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Papers by Lorraine Graham
Australian and International Journal of Rural Education
Previous research related to this study explored early career female leaders’ experiences in rura... more Previous research related to this study explored early career female leaders’ experiences in rural school settings, and probed the personal and professional challenges they faced and their motivations to accept formal and informal leadership roles ahead of the usual timeframes (e.g., Graham, Miller & Paterson, 2009). This study set out to explore these findings further by interviewing four late career female leaders. These women reported less accelerated progression to leadership roles compared to their early career counterparts. They also revealed differences in style of leadership and experiences of gender differences with regard to leadership opportunities. These findings usefully inform policy makers and pre-service teacher education programs by highlighting the value of a career-span view of rural school leadership for women.
Australian and International Journal of Rural Education
Due to the difficulties inherent in staffing rural schools in Australia, it is increasingly commo... more Due to the difficulties inherent in staffing rural schools in Australia, it is increasingly common for beginning teachers to fill school leadership roles early in their careers. The purpose of this paper is to explore the accelerated progression of some early career teachers who have been offered leadership opportunities in rural schools. Results are drawn from seven semi-structured interviews with early career educators that focused on their experiences of leadership opportunities in rural Australian schools. Quotes from participants illustrate the discussion of the core themes that emerged from the data. Specifically, the themes of Access to Leadership Opportunities and the Nexus of Personal and Professional serve to construct important understandings of the challenges that can accompany teachers' early transition to school leadership roles. By engaging with the challenges presented by rural contexts, it appeared that many of the teachers interviewed in this study were taking...
QuickSmart is a basic academic skills intervention designed for persistently low-achieving studen... more QuickSmart is a basic academic skills intervention designed for persistently low-achieving students in the middle years of schooling that aims to improve the automaticity of basic skills to improve higher-order processes, such as problem solving and comprehension, as measured on standardized tests. The QuickSmart instructional program consists of three structured, teacheror teacher aide–directed, 30-minute, small-group lessons each week for approximately 26 weeks. In this study, 42 middle school students experiencing learning difficulties (LD) completed the QuickSmart reading program, and a further 42 students with LD took part in the QuickSmart mathematics program. To investigate the effects of the intervention, comparisons were made between the reading and mathematics progress of the intervention group and a group of 10 high-achieving and 10 average-achieving peers. The results indicated that although the standardized reading comprehension and mathematics scores of QuickSmart stud...
The ABCs of Learning Disabilities, Second Edition, discusses major research findings on learning ... more The ABCs of Learning Disabilities, Second Edition, discusses major research findings on learning disabilities in children, adolescents and adults in language, memory, social skills, self-regulation, reading, mathematics, and writing, with an additional chapter on assessment. This concise primer is intended for use as an undergraduate introductory text to the field. Written with an evenness of tone, breadth, and depth, the conveys an engaging style meant to encourage the beginning student to identify the "big picture and to be interested in conceptual issues as well as research findings. * Undergraduate level text * 90% new material * Concise introduction to field * Covers current concepts like removing the IQ-performance discrepancy formula in diagnosing learning disabilities * New chapter on self-regulation and learning disabilities * Whole school approach to social skills intervention
International Journal of Learning, Teaching and Educational Research, 2019
Australian Journal of Education, 2019
Students who can regulate their own learning are proposed to gain the most out of education, yet ... more Students who can regulate their own learning are proposed to gain the most out of education, yet research into the impact of self-regulated learning skills on performance shows mixed results. This study supports the link between self-regulated learning and performance, while providing evidence of grade- or age-related differences. Australian students from Grades 5 to 8 completed mathematics or reading comprehension assessments and self-regulated learning questionnaires, with each response ranked on a hierarchy of quality. All assessments were psychometrically analysed and validated. In each cohort and overall, higher performing students reported higher levels of self-regulated learning. Still, age-related differences outweighed performance differences, resulting in significantly lower reported usage of self-regulated learning skills in Grade 7 students compared to those in Grades 5, 6 and 8. These findings suggest that either age or school organisational differences mediate students...
Online Submission, Jan 2, 2008
Due to the difficulties inherent in staffing rural schools it is increasingly common for beginnin... more Due to the difficulties inherent in staffing rural schools it is increasingly common for beginning teachers to fill school leadership roles early in their careers. The accelerated progression of some teachers impacts on the overall nature of leadership in rural schools and creates unique pathways, generally different from those available to teachers who work in large urban centres, that fast-track individuals from student teacher to beginning teacher to school leader. This paper draws on interviews with eight early career educators to focus on their experiences of leadership in rural schools. Quotes from participants illustrate our discussion of the core categories that emerged from the data. Specifically, the themes of Access to Leadership Opportunities and the Nexus of Personal and Professional serve to construct an understanding of the challenges that accompany teachers' early transition to school leadership roles.
