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Journal articles on the topic 'Literacy hour'

Author: Grafiati
Published: 4 June 2021
Last updated: 15 February 2022

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1

Machin, Stephen, and Sandra McNally. "The literacy hour." Journal of Public Economics 92, no. 5-6 (June 2008): 1441–62. http://dx.doi.org/10.1016/j.jpubeco.2007.11.008.

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2

Hunt, Karen. "Managing the Literacy Hour." Practical Pre-School 2001, no. 27 (May 2001): 21–22. http://dx.doi.org/10.12968/prps.2001.1.27.40867.

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3

Watts, Mike, Chris Lloyd, and Coleen Jackson. "ICT in the Literacy Hour." Research in Education 66, no. 1 (November 2001): 84–97. http://dx.doi.org/10.7227/rie.66.8.

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4

Beard, Roger. "Influences on the Literacy Hour." Reading 33, no. 1 (April 1999): 6–12. http://dx.doi.org/10.1111/1467-9345.00101.

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5

Hanke, Veronica. "Learning about literacy: Children's versions of the Literacy Hour." Journal of Research in Reading 23, no. 3 (October 2000): 287–98. http://dx.doi.org/10.1111/1467-9817.00123.

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6

Steadman, Elizabeth. "Book Review: Surviving the literacy hour." Child Language Teaching and Therapy 16, no. 2 (June 2000): 210–11. http://dx.doi.org/10.1177/026565900001600209.

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7

Wearmouth, Janice, and Janet Soler. "How inclusive is the Literacy Hour?" British Journal of Special Education 28, no. 3 (September 2001): 113–19. http://dx.doi.org/10.1111/1467-8527.00208.

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8

Jose Kaitharath, Thankachan. "Multicultural Literacy: Need of the hour!" Journal of Management Research and Analysis 7, no. 3 (September 15, 2020): 93–94. http://dx.doi.org/10.18231/j.jmra.2020.020.

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9

Dadds, Marion. "Teachers’ Values and the Literacy Hour." Cambridge Journal of Education 29, no. 1 (March 1999): 7–19. http://dx.doi.org/10.1080/0305764990290102.

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10

Mroz, Maria, Fay Smith, and Frank Hardman. "The Discourse of the Literacy Hour." Cambridge Journal of Education 30, no. 3 (November 2000): 379–90. http://dx.doi.org/10.1080/03057640020004513.

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11

Medwell, Jane. "Overhead projection in the literacy hour." Literacy (formerly Reading) 32, no. 3 (November 1998): 36–40. http://dx.doi.org/10.1111/1467-9345.00097.

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12

Smith, Chris, and Helen Whiteley. "Developing literacy through the Literacy Hour: a survey of teachers’ experiences." Reading 34, no. 1 (April 2000): 34–38. http://dx.doi.org/10.1111/1467-9345.00131.

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13

Williams, Mary. "Challenging Gifted and Talented Children During Literacy Hour." Gifted Education International 20, no. 1 (July 2005): 70–79. http://dx.doi.org/10.1177/026142940502000109.

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This article discusses the language and literacy provision that should be made for gifted and talented pupils in Key Stages 1 and 2 in UK primary schools. It considers whether Literacy hour lessons offer an appropriate medium for literacy learning and suggests practical ways in which more able pupils can be challenged to higher levels of achievement across the Programmes of Study of the English National Curriculum. The importance of providing pupils with imaginative, creative, problem-solving tasks is explored and the significance of pupils' gaining metacognitive awareness acknowledged. Suggestions are made about how to differentiate Literacy hour teaching and learning appropriately, so that the needs of gifted and talented pupils can be successfully met.
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14

Dehaney, Ruth. "Literacy Hour and the Literal Thinker: the Inclusion of Children with semantic-pragmatic Language Difficulties in the Literacy Hour." Support for Learning 15, no. 1 (February 2000): 36–45. http://dx.doi.org/10.1111/1467-9604.00140.

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15

Steadman, Elizabeth. "Book Review: The Literacy Hour and language knowledge." Child Language Teaching and Therapy 16, no. 1 (February 2000): 97–98. http://dx.doi.org/10.1177/026565900001600114.

