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This paper considers how "knowledge" of China was presented for Victorian and Edwardian children in "The Boy's Own Paper" ("BOP") between 1879 and 1914. It considers how genre affects the representation of China in the "BOP" by comparing travel narratives and adventure stories. First, it focuses on non-fiction about China, examining the rhetorical strategies employed by the authors of travel narratives. The travellers express confidence in their ability to survey the land and present readers with the idea that China is abundant in resources awaiting British discovery. Second, the article discusses adventure stories about opium and piracy written during a period when the tension between the British and the Chinese was particularly fraught over these issues. While the authors of the adventure stories created a strong contrast between the Chinese as villains and the British as heroes, the "BOP" travel writers provide contradictory statements within their narratives, reflecting an ambivalence about China and the Chinese. However, because the "BOP" contributors sought to instil a sense of patriotism, to inspire their readers to serve the British Empire, both the non-fiction travel narratives and the fictional adventure stories related to China were published not only to entertain readers with exotic facts and thrilling stories, but more importantly, to persuade them of the necessity of British intervention.

This paper shows how a significant, but short-lived, episode in Scotland's educational history--the rise and decline of Socialist Sunday Schools (SSSs) in the first half of the twentieth century--provoked controversial debates about issues that continue to have relevance today. The first half of the paper explains the origins of SSSs, their links to adult political groups, the form and content of their meetings, and publications designed to advance their agenda. It also describes the criticisms they received from religious leaders and Conservative politicians, on the grounds that they undermined faith and preached revolution. This leads into the second part, which considers whether SSSs might be regarded as agencies of indoctrination, promoting a version of citizenship that sought to subvert existing institutions and disrupt the social order. It is argued that complete neutrality in educational systems is not possible and that a study of the SSS movement has considerable potential as an educational resource, particularly for teachers of history, politics and social studies.

Background: Provided that coaches play a key role in shaping the sport experiences of athletes with a disability, they represent an important point of intervention for enhancing the quality of athletes' participation in disability sport. Despite the importance of their role, few evidence-informed learning resources are available to support the development of disability sport coaches. Purpose: The purpose of this study was to produce a novel evidence-informed learning tool for disability sport coaches in entry level and developmental coaching domains. The goal of this tool was to demonstrate and provide information about coach behaviours that facilitate quality experiences for athletes with disabilities. Methodology: The format selected for this tool was a creative nonfiction (i.e. an evidence-informed story). Using the Knowledge to Action Framework as a guide, the tool was developed through a four-stage process: (1) identifying and creating primary sources of knowledge through a literature review and original research; (2) synthesizing primary sources of knowledge to select target behaviours and behavioural determinants; (3) crafting the story to demonstrate and provide information about target behaviours and related outcomes; and (4) obtaining feedback from stakeholders (i.e. disability sport athletes, coaches, and administrators) to tailor the knowledge included in the story to the appropriate context. Findings: In the first stage, 23 studies focused on quality experiences and/or coaches in disability sport were identified through a review of the literature. The findings of these studies were combined with the results of three original studies conducted by the research team. A synthesis of these findings resulted in the selection of two behavioural determinants (confidence and attitudes) and 13 coach behaviours (aligning with transformational leadership theory) for inclusion in the tool (Stage 2). The story that formed the basis for the tool was crafted in Stage 3, which combined the behaviours and behavioural determinants identified in Stage 2 with a plotline, setting, and characters based on the experience of the first author and stakeholder input. The tool was revised several times to incorporate stakeholder feedback in Stage 4. Implications: This paper describes the development of a practical resource for coaches and coach educators in disability sport. As such, we provide a detailed and rigorous procedure for translating evidence into a narrative format with the potential for application in diverse learning contexts. In addition, we reviewed and synthesized evidence that may contribute to enhanced theoretical understandings of coaching effectiveness in disability sport. Taken together, the information presented in this paper offers important theoretical, methodological, and practical implications for researchers, coaches, and coach developers in disability sport.

Presents a basic framework for guiding children in report writing using children's informational books as models in the process. Discusses various aspects of report writing. Describes specific book titles as they relate to these aspects. (MG)

Purpose: This paper aims to examine the reading of a book-length fiction or non-fiction text in one disciplinary literacy (DL) teacher education course. This paper considers how the assignment may help pre- and in-service teachers understand literacy as multifaceted and connected within and beyond their content areas (Moje, 2015). The research explores how reading a book-length text may help support DL, equity-oriented curricula that consider literacy as empowerment and connected to lived and communal experiences (González et al., 2005; Muhammad, 2020). Design/methodology/approach: This work is grounded in a qualitative, humanizing methodology and thematic analysis approach (Braun and Clarke, 2006; Paris and Winn, 2014). This approach examines student work in one DL course, considering how teachers within and beyond English language arts (ELA) respond to the task of reading a book-length text. Findings: First, the assignment offered space for participants to redefine literacy as empowerment and enjoyment. Second, the assignment helped participants connect literacy within and beyond their content areas and to see literacy as active and interdisciplinary. Third, the assignment includes clear limitations for a DL approach, particularly when participants focus mainly on connections to their content area. This sometimes obfuscated participants' enjoyment of reading. Originality/value: The study offers a new perspective on a task that is often seen as specifically "ELA": reading a book-length text. This project offers space for ELA educators to consider literacy from a DL, equity-oriented framework focused on enjoyment in literature within and beyond ELA classrooms.

