Work name: The swimming literacy of women in term of self rescue Aim of work: To acquire and analyze data about the level of the swimming literacy and self rescue skills of women aged 18 - 72 years, whether they can handle and use them. Method: Literature search, creation of the questionnaire, implementation survey, data analysis and graphical presentation of results. Results: The analysis of the swimming literacy and self rescue skills of women. Key words: literacy, physical literacy, swimming literacy, self rescue, drowning

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The goal of this research was to understand the work lives of literacy coaches in central Florida by studying who they were, what they did, and what they believed influenced student achievement. In addition, it was important to understand the perceptions of literacy coaches as to what factors influenced positive changes in student achievement. Of 27 central Florida literacy coaches, this study examined the academic and professional background of each coach, explored the time spent on ten key literacy coaching activities, and analyzed work factors related to student achievement in reading on the Florida Comprehensive Assessment Test. Although the literacy coaching role was one that was expanding in the United States through state funding initiatives, much about the role and its effectiveness were not known through the literature. A web-based survey system and purposive interviews were used to gather important data relevant to providing understandings about literacy coaches. Exploratory regression analyses using coaching activities and school performance measures were run to determine the existence of relationships. Qualitative analysis was employed to develop literacy coaching themes from survey responses, and all data were triangulated and used to develop case studies. Case studies provided narrative descriptions of all data in the context of individual schools and their coaches all embedded within case types as identified by prior year school letter grade. The results of the study showed an overwhelming amount of time was spent on other activities not related to literacy coaching. Assisting with test preparation was one reason for other activity assignment. Modeling of literacy strategies was reported as one of the more useful and influential activities, but few of the coaches in the study organized their time for this. Case studies provided rich context into the work lives of literacy coaches. Suggested uses for the study included the development of stronger professional development programs for school administrators in working with high school literacy coaches. Although literacy coaches were a well-trained group, more specific training is needed in the re-allocation of time so that more influential activities are pursued.

During the fall 2017 and spring 2018 semesters, I investigated what 3 6th grade social studies teachers knew and believed about disciplinary literacy and how that knowledge and belief shaped their instructional practice. Descriptive case study design allowed me to investigate the 3 participants in order to develop a descriptive understanding and interpretation of the group. I collected the following data sources from each participant: a concept map illustrating ideas of literacy and social studies, 3 interviews, 4 observations, and teacher lesson plans and texts. I chose descriptive coding for the within-case analysis and pattern coding for the cross-case analysis. Through cross-case analysis, five interconnecting themes arose. All 3 teachers 1) believed social studies teachers should be well-versed in the content of social studies and should be passionate about teaching social studies content, 2) believed the role of civics was the main reason for social studies instruction, 3) believed social studies instruction should require students to engage, read, and comprehend varying types of text, 4) believed social studies teachers should be teachers of reading because literacy and social studies were strongly connected within an intertwined relationship, and 5) believed vocabulary development in social studies was necessary. 3 differences emerged among the participants. All 3 teachers 1) gained varying educational experiences which influenced their pedagogical choices in the social studies classroom, 2) demonstrated varying instructional routines when structuring the instruction of social studies, and 3) demonstrated varying levels of efficacy in teaching writing in social studies. Recommendations for teacher education are 1) preservice teachers need exposure to the term disciplinary literacy and practice in using disciplinary literacy; 2) leaders, curriculum specialists, and reading coaches should receive professional development on the incorporation of both content-area literacy pedagogy and disciplinary literacy pedagogy; 3) teachers need to refine disciplinary literacy pedagogy through supportive work in a professional learning community. Recommendations for future research are to 1) describe how teachers implicitly and explicitly teach literacy strategies within the different disciplines, 2) describe how teachers instruct using literacy skills and what specific literacy strategies are used, and 3) explore how teachers teach students to transition from “learning to read” to “reading to learn.”

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