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16

Fisher, Ros. "Shared thinking: metacognitive modelling in the literacy hour." Reading 36, no. 2 (July 2002): 63–67. http://dx.doi.org/10.1111/1467-9345.00188.

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17

Campbell, Robin. "A Literacy Hour is Only Part of the Story." Reading 32, no. 1 (April 1998): 21–23. http://dx.doi.org/10.1111/1467-9345.00075.

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18

Fisher, Ros, and Maureen Lewis. "Anticipation or Trepidation? Teachers’ Views on the Literacy Hour." Reading 33, no. 1 (April 1999): 23–28. http://dx.doi.org/10.1111/1467-9345.00104.

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19

Hancock, Roger, and Melian Mansfield. "The Literacy Hour: a case for listening to children." Curriculum Journal 13, no. 2 (August 2002): 183–200. http://dx.doi.org/10.1080/09585170210136840.

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20

Neuman, Susan B., Donna Celano, and Robyn Fischer. "The Children's Literature Hour: A Social-Constructivist Approach to Family Literacy." Journal of Literacy Research 28, no. 4 (December 1996): 499–523. http://dx.doi.org/10.1080/10862969609547938.

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Pursued from a social-constructivist perspective, this study reports the results of a series of peer group discussions with adolescent parents enrolled in a family literacy program. The purpose of these discussions was to provide opportunities for learners to critically reflect on their goals and their literacy strengths and needs, as well as their needs for their children. We engaged a total of 18 adolescent mothers in 1-hour discussion sessions of multicultural children's literature books. Analysis of the conversations indicated that literacy was seen as important because it served as a tool to address economic and social concerns. Parents' goals for themselves focused on independence, being a role model to their children, and self-respect. For their children, they wished to convey a sense of cultural pride, independence from peer pressure, and a “gift of childhood.” The social aspects of the discussions seemed to strengthen and expand the possibilities for meaningful interaction between parents, creating a space for discourses which included their shared realities. It is suggested that family literacy programs should build on these issues and be context specific, working collaboratively with participants to create new visions that challenge the status quo.
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21

Whitehead, Marian. "A Literacy Hour in the Nursery? The Big Question Mark." Early Years 19, no. 2 (March 1999): 51–61. http://dx.doi.org/10.1080/0957514990190206.

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22

Venkataramana, P. "Information Literacy: Need of the Hour in Indian Higher Education System." Pearl : A Journal of Library and Information Science 6, no. 4 (2012): 188. http://dx.doi.org/10.5958/j.0973-7081.6.4.020.

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23

Wallace, Catherine. "Conversations Around the Literacy Hour in a Multilingual London Primary School." Language and Education 19, no. 4 (July 15, 2005): 322–38. http://dx.doi.org/10.1080/09500780508668684.

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24

Layton, Lyn. "Book Review: Implementing the literacy hour for pupils with learning difficulties." Child Language Teaching and Therapy 17, no. 1 (February 2001): 83–84. http://dx.doi.org/10.1177/026565900101700107.

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25

Peacock, Alan, and Helen Weedon. "Children Working with Text in Science: Disparities with 'Literacy Hour' practice." Research in Science & Technological Education 20, no. 2 (December 2002): 185–97. http://dx.doi.org/10.1080/0263514022000030444.

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26

Manivasakan, Shivasakthy, and Subash C. Parija. "Knowledge on Practice Management and Financial Literacy: Need of the Hour." Journal of Scientific Dentistry 9, no. 1 (2019): 1. http://dx.doi.org/10.5005/jp-journals-10083-0919.

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27

Vaishnav, Kritika, Abhiruchi Galhotra, Utsav Raj, and Nidhi Rai. "Need of the hour, “health literacy”: the drug of choice for the current pandemic." International Journal Of Community Medicine And Public Health 7, no. 7 (June 26, 2020): 2841. http://dx.doi.org/10.18203/2394-6040.ijcmph20203024.

