher will pause to make sure students understand what is happening and also review any unknown vocabulary. The approach is meant to result in more interactive discussions leading to better comprehension and retention, and it entails "quite a bit of planning" on the part of teachers for it to be effective, Matsumura said.
In the Pitt study, the coaches began by leading a classroom discussion while teachers observed. After several months of observation, the teachers adopted the technique into their classroom for the rest of the study. Students' reading scores were evaluated through a series of tests throughout the three years.
The team found that schools participating in the coaching intervention had a positive effect on students' reading achievementspecifically for English-language learners, who made up 40 percent of the study's sample. English-language learners with trained teachers scored .48 of a standard deviation higher on the state reading rest than those in the comparison schools. A standard deviation is the average distance between any score in a distribution and the mean of the distribution.
"One of our suppositions is that in having these kinds of interactive discussions, you're really getting kids to talk and learn to use new vocabulary actively," said Matsumura. "Nevertheless, our study highlights the need for usage of literacy-coaching programslike the Content-Focused Coaching Modelto promote student reading achievement."
In addition to improving students' literacy at an individual level, the study had a larger, across-the-board success.
"Anyone can provide you with an anecdote about how one coach has helped one teacher but the real story here is in the systematic results," said Bickel. "Lindsay and her team retrieved data that clearly show that schools with coaches trained in the Content-Focused Coaching Model improved literacy skills far beyond those where teachers worked with coaches who were not trained in this method. And, as a result of this study, we are able to better describe the components of an effective coaching program."
As is the case with most large-scale projects, widespread implementation of these interventions may prove to be a challenge. Therefore, Matsumura and her colleagues are now working towards delivering this coaching online.
###
The paper, "Literacy coaching to improve student reading achievement: A multi-level meditation model," appeared online Dec. 13, 2012, in Learning and Instruction and will appear in print June 2013. This work was supported by a research grant from the Institute for Educational Sciences.
[ | E-mail | Share ]
?
AAAS and EurekAlert! are not responsible for the accuracy of news releases posted to EurekAlert! by contributing institutions or for the use of any information through the EurekAlert! system.
Buy on the merchant's online shopping and scan reviews. If you are making an attempt to seek out Arts & Crafts Busy Book : 365 Activities with special deals. This is the simplest price for you. Where you may notice these item is by on-line searching stores? Read the review on Arts & Crafts Busy Book : 365 Activities Now, it's discount value. So don't lose it.
Arts & Crafts Busy Book : 365 Activities by Trish Kuffner, Bruce Lansky (17)
New!: $9.95 (as of 01/24/2013 06:37 PST) 74 Used! | New! from $5.11 (as of 01/24/2013 06:37 PST)
Family Activities
365 FUN, CREATIVE ACTIVITIES TO STIMULATE YOUR CHILD EVERY DAY OF THE YEAR This book contains 365 creative and educational arts and crafts projects for children ages two to six that provide a great alternative to using TV as a babysitter. It shows parents and daycare providers how to: --Stimulate creativity and self-expression with activities that encourage a child to explore his or her place in the world. --Create experiments with paint, glue, playdough, paper, and markers that focus a child's energy constructively. --Encourage the development of a child's concentration and coordination, as well as organizational and manipulative skills, with well-chosen arts and crafts projects. --Save money by making arts and crafts supplies such as paints, playdough, and craft clay with ingredients that can be found around the home. Celebrate the holidays and other occasions with special projects and activities. The Arts and Crafts Busy Book is written with warmth and sprinkled with humor and insight. It should be required reading for anyone raising or teaching young children. iParenting Media Awards 2003?Greatest Holiday Winner: BookAn iParenting Media Award Winner!
Rank: #34457 in Books
Brand: Meadowbrook Press
Published on: 2003-06-01
Released on: 2003-06-01
Original language: English
Number of items: 1
Dimensions: 1.00" h x 5.40" w x 6.90" l, .80 pounds
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Public release date: 25-Jan-2013
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