Empirical Research
Resident Block-rotation in Clinical Teaching Improves Student Learning
Volume 8 Issue 3 - Aug 8, 2010 - 3:31:33 PM
By Ralitsa B. Akins, MD, PhD, Gilbert A. Handal, MD
In 2007, a new block-rotation in clinical teaching was implemented for the third-year residents in the pediatric residency program at Texas Tech HSC in El Paso, Texas. We describe the design and implementation of this rotation, as well as its impact on student learning and satisfaction. During 2.5 academic years, the teaching residents supported the experiences in the pediatric clerkship of 129 medical students. Evaluations of teaching residents and clinical teaching rotation, as well as written feedback indicate improved student learning and satisfaction. Our clinical teaching rotation presents a structured approach to “teaching residents to teach” with an ample time for practice of the new skills and discovery of resident own teaching style. We recommend the implementation of teaching block-rotations to augment training experiences and student learning.

Empirical Research
Full-day Kindergarten: Ontario
Volume 8 Issue 3 - Jul 27, 2010 - 8:03:31 AM
By Anne L. Jefferson
January 2010 the Premier of Ontario announced the province was introducing full-day kindergarten as of September 2010. The transition would be over a five year period with 39 schools phasing in full-day learning for four and five year olds at the start of the 2010-2011 school year. What is full-day kindergarten? Miller (2005) provides a clear explanation: “A full-day kindergarten program is a program in which a child attends school each weekday for approximately six hours. Two other types of programs are half-day kindergarten programs, in which the child attends school each weekday for 2½-3 hours in either the morning or the afternoon, and alternate-day kindergarten programs, in which the child attends school every other weekday” (p.1). Up to this point in time, the latter two types of programs were operating in the province of Ontario. So, why the change?

Empirical Research
Kolb’s experiential learning as a critical frame for reflective practice
Volume 8 Issue 3 - Jul 1, 2010 - 1:40:45 PM
By Elizabeth Turesky, Diane R. Wood

The authors describe a strategy to inform and improve teaching while promoting students’ growth as effective learners of leadership. They use Kolb’s theory of experiential learning as an interpretive framework for analyzing students’ work to encourage them to build on their dominant modes while strengthening less developed ones. A close description and analysis of two student papers about their own work experiences reveals a strategy of responsive teaching and reflective practice to promote students’ learning about their leadership skills.

Student Research
Teaching Reading Comprehension to Children of Poverty
Volume 8 Issue 3 - Jul 1, 2010 - 1:33:54 PM
By Kena L. Price
In the paper different research on children living in poverty is considered. There is consensus that children living in poverty have different needs, including the need to feel safe before they will be able to learn. In addition, the different cognitive abilities of children in poverty are considered, with emphasis on how that effects the teaching of reading comprehension. Research based methods for teaching comprehension are compared and discussed, with the end result being a recommendation to use slightly modified readers’ workshops to teach students living in poverty to better comprehend what is read.

Empirical Research
No Child Left Behind: School Processes Associated with Positive Changes, Collaborative Partnership, and Principal Leadership
Volume 8 Issue 3 - Jun 10, 2010 - 10:43:38 AM
By Thienhuong Hoang

The present study identifies school factors associated with stronger enactment of the family and community involvement requirements in No Child Left Behind Act. In particular, the study provides critical information on the role of partnership enactment and shows that principal and district support for parent involvement are needed in order for schools to increase the degree to which they meet the requirements for No Child Left Behind. This study also confirms the importance of principal leadership and support for successful student learning and improvement of schools.

In this paper, longitudinal 2-year data are examined to answer the question: What school processes are associated with changes in schools’ enactment of No Child Left Behind (NCLB) family and community involvement requirements from one year to the next? The study spans over 2 years and draws upon selected schools in the United States. Schools were sent the annual end-of-year survey to complete and return to the researcher. Analyses suggest partnership efforts within schools benefit from a school-wide organizational approach. Principals are critical to a school’s ability to more effectively implement parent involvement activities and programs. The district support for partnerships is crucial for meeting the demands for parent involvement in the NCLB law.