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COVID-19 was officially declared a pandemic by World health organization on 11 March 2020. The most effective ways to protect yourself and others against COVID-19 are non-pharmacological methods. Therefore, prevention and supportive care are highly recommended so health literacy going to play an important role in preventing the diseases. It implies to the achievement of a level of knowledge, personal skills and confidence to take action to improve personal and community health by changing personal lifestyles and living conditions. Health literacy is still new and there is a paucity of published literature, there are few studies have demonstrated its effectiveness, many countries with good literacy have got good success in controlling this pandemic, for example Kerala in India. This demonstrated that education can support the weak and overburden health systems in successfully mitigating the effect of this global pandemic where the treatments and vaccines for it are in the development phase.
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28

Merry, Roger. "‘Are we allowed to…?’ Teacher autonomy and interactive teaching in the literacy hour." Education 3-13 32, no. 3 (October 2004): 19–31. http://dx.doi.org/10.1080/03004270485200281.

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29

Gardner, Sheena, and Aizan Yaacob. "CD-ROM multimodal affordances: classroom interaction perspectives in the Malaysian English literacy hour." Language and Education 23, no. 5 (August 18, 2009): 409–24. http://dx.doi.org/10.1080/09500780802691751.

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30

Miller, Carol, Penny Lacey, and Lyn Layton. "Including children with special educational needs in the Literacy Hour: a continuing challenge." British Journal of Special Education 30, no. 1 (March 2003): 13–20. http://dx.doi.org/10.1111/1467-8527.00276.

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31

Hall, Kathy, Christine Allan, Jacqui Dean, and Sue Warren. "Classroom Discourse in the Literacy Hour in England: A Study of Two Lessons." Language, Culture and Curriculum 16, no. 3 (September 2003): 284–97. http://dx.doi.org/10.1080/07908310308666675.

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32

Knapp, Angela. "Music and the literacy hour at Key Stage 2: an investigation into curricular pressure." British Journal of Music Education 17, no. 3 (November 2000): 265–76. http://dx.doi.org/10.1017/s0265051700000334.

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33

Eke, Richard, and John Lee. "Pace and differentiation in the Literacy Hour: some outcomes of an analysis of transcripts." Curriculum Journal 15, no. 3 (November 2004): 219–31. http://dx.doi.org/10.1080/09585170412331311484.

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34

Condren, Chelsea. "Far from a Drag: How One Library Embraced Drag Queen Story Hour." Children and Libraries 16, no. 1 (March 15, 2018): 21. http://dx.doi.org/10.5860/cal.16.1.21.

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Children’s librarians and drag queens have more in common than our shared love of glitter.When Drag Queen Story Hour (DQSH) approached the Early Literacy Department at the New York Public Library (NYPL) to ask us about facilitating their programs in our branches, we were eager to get started. Conceived of by Michelle Tea and Radar Productions in San Francisco, DQSH now operates out of Los Angeles, New York, and New Jersey, inspires events around the world, and can be found at DragQueenStoryHour.org.
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35

Watson, Amanda, Dorothea Dumuid, and Tim Olds. "Associations Between 24-Hour Time Use and Academic Achievement in Australian Primary School–Aged Children." Health Education & Behavior 47, no. 6 (August 26, 2020): 905–13. http://dx.doi.org/10.1177/1090198120952041.

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Background Previous research has examined associations between individual activity behaviors and academic achievement. Yet activity behaviors should be analyzed together because they are codependent parts of the 24-hour day. Aims This study aims to explore the associations between all daily activity behaviors (sleep, sedentary time, light physical activity [LPA], and moderate-to-vigorous physical activity [MVPA]) and academic achievement using compositional data analysis. Method Participants for this study were drawn from two cohorts: the Australian arm of the cross-sectional International Study of Childhood Obesity, Lifestyle and the Environment ( n = 452; mean age 10.7 years ( SD = 0.4); 54% female) and CheckPoint ( n = 1278; mean age 12 years [ SD = 0.4]; 50% female), a cross-sectional study nested between Waves 6 and 7 of the Longitudinal Study of Australian Children. Objective daily activity behavior data (sleep, sedentary time, LPA, and MVPA) were collected using 8-day, 24-hour accelerometry. Academic achievement was assessed using a nationally administered standardized test in literacy (spelling, grammar and punctuation, writing and reading) and numeracy. Compositional models (adjusted for age, sex, socioeconomic position, and pubertal development) regressed academic scores against isometric log ratios of activity behaviors. We used the models to estimate academic achievement for observed daily activity mixes. Estimated outcomes were plotted against time spent in each individual activity domain, and loess curves were fitted. Discussion and conclusion In two different cohorts using two different accelerometers, lower LPA was related to better numeracy and literacy and higher sedentary time to better literacy (relative to time spent in other domains). Discussion and conclusion. LPA likely “drains time” from other movement behaviors, which are beneficial for academic achievement.
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36

