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Teacher knowledge is a critical factor in student success. In the Classroom Promotion of Oral Language cluster randomized controlled trial, we aimed to determine whether a teacher professional learning intervention focused on promoting oral language led to improved teacher knowledge. We report a study of the impact of professional learning on teacher knowledge of oral language and literacy constructs. The intervention comprised four days of face-to-face professional learning for early years' teachers, and ongoing school implementation support. Teacher knowledge was measured through a survey at baseline, 12 months and 24 months (n = 40 intervention, n = 38 control). Teachers in the intervention arm made more correct responses on survey items than teachers in the control arm, at both time points. The professional learning intervention improved teacher knowledge in the short-to-medium term. [ABSTRACT FROM AUTHOR]

Reading difficulties may have multiple causes. Effective approaches to reading intervention need to target the specific causes for individual readers. The Early Reading Intervention Knowledge program comprises three intervention pathways: a phonological-phonemic pathway, a phonic-orthographic pathway, and an oral language pathway. This study examines the effectiveness of each pathway for 902 underachieving students in their second to fifth years of primary education. The students differed in their reading profiles. The interventions were implemented in a regular school context. Intervention in the three pathways improved reading accuracy and comprehension for both the younger (Years 2 and 3) and older (Years 4 and 5) age groups. The pattern in accuracy gains across the three pathways was similar for each group, with the older students making smaller gains. Reading profiles influenced the rate or amount of gain. For comprehension, the phonological and oral language pathways yielded higher gains for both age groups than the orthographic pathway. The most at-risk students showed the highest gains. The implications for intervention are discussed. [ABSTRACT FROM AUTHOR]

Debates about US empire have subsided somewhat in the aftermath of the George W Bush presidency but the issues underlying such debates have not gone away. In arguing that the history of the United States is an imperial one, this article proposes that US empire is the expression of an intersectional totality, one shaped by various vectors of power but reducible to none. To make this case, the article presents a sketch of US imperial history in order to show how this intersectional totality has evolved over time. Such an exercise can give useful context to the foreign policy initiatives of the Barack Obama administration, one that differs from that of its immediate predecessor but is not outside the structure of imperial history’s longer duration. [ABSTRACT FROM PUBLISHER]

This study examined the impact of teacher professional development aimed at improving the capacity of primary teachers in disadvantaged schools to strengthen children's expressive and receptive oral language skills and early literacy success in the first 2 years of school. Fourteen low-SES schools in Victoria, Australia were randomly allocated to a research (n = 8) or control arm (n = 6), resulting in an initial sample of 1254 students, (n = 602 in research arm and n = 652 in control arm). The intervention comprised 6 days of teacher and principal professional development (delivered by language and literacy experts), school-based continuing contact with the research team and completion by one staff member of each research school of a postgraduate unit on early language and literacy. Schools in the control arm received standard teaching according to state auspiced curriculum guidelines. Full data were available on 979 students at follow-up (time 2). Students in the research arm performed significantly better on Test of Language Development: Primary (Fourth Edition) sub-tests (p ≤ .002) and the Reading Progress Test (F = 10.4(1); p = .001) than students in the control arm at time 2. Narrative scores were not significantly different at time 2, although students in research schools showed greater gains. Findings provide "proof of concept" for this approach, and are discussed with respect to implications for teacher professional development and pre-service education concerning the psycholinguistic competencies that underpin the transition to literacy. [ABSTRACT FROM AUTHOR]

Despite the growing number empirical studies (and scientific consensus) pointing to the devastating impacts of global warming (Peterson, Stott, and Herring, 2012), the evolution of leading atmospheric scientists and scientific organizations (e.g., American Meteorological Society) into advocates for programs and policies that mitigate carbon-based emissions, the climate-related concerns of some business leaders, and the prominence given climate change in President Barack Obama's second inaugural address, we must recognize that fundamental climate policy change will not occur in the foreseeable future. Unfortunately, intransigence, disinterest, imaginary thinking, and inaction characterize both national and international political decision making when it comes to passing policies to reduce carbon emissions significantly. [ABSTRACT FROM PUBLISHER]

The present study examines the possibility that teacher knowledge about learning may have an impact on the effectiveness of a school. Thirty-two secondary qualified teachers engaged in a professional development program that provided a framework for reflective study of the learning process, analysis of key aspects of learning in their classes, and identification of the implications for teaching. Changes in teacher effectiveness were monitored in several ways: (1) changes in the display of effective teacher behaviours consistent with a social-constructivist model of learning, (2) changes in perceived ability to facilitate learning in classes, and (3) changes in student performance. The findings support the prediction that involvement in a systematic exploration of the learning process, with teachers explicating their knowledge of learning, has an direct impact, on the display of effective teaching behaviours and on teachers' personal explicit theory of learning. [ABSTRACT FROM AUTHOR]

Discusses the use of input-output information to measure the detail of the industrial structure of southern Italy and the linkages between different industrial sectors. Importance of structural change in economic development; Causes of changes in input-output coefficients; Overview of two-sector measures for backward linkage.

Deals with the National Brownfields Program of the United States Environmental Protection Agency. Promotion of sustainable development through regulatory and policy reforms that are designed to accelerate the redevelopment of idle properties; Source of funds; Goal of slowing down the expansion of urban development into agricultural landscapes.