Provides an overview of the book "Jewish Studies Between the Disciplines—Judaistik zwischen den Disziplinen. Papers in Honor of Peter Schäfer on the Occasion of His Sixtieth Birthday," edited by Klaus Herrmann, Margarete Schlüter and Giuseppe Veltri.

Purpose: Using a discourse analytic approach, the purpose of this paper is to examine how genre impacts white readers when reading about historic acts of racial violence. Specifically, this study explores one white high school student's stance-taking as she read an informational text and an eyewitness narrative about the Tulsa Race Massacre. Design/methodology/approach: This study used discourse analysis (Gee, 1999) and the think-aloud method (Pressley and Afflerbach, 1996) to explore the white student's interactions with genres of historical texts. The authors coupled iterative coding and memoing with discourse analysis to analyze the stances she adopted while reading. Findings: The findings illustrate that the informational text allowed for a distancing from the racialized violence in the text, whereas the narrative created an opportunity for more connection to those who experienced the violence. Originality/value: While genre and reader response has long been explored in English Education research, little research has examined the impact of genre on reading historical texts. This study demonstrates the influence that genre may have on white readers' emotional responses and stance-taking practices when reading about historic acts of racial violence.

Reading comprehension of informational texts has been largely debated and introduced at all levels of education across western countries. However, it has not received enough attention in developing countries including Vietnam. This paper aims to investigate the procedure of reading and comprehension of informational texts in high schools in Vietnam. The study surveyed 588 teachers and 2744 high school students across all regions of Vietnam. The survey questionnaires asked teachers and students' opinions on the teaching and learning of informational texts. Through statistical analysis with Excel sheets, the results show that the part of informational texts in the curriculum was small when compared with literary texts. This shows that there is very little requirement of teaching and learning informational text in high schools which results in students' limited ability in reading informational text. The findings also suggest that understanding and reading informational texts have been contended as essential to the educational performance of students. The research also revealed that both teachers and students need to be more prepared in the classrooms to teach and learn informational texts. It is recommended that Vietnamese general education curricula should include a greater amount of informational texts in textbooks and instruction on informational texts should be given more attention to improve students' understanding.

Reading rate, usually measured in words per minute, is a common operationalization of reading fluency in second language (L2) research and pedagogy. However, the impact of word length is often not addressed. This paper presents two studies showing how the number of characters in a text influences L2 reading time, independent of word counts, within classroom-based activities for Japanese university English as a Foreign Language students. In Study 1, students (N = 160) read two sets of graded texts manipulated to differ only in the total number of characters. The texts with more characters required significantly more time to read, with a small effect size. In Study 2, the average reading times for students (N = 27) throughout a semester-long timed reading course were strongly associated with text length as measured in characters, controlling for differences in word counts. Together these studies support the inclusion of character-based counting units when measuring L2 reading rate or reading amount.

New scholarship in the literature and print culture of the Progressive Era emphasizes the socially and politically transformative power of aesthetic experience. Through their attention to the physical as well as ideological spaces in which the dual projects of political reform and cultural formation via textual production and consumption were carried out, these scholars offer an account of Progressive-Era aesthetic products ranging from fiction to journalism to comics to productions of Elizabethan drama as democratic sites of social good. While previous criticism of the era's literature aligned its ideological orientation with the regressive politics of nativism and rising class divisions, these scholars, through both recovery and rereading, take a more optimistic approach that emphasizes the reciprocal nature of the textual engagement undertaken by immigrants and the working class. [ABSTRACT FROM AUTHOR]

To the consternation and dismay of its critics, the 12-year basic education program is now in full swing in the Philippines. The concerns over the implementation of this purportedly neoliberal educational policy have included the displacement of education workers, the perennial shortage of school facilities (especially in the public schools), and financial impact on low-income families. There has also been a concern over the ostensibly western orientation of the country's educational system because of colonialism. However, as this paper argues, there are also spaces for an empowering and critical pedagogy as defined by Paulo Freire. The principles of critical pedagogy, for instance, can be deployed through the inclusion of non-canonical and insurgent literature in at least two new courses in the curriculum--21st Century Literature from the Philippines and the World and Creative Nonfiction. One particular example of such literature is the testimonial narrative or testimonio, a first-person narrative about experiences of abuse and other forms of injustice. The paper includes a survey of studies that foreground the use of testimonios in education, and argues that the same strategy can be used in the Philippines' new curriculum. The use of testimonios in literature and other disciplines may constitute an attempt at locating alternative knowledges and cultural modalities while surfacing the narratives of Philippine society's marginalized sectors.