Williams, Mary. "Trainee Teachers' Perceptions of the Effectiveness of the Literacy Hour in Primary Schools in England." Early Child Development and Care 166, no. 1 (January 2001): 53–61. http://dx.doi.org/10.1080/0300443011660105.

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37

Peacock, Alan. "The potential impact of the 'Literacy Hour' on the teaching of science from text material." Journal of Curriculum Studies 33, no. 1 (January 2001): 25–42. http://dx.doi.org/10.1080/00220270120657.

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38

Burgess‐Macey, Celia. "Classroom literacies: young children’s explorations in meaning making in the age of the literacy hour." Reading 33, no. 3 (November 1999): 120–25. http://dx.doi.org/10.1111/1467-9345.00122.

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39

Huilcapi-Collantes, Catalina, Azucena Hernández Martín, and Juan Pablo Hernández-Ramos. "The Effect of a Blended Learning Course of Visual Literacy for In-service Teachers." Journal of Information Technology Education: Research 19 (2020): 131–66. http://dx.doi.org/10.28945/4533.

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Aim/Purpose: The purpose of this study was to examine the effects of a 20-hour blended learning visual literacy course applied to in-service teachers. For this purpose, we designed the course to train the educators and the instrument to measure the level of visual literacy of participants before and after the intervention. Then, we found the differences. Background: Visual literacy is essential for improving visual communication skills on in-service teachers because they use and construct visual material permanently. Hence, they need to be trained for developing visual literacy taking into account their pace of life and specific needs. Methodology: We employed a quasi-experimental one-group pretest-posttest design. The area of study is Social Science, specifically Education. The population was in-service teachers who work in private schools in the north zone of Quito, Ecuador. The convenience sampling method was used to conduct this pilot study of 51 teachers at one private school. The visual literacy course was designed based on the ACRL Visual Literacy Competency Standards. The differences in the level of visual literacy were measured through a visual literacy test of 45 items made for this specific purpose. Differences between pretest and posttest were found after performing paired samples t-test on collected data. Contribution: This research contributes to visual literacy research focused on in-service teacher’s instruction. This practical study was based on a complete proposal for training and evaluated the visual literacy level of in-service teachers. Findings: Findings show that there are statistically significant differences in pretest and posttest scores, so teachers improved their level of visual literacy after the 20-hour blended learning visual literacy course. Recommendations for Practitioners: Practitioners should adapt the length of the training course to the teachers’ schedules. They should review the course themes and the items in the visual literacy test to know about the specific content to be taught along the course. Recommendation for Researchers: Researchers who want to replicate a similar study should have a bigger group of participants and, if possible, they should have a control group. Impact on Society: This study indicates that teachers could improve their level of visual literacy after attending a well-structured training course. Thus, it is crucial to offer in-service teachers the opportunity to improve their visual communication skills through a concrete learning process adapted to their schedules and life. Future Research: Future research should focus on evaluating before and after the treatment, through practical projects, the previous and acquired knowledge of in-service teachers.
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40

Setyorini, Ari, and Masulah Masulah. "Penerapan Project Based Learning untuk Meningkatkan Kemampuan Guru-Guru Sekolah Dasar Sidoarjo dalam Menulis Kreatif Cerita Anak." Aksiologiya: Jurnal Pengabdian Kepada Masyarakat 4, no. 1 (February 6, 2020): 131. http://dx.doi.org/10.30651/aks.v4i1.3664.