Two learning assistance (LA) centres in suburban elementary schools in British Columbia (Canada) ... more Two learning assistance (LA) centres in suburban elementary schools in British Columbia (Canada) were studied via a participant-observer approach to examine the changing role of the LA teacher, the impact on the school staff of more remediation in the regular classroom, and the concerns held by LA teachers and regular classroom teachers regarding the collaborative/consultation model. This document draws on study data collected from multiple sources to examine how well the integrated model was being accepted and how the LA teacher's role is changing, particularly with respect to: (1) support to teachers as they cope with an increased workload; (2) integration of the emotional and learning needs of the whole child; and (3) continuing to address specific skill needs. Overall, study results suggest that LA and regular teachers need support in terms of time for consulting; sharing of ideas, responsibilities, and decisions; and adjusting to new demands and pressures. Ongoing inservice...
![Research paper thumbnail of The comparative effectiveness of didactic teaching and self-instructional training of a question-answering strategy in enhancing reading comprehension [microform] /](https://attachments.academia-assets.com/119481808/thumbnails/1.jpg)
](Thesis (M.A.)--Simon Fraser University, 1987. Includes bibliography.
Learning Difficulties Australia Bulletin, 42 (1), 11-12.
In the past quarter century cognitive neuroscience has emerged as a field of inquiry with great p... more In the past quarter century cognitive neuroscience has emerged as a field of inquiry with great potential to inform and shape research and practice in education. Although findings from cognitive neuroscience constitute an area of considerable interest to teachers, there is a need for caution in embracing this new knowledge and a particular need to question the veracity of commercial programs that overstate claims about the effectiveness of their ‘brain-based learning’ approaches. This paper examines literature relating cognitive neuroscience to education, and highlights its potential relevance to many aspects of teaching and learning. Key relevant findings from cognitive neuroscience research, referred to as ‘neurofacts’ are explained, and ‘neuromyths’ and their damaging influence on educational practice are discussed. Research into teacher knowledge about educationally-relevant findings from cognitive neuroscience is briefly reviewed and results from an Australian survey about this...
QuickSmart is a long-running intervention and research project originating in Australia. It is a ... more QuickSmart is a long-running intervention and research project originating in Australia. It is a structured intervention program designed for middle-school students (10 to 13 years) with significant learning difficulties in basic literacy and numeracy. The program aims to increase fluency in the most basic skills that underpin proficient performance in reading and in mathematics calculations and problem solving. The guiding principle is that building fluency and confidence in basic skills enables students to devote much more cognitive effort to the higher-order processes involved in reading for meaning and in solving mathematics problems. The QuickSmart project also includes a research component that investigates the effectiveness of the intervention and observes the effect of improved fluency on students’ performance on standardised achievement tests. A professional training and support component is an essential component of QuickSmart for those involved in delivering the program i...
Australian and International Journal of Rural Education
Previous research related to this study explored early career female leaders’ experiences in rura... more Previous research related to this study explored early career female leaders’ experiences in rural school settings, and probed the personal and professional challenges they faced and their motivations to accept formal and informal leadership roles ahead of the usual timeframes (e.g., Graham, Miller & Paterson, 2009). This study set out to explore these findings further by interviewing four late career female leaders. These women reported less accelerated progression to leadership roles compared to their early career counterparts. They also revealed differences in style of leadership and experiences of gender differences with regard to leadership opportunities. These findings usefully inform policy makers and pre-service teacher education programs by highlighting the value of a career-span view of rural school leadership for women.
Australian and International Journal of Rural Education
Due to the difficulties inherent in staffing rural schools in Australia, it is increasingly commo... more Due to the difficulties inherent in staffing rural schools in Australia, it is increasingly common for beginning teachers to fill school leadership roles early in their careers. The purpose of this paper is to explore the accelerated progression of some early career teachers who have been offered leadership opportunities in rural schools. Results are drawn from seven semi-structured interviews with early career educators that focused on their experiences of leadership opportunities in rural Australian schools. Quotes from participants illustrate the discussion of the core themes that emerged from the data. Specifically, the themes of Access to Leadership Opportunities and the Nexus of Personal and Professional serve to construct important understandings of the challenges that can accompany teachers' early transition to school leadership roles. By engaging with the challenges presented by rural contexts, it appeared that many of the teachers interviewed in this study were taking...
QuickSmart is a basic academic skills intervention designed for persistently low-achieving studen... more QuickSmart is a basic academic skills intervention designed for persistently low-achieving students in the middle years of schooling that aims to improve the automaticity of basic skills to improve higher-order processes, such as problem solving and comprehension, as measured on standardized tests. The QuickSmart instructional program consists of three structured, teacheror teacher aide–directed, 30-minute, small-group lessons each week for approximately 26 weeks. In this study, 42 middle school students experiencing learning difficulties (LD) completed the QuickSmart reading program, and a further 42 students with LD took part in the QuickSmart mathematics program. To investigate the effects of the intervention, comparisons were made between the reading and mathematics progress of the intervention group and a group of 10 high-achieving and 10 average-achieving peers. The results indicated that although the standardized reading comprehension and mathematics scores of QuickSmart stud...
