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11	Evaluating a Safe Space Training for School Counselors and Trainees Using a Randomized Control Group Design Byrd, Rebekah J., Hays, Danica 06 September 2017 (has links) School counselors need to advocate and act as an ally for all students. Safe Space, a training designed to facilitate competency for working with and serving LGBTQ youth (i.e., LGBTQ competency), has received increased attention in the field of school counseling. However, limited empirical support exists for training interventions such as Safe Space, with only one study to date examining its effectiveness for graduate psychology students (see Finkel, Storaasli, Bandele, & Schaefer, 2003). This study used a randomized pretest-posttest control group design to evaluate and examine the impact of Safe Space training on competency levels of a sample of school counselors/school counselor trainees and to explore the relationship between LGBTQ competency and awareness of sexism and heterosexism. school counseling school counselors counselor training trainees intervention graduate students psychology pretests posttests gender bias control groups experimental groups homosexuality counseling effectiveness competence ethics effect size correlation demography instructional effectiveness school safety elementary school students middle school students high school students Counseling and Human Services
12	An investigation into the use of the balanced literacy approach to improve standard four pupils’ achievement in English reading and writing in Malawi Kamlongera, Cecilia Esnath 11 1900 (has links) For several years specialists in reading have debated on how pupils should learn to read. The debate has focused on two methods of teaching reading, that is, the phonic method and the whole language method. Some researchers have identified five elements of reading instruction that are critical to achievement in reading, namely; that reading instruction should include phonics, phonemic awareness, reading fluency, vocabulary and comprehension. These are the components that make up what is termed a balanced literacy approach. Although there is some debate on what constitutes the balanced literacy approach, this study adopted the understanding of the approach described above. The study investigated whether the use of the balanced literacy approach could improve standard four pupils’ achievement in reading and writing in English. The targeted population consisted of twelve schools located in Zomba rural district. Pupils were tested before and after the intervention. Teachers in the experimental group were trained twice on balanced literacy approaches, first before the intervention and midway of the intervention. Observational measures revealed that teachers generally implemented the treatment. The post intervention data indicated that pupils responded very well to the activities that were presented to them. The reading and writing achievement of pupils that were present for the post-test increased more than those of the control group. The results obtained suggest that the balanced literacy approach improved the reading and writing achievement of standard four pupils in the experimental group. / English Studies / D. Litt. et Phil. (English) Instructional effectiveness Balanced literacy approach Reading comprehension Phonics Phonemic awareness Fluency Vocabulary Reading improvement Reading instruction Malawi primary schools Standard four pupils 372.6521096897 Reading (Primary) -- Malawi

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Evaluating a Safe Space Training for School Counselors and Trainees Using a Randomized Control Group Design

An investigation into the use of the balanced literacy approach to improve standard four pupils’ achievement in English reading and writing in Malawi