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ABSTRAK Pengabdian masyarakat ini bertujuan melatih guru-guru sekolah dasar untuk menulis kreatif sastra anak. Pelatihan ini didesain sejalan dengan program gerakan literasi nasional, yang salah satunya adalah program literasi sastra, di tingkat sekolah dasar. Pengabdian masyrakat ini bermitra dengan lima sekolah dasar di bawah pengelolaan Muhammadiyah Sidoarjo. Setiap sekolah mengirim dua guru perwakilan mereka untuk mengikuti pelatihan menulis kreatif yang dilaksanakan sejak Juli hingga September 2019. Kegiatan ini menggunakan metode Project Based Learning di mana guru dilibatkan untuk membuat proyek penulisan karya sastra anak. Proses pelatihan mengimplementasikan blended learning yang terdiri dari 16 jam workshop penulisan kreatif secara luring dan 32 jam sesi pendampingan yang dilakukan secara daring. Sesi luring dilakukan untuk membangun pengetahuan dasar peserta mengenai penulisan kreatif dan sastra anak. Sedangkan sesi online memfasilitasi peserta untuk mengirimkan dan mengkonsultasikan draf cerita mereka pada tim fasilitator pengabdian, yang kemudian mendapatkan umpan balik untuk revisi. Menggunakan penilaian mastery learning, sebanyak 90% (yakni 9 dari 10 peserta) berhasil menuntaskan proyek penulisan cerita anak. Lebih lanjut, para peserta menyatakan bahwa kegiatan ini memberikan manfaat bagi mereka, mengenalkan mereka akan pengetahuan literasi sastra dan meningkatkan kemampuan menulis sastra anak khususnya dalam bentuk cerita gambar dan cerita pendek. Kata Kunci: guru sekolah dasar; penulisan kreatif sastra anak; project based learning. ABSTRACT This community service aims to enhance elementary school teachers’ literary literacy skills through children literature creative writing project. The training project designed was in line with the need of the inclusion of literary literacy in formal education particularly in primary educational level. The program was conducted by partnering with five elementaryschools under the management of Muhammadiyah Organizationin Sidoarjo. Each school registered their representative teachers to join the creative writing program which was held fromJuly until September 2019. The activity employed Project Based Learning in which the teachers were involved in children literature writing project. The training procedure was designed by implementing blended learning consisting 16-hour offline creative writing workshop and 32-hour online coaching session. The offline sessions were conducted to build the teachers’ basic knowledge on creative writing and children literature. The online coaching sessions facilitated the participants to consult their drafts and revise them based on the facilitator’s feedback. Measured by mastery learning assessment, 90% of participants (9 out of 10 participants) were successfully accomplished the writing project. For more, the participants agreed that this program was beneficial for them to enhance their knowledge on literary literacy and their writing ability to create children literary works like picture book and short story.Keywords: children literature creative writing; project based learning; teacher of elementary school
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41

Fisher, Helen. "The Stanley Segal Award: The Stanley Segal Award Achieving the best: gender and the Literacy Hour." British Journal of Special Education 28, no. 1 (March 2001): 30–34. http://dx.doi.org/10.1111/1467-8527.t01-1-00201.

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42

Bussert-Webb, Kathy M., and Maria E. Diaz. "New Literacy Opportunities and Practices of Latino/a Children of Poverty In and Out of School." Language and Literacy 14, no. 1 (January 25, 2012): 1. http://dx.doi.org/10.20360/g25k5s.

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This case study examines new literacy opportunities and practices of 28 Latino/a children from grades one to seven in a South Texas colonia, or unincorporated area. Data sources were 24-hour literacy logs, two rounds of interviews, and participant observations. The children reported limited school work related to digital literacies; the technology they accessed outside of school focused on entertainment, communication with friends, and mostly non-challenging video games. We discuss participants’ ingenious ways of circumventing any lack of access, their underlying social practices of community sharing, and Thirdspace possibilities of the tutorial center that respondents attended.
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43

Gilbertson, Lynn, Jeannine Rowe, Yeongmin Kim, Catherine W. M. Chan, Naomi Schemm, and Michael Unhoch. "An Online Training Program to Enhance Novice Researchers’ Knowledge and Skills." Scholarship and Practice of Undergraduate Research 4, no. 4 (August 10, 2021): 33–41. http://dx.doi.org/10.18833/spur/4/4/4.

