Re-thinking pedagogy for middle school students with little, no or severely interrupted schooling

The arrival of substantial cohorts of English language learners from Africa with little, no or severely interrupted schooling is requiring new pedagogic responses from teachers in Australia and other Western countries of refugee re-settlement. If the students are to have optimal educational and life chances, it is crucial for them to acquire resources for conceptually deep and critical literacy tasks while still learning basic reading and writing skills. This requires teachers to extend their pedagogic repertoires: subject area teachers must teach language and literacy alongside content; high school teachers must teach what has been thought of as primary school curriculum. The aim of this article is to describe some teacher responses to these challenges. Data are drawn from a study involving an intensive language school and three high schools, and also from the author’s experience as a homework tutor for refugees. Stand-alone basic skills programs are described, as are modifications of long-established ESL programs. It is also argued that teachers need to find ways of linking with the conceptual knowledge of students who arrive with content area backgrounds different from others in their class. Everyday life experiences prior to, and after re-settlement in the West, are rich with potential in this regard.

Ankylosing spondylitis in West Africans - evidence for a non-HLA-B27 protective effect

Objective - To determine the prevalence of ankylosing spondylitis in the Fula ethnic group in The Gambia, and relate the disease prevalence to the B27 frequency and subtype distribution of that population. Methods - 215 first degree relatives of 48 B27 positive Fula twin pairs, and 900 adult Fula males were screened for ankylosing spondylitis by clinical and, where appropriate, radiographic means. The B27 prevalence was determined by PCR/sequence specific oligonucleotides on finger prick samples from 100 unrelated Fula, and B27 subtype distribution by SSCP on unrelated B27 positive individuals. This data were then compared with the prevalence of ankylosing spondylitis among B27 positive Caucasians. Results - No case of ankylosing spondylitis was seen. Six per cent of Fula are B27 positive, of which 32% are B*2703 and 68% B*2705. Assuming the penetrance of ankylosing spondylitis in B27 positive Fula is the same as in B27 positive Caucasians, the probability of not observing any cases of ankylosing spondylitis among the Fula examined is remote (P = 6.7 x 10-6). Similarly, the chance of not seeing any cases among those expected to be either B*2705 or B*2703 was small (P = 3.2 x 10-4 for B*2705, and P = 0.02 for B*2703). Conclusions - The risk of developing ankylosing spondylitis in B27 positive Fula is lower than in B27 positive Caucasians. This is not explained by the B27 subtype distribution among Fula, and suggests the presence of some non-B27 protective factor reducing the prevalence of ankylosing spondylitis in this population.

A multiliteracies project in the middle school : Parents as coteachers

This paper examines the experiences of one middle years’ English and Studies of Society and Environment (SoSE) teacher who adopted a multiliteracies project-based orientation to a unit on War and Refugees. It details the multiliteracies teaching and learning cycle, which is based on four non-hierarchical, pedagogical orientations: situated practice, overt instruction, critical framing and transformed practice (New London Group, 2000; Kalantzis & Cope, 2005a). Following the work of Kalantzis and Cope (2005a), it draws out the knowledge processes exacted in each of these four phases: experiencing the known and the new; conceptualising by naming and theorising; analysing functionally and critically; and, applying appropriately and creatively. Two parents were invited to enter the study as coteachers with the teacher and researcher. Using Bourdieu’s (1992) construct of capital, the findings report on how the multiliteracies approach enabled them to engage in school-based literacy practices differently than they had done previously in classrooms. An unexpected finding concerns the teacher’s altered view about how his role and status were perceived by the parents.

The middle years learner

This guide offers a systematic overview of the philosophy, principles, and issues in middle schooling, including contributions from academics and school-based practitioners on intellectual and emotional development in early adolescence, pedagogy, curricula, and the assessment of middle years students.

Middle years teacher education : new programs and research directions

Teacher education programs focussing on the development of specialist teachers for 'the middle years' have proliferated in Australian universities in recent years. This paper provides some insights into middle years' teacher education programs at the University of Queensland, Edith Cowan and Flinders Universities with regard to their: philosophical underpinnings; specific educational context; scope and nature of the program. In addition, some of the research directions and efficacy strategies utilised in conjunction with the programs will be shared, along with some early findings from a longitudinal study in one of the programs. We propose that the pattern of programmatic growth heralds a new time for teacher education, and we speculate about the production of new kinds of teacher identities as graduates take their place in the profession.