The ABCs of Learning Disabilities, Second Edition, discusses major research findings on learning ... more The ABCs of Learning Disabilities, Second Edition, discusses major research findings on learning disabilities in children, adolescents and adults in language, memory, social skills, self-regulation, reading, mathematics, and writing, with an additional chapter on assessment. This concise primer is intended for use as an undergraduate introductory text to the field. Written with an evenness of tone, breadth, and depth, the conveys an engaging style meant to encourage the beginning student to identify the "big picture and to be interested in conceptual issues as well as research findings. * Undergraduate level text * 90% new material * Concise introduction to field * Covers current concepts like removing the IQ-performance discrepancy formula in diagnosing learning disabilities * New chapter on self-regulation and learning disabilities * Whole school approach to social skills intervention
International Journal of Learning, Teaching and Educational Research, 2019
Australian Journal of Education, 2019
Students who can regulate their own learning are proposed to gain the most out of education, yet ... more Students who can regulate their own learning are proposed to gain the most out of education, yet research into the impact of self-regulated learning skills on performance shows mixed results. This study supports the link between self-regulated learning and performance, while providing evidence of grade- or age-related differences. Australian students from Grades 5 to 8 completed mathematics or reading comprehension assessments and self-regulated learning questionnaires, with each response ranked on a hierarchy of quality. All assessments were psychometrically analysed and validated. In each cohort and overall, higher performing students reported higher levels of self-regulated learning. Still, age-related differences outweighed performance differences, resulting in significantly lower reported usage of self-regulated learning skills in Grade 7 students compared to those in Grades 5, 6 and 8. These findings suggest that either age or school organisational differences mediate students...
Online Submission, Jan 2, 2008
Due to the difficulties inherent in staffing rural schools it is increasingly common for beginnin... more Due to the difficulties inherent in staffing rural schools it is increasingly common for beginning teachers to fill school leadership roles early in their careers. The accelerated progression of some teachers impacts on the overall nature of leadership in rural schools and creates unique pathways, generally different from those available to teachers who work in large urban centres, that fast-track individuals from student teacher to beginning teacher to school leader. This paper draws on interviews with eight early career educators to focus on their experiences of leadership in rural schools. Quotes from participants illustrate our discussion of the core categories that emerged from the data. Specifically, the themes of Access to Leadership Opportunities and the Nexus of Personal and Professional serve to construct an understanding of the challenges that accompany teachers' early transition to school leadership roles.
Two learning assistance (LA) centres in suburban elementary schools in British Columbia (Canada) ... more Two learning assistance (LA) centres in suburban elementary schools in British Columbia (Canada) were studied via a participant-observer approach to examine the changing role of the LA teacher, the impact on the school staff of more remediation in the regular classroom, and the concerns held by LA teachers and regular classroom teachers regarding the collaborative/consultation model. This document draws on study data collected from multiple sources to examine how well the integrated model was being accepted and how the LA teacher's role is changing, particularly with respect to: (1) support to teachers as they cope with an increased workload; (2) integration of the emotional and learning needs of the whole child; and (3) continuing to address specific skill needs. Overall, study results suggest that LA and regular teachers need support in terms of time for consulting; sharing of ideas, responsibilities, and decisions; and adjusting to new demands and pressures. Ongoing inservice...
Thesis (M.A.)--Simon Fraser University, 1987. Includes bibliography.
Learning Difficulties Australia Bulletin, 42 (1), 11-12.
In the past quarter century cognitive neuroscience has emerged as a field of inquiry with great p... more In the past quarter century cognitive neuroscience has emerged as a field of inquiry with great potential to inform and shape research and practice in education. Although findings from cognitive neuroscience constitute an area of considerable interest to teachers, there is a need for caution in embracing this new knowledge and a particular need to question the veracity of commercial programs that overstate claims about the effectiveness of their ‘brain-based learning’ approaches. This paper examines literature relating cognitive neuroscience to education, and highlights its potential relevance to many aspects of teaching and learning. Key relevant findings from cognitive neuroscience research, referred to as ‘neurofacts’ are explained, and ‘neuromyths’ and their damaging influence on educational practice are discussed. Research into teacher knowledge about educationally-relevant findings from cognitive neuroscience is briefly reviewed and results from an Australian survey about this...
QuickSmart is a long-running intervention and research project originating in Australia. It is a ... more QuickSmart is a long-running intervention and research project originating in Australia. It is a structured intervention program designed for middle-school students (10 to 13 years) with significant learning difficulties in basic literacy and numeracy. The program aims to increase fluency in the most basic skills that underpin proficient performance in reading and in mathematics calculations and problem solving. The guiding principle is that building fluency and confidence in basic skills enables students to devote much more cognitive effort to the higher-order processes involved in reading for meaning and in solving mathematics problems. The QuickSmart project also includes a research component that investigates the effectiveness of the intervention and observes the effect of improved fluency on students’ performance on standardised achievement tests. A professional training and support component is an essential component of QuickSmart for those involved in delivering the program i...