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This article describes a multidisciplinary, asynchronous,10-hour online training program for undergraduates enrolled in a mentored research apprentice program, addressing communication skills, knowledge of the research process, information literacy, and research ethics. Results revealed significant perceived gains in all four content areas (p < 0.001) with no significant differences across disciplines.
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44

Primarni, Amie. "Penguatan Literasi Alam Kampung Ilmu Purwakarta." El-Mujtama: Jurnal Pengabdian Masyarakat 1, no. 1 (November 1, 2020): 77–86. http://dx.doi.org/10.47467/elmujtama.v1i1.185.

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The government's biggest homework now is how to improve remote areas, especially education issues. However, some groups have initiatives in building their own literacy centers in remote areas. It is a "Village of Science" in Cisarua Village, Tegalwaru District, Purwakarta Regency, West Java. located between Mount Bongkok and Mount Parang. The distance from the city center of Purwakarta is a 2 hour drive through the Jatiluhur toll gate in Purbaleunyi. This village mostly has junior high school graduates, but in the hands of a husband and wife couple, Imam B. Prasodjo and Gita Prasodjo the area is now one of the centers of literacy civilization in Purwakarta. Through the World Conscience Foundation, Together with the team of the Indonesian Writers Institute, Chairman Bambang Trim, the author was assigned to contribute to SDN students in Purwakarta to develop students in literacy, as well as to develop the ability of teachers to assist students in literacy. The activities carried out are providing assistance in terms of reading and writing, both for teachers and students. In this activity, it was seen that the enthusiasm of students and teachers was very high in improving their literacy skills.
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45

Primarni, Amie. "Penguatan Literasi Alam Kampung Ilmu Purwakarta." El-Mujtama: Jurnal Pengabdian Masyarakat 1, no. 1 (February 8, 2021): 57–64. http://dx.doi.org/10.47467/elmujtama.v1i1.265.

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The government's biggest homework now is how to improve remote areas, especially education issues. However, some groups have initiatives in building their own literacy centers in remote areas. It is a "Village of Science" in Cisarua Village, Tegalwaru District, Purwakarta Regency, West Java. located between Mount Bongkok and Mount Parang. The distance from the city center of Purwakarta is a 2 hour drive through the Jatiluhur toll gate in Purbaleunyi. This village mostly has junior high school graduates, but in the hands of a husband and wife couple, Imam B. Prasodjo and Gita Prasodjo the area is now one of the centers of literacy civilization in Purwakarta. Through the World Conscience Foundation, Together with the team of the Indonesian Writers Institute, Chairman Bambang Trim, the author was assigned to contribute to SDN students in Purwakarta to develop students in literacy, as well as to develop the ability of teachers to assist students in literacy. The activities carried out are providing assistance in terms of reading and writing, both for teachers and students. In this activity, it was seen that the enthusiasm of students and teachers was very high in improving their literacy skills.
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46

Marques, Gersion Rodrigues, Barbra Sabota, and Dllubia Santclair. "LETRAMENTO DIGITAL E FORMAÇÃO DE PROFESSORES: UMA PROPOSTA COM O APLICATIVO WHATSAPP." Cadernos de Educação Tecnologia e Sociedade 13, no. 2 (June 28, 2020): 178. http://dx.doi.org/10.14571/brajets.v13.n2.178-189.

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This article aims to problematize the concept of digital literacy from experiences using Information and Communication Digital Technologies (ICDT) in a six-hour course planned for teacher education context. Six undergraduate students took part in this minicourse. Our intention is to provide opportunities for reflection on the opportunities and digital didactic resources of our time while providing that the discussions take place also mediated by these technologies. In this way, the participants of the minicourse were invited to take a meta-analytical look at the tool, that is, to use and reflect on how to use it. This qualitative interpretive study is guided by the theory of Multiliteracies and aims to discuss how we can contribute to the improvement of critical digital literacy of teachers and consequently favor work based on the theory of critical literacy resignified also among their students.
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47

Figlio, David, Kristian L. Holden, and Umut Ozek. "Do students benefit from longer school days? Regression discontinuity evidence from Florida's additional hour of literacy instruction." Economics of Education Review 67 (December 2018): 171–83. http://dx.doi.org/10.1016/j.econedurev.2018.06.003.

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48

Kaper, Marise S., Andrea F. de Winter, Roberta Bevilacqua, Cinzia Giammarchi, Anne McCusker, Jane Sixsmith, Jaap A. R. Koot, and Sijmen A. Reijneveld. "Positive Outcomes of a Comprehensive Health Literacy Communication Training for Health Professionals in Three European Countries: A Multi-centre Pre-post Intervention Study." International Journal of Environmental Research and Public Health 16, no. 20 (October 15, 2019): 3923. http://dx.doi.org/10.3390/ijerph16203923.

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Many professionals have limited knowledge of how to address health literacy; they need a wider range of health literacy competencies to enhance empowerment and person-centred prevention. We evaluated whether: (1) a comprehensive health literacy training increased self-rated competencies of health professionals to address health literacy related problems and support the development of people’s autonomy and self-management abilities after training and 6–12 weeks later, (2) professionals were satisfied with the training, (3) outcomes differed for the three participating European countries. Health professionals (N = 106) participated in a multicentre pre-post intervention study in Italy, the Netherlands and Northern Ireland. The 8-hour training-intervention involved health literacy knowledge, the practice of comprehensible communication skills, shared decision-making, and enhancing self-management. Self-rated health literacy competencies and training satisfaction were assessed at baseline, immediately after training and 6-12 weeks later, and analysed by multi-level analysis. Professionals’ self-rated health literacy competencies significantly improved following training in all three countries; this increase persisted at 6-12 weeks follow-up. The strongest increase regarded professional’s skills to enhance shared-decision making and enabling self-management after training and follow-up respectively. Professionals perceived the training as relevant for practice. Competency increases seemed to be consistent across countries. In three countries, professionals’ self-rated health literacy competencies increased following this comprehensive training. These promising findings should be confirmed in a further full effect study. Implementation of this training in European education and health care may improve person-centred communication by professionals and might help to tackle health literacy related problems and to strengthen people’s abilities in achieving better health outcomes.
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49

Shanty, Lisa, Rebecca Dowling, Susan Sonnenschein, and Brenda Hussey-Gardner. "Evaluation of an Early Language and Literacy Program for Parents of Infants in the NICU." Neonatal Network 38, no. 4 (July 1, 2019): 206–16. http://dx.doi.org/10.1891/0730-0832.38.4.206.

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PurposeTo evaluate the effect of a NICU parent education program on parents' early language and literacy practices, and on their confidence interpreting and responding to infant signals.DesignSingle group, pre- and post-test, mixed-methods evaluation design.SampleOne hundred and four parents and other caregivers completed questionnaires before and after the one-hour program. Ten parents participated in follow-up interviews.Main Outcome VariablesBefore and after sessions, participants reported on frequency of their current and intended early language and literacy practices, and their confidence interpreting and responding to infant signals. Participants also reported program satisfaction. Interview participants reported their behavior change one to two weeks later.ResultsThe program significantly increased intention to engage in more early language and literacy practices, and increased parent-reported knowledge of how and when to interact with their infants. The majority of interviewed parents reported engaging in these practices one to two weeks later.
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50

Hoffman, Ruth Irene. "Educational Technology for Elementary and Middle Schools." Journal of Educational Technology Systems 16, no. 4 (June 1988): 299–314. http://dx.doi.org/10.2190/nnbt-3y3h-uq6e-cdt3.

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The Mathematics programs in elementary and middle schools are unchanged in the past fifty years. The content itself needs to be updated; teachers need to experience inservice programs for incorporating computers, models, and calculators into their classrooms. This article summarizes the work done in two projects funded by NSF.* The first revised the K-6 mathematics curriculum and also revised the computer “literacy” program. The second project was an institute for forty middle school teachers to incorporate computers, calculators, and models into their classroom teaching. The entire institute (sixty hours) was videotaped and every attendee was given an edited two hour version to use when they in turn conduct inservice programs in their districts.
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