Teacher–researcher partnership in the translation and implementing of PALS (Peer-Assisted Learning Strategies) : An international perspective
Funding Information: We would like to thank the schools, teachers and students who have alongside us developed PALS for each international context outlined. Publisher Copyright: © 2022 The Authors. Journal of Research in Reading published by John Wiley & Sons Ltd on behalf of United Kingdom Lite...
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ftopinvisindi:oai:opinvisindi.is:20.500.11815/4186 2023-11-12T04:19:09+01:00 Teacher–researcher partnership in the translation and implementing of PALS (Peer-Assisted Learning Strategies) : An international perspective Vardy, Emma J. Al Otaiba, Stephanie Breadmore, Helen L. Kung, Shu Hsuan Pétursdóttir, Anna Lind Zaru, Mai W. McMaster, Kristen L. Faculty of Health Promotion, Sports and Leisure Studies 2022-08-01 10 263819 517-526 https://hdl.handle.net/20.500.11815/4186 https://doi.org/10.1111/1467-9817.12404 en eng Journal of Research in Reading; 45(3) http://www.scopus.com/inward/record.url?scp=85135528006&partnerID=8YFLogxK Vardy , E J , Al Otaiba , S , Breadmore , H L , Kung , S H , Pétursdóttir , A L , Zaru , M W & McMaster , K L 2022 , ' Teacher–researcher partnership in the translation and implementing of PALS (Peer-Assisted Learning Strategies) : An international perspective ' , Journal of Research in Reading , vol. 45 , no. 3 , pp. 517-526 . https://doi.org/10.1111/1467-9817.12404 0141-0423 66643406 7e199ccd-7ac1-4925-8bcc-f8dce708d92b 85135528006 unpaywall: 10.1111/1467-9817.12404 https://hdl.handle.net/20.500.11815/4186 doi:10.1111/1467-9817.12404 info:eu-repo/semantics/openAccess co-creation Intervention design Peer-Assisted Learning Strategies Reading Comprehension Education Developmental and Educational Psychology Psychology (miscellaneous) /dk/atira/pure/researchoutput/researchoutputtypes/contributiontojournal/article 2022 ftopinvisindi https://doi.org/20.500.11815/418610.1111/1467-9817.12404 2023-11-01T23:55:27Z Funding Information: We would like to thank the schools, teachers and students who have alongside us developed PALS for each international context outlined. Publisher Copyright: © 2022 The Authors. Journal of Research in Reading published by John Wiley & Sons Ltd on behalf of United Kingdom Literacy Association. Peer-Assisted Learning Strategies (PALS) is a class-wide structured supplementary paired reading programme to support learners with their reading (Fuchs et al., 1997). What remains at the core of implementing PALS in any given location is the co-creation with teachers to ensure PALS fits with that educational context. This paper discusses the involvement of teachers as co-creators in the process of adapting PALS in England, United Arab Emirates (UAE), Taiwan and Iceland. The aim is to demonstrate the importance of careful adaptation when implementing a programme adopted from another country. Each adaption used a different methodological approach to co-creation. For example, in England, field notes, informal conversations and interviews were utilised for co-creation. In Iceland, preschool and elementary teachers were instrumental in translating and adapting the PALS materials to the Icelandic context. From each adaption, the teachers supported the development of a literacy programme that was suitable for classroom use. In England, teachers' involvement resulted in the removal of the motivational point system. For the UAE context, PALS began in English to support second language learning, but the instructional routines were a good ‘fit’ for the school culture and were developed in Arabic. For the Taiwan context, PALS provided an empirical basis for a model of differentiated instruction to enhance the reading literacy of Chinese-speaking elementary students. In Iceland, teachers trained other teachers in PALS as a research-based and efficient approach to meeting diverse learning needs of students, especially those with Icelandic as an additional language. Careful adaptation, piloting and the ... Article in Journal/Newspaper Iceland Opin vísindi (Iceland) Fuchs ENVELOPE(-68.666,-68.666,-67.233,-67.233) Journal of Research in Reading 45 3 517 526 |
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Open Polar |
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Opin vísindi (Iceland) |
op_collection_id |
ftopinvisindi |
language |
English |
topic |
co-creation Intervention design Peer-Assisted Learning Strategies Reading Comprehension Education Developmental and Educational Psychology Psychology (miscellaneous) |
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co-creation Intervention design Peer-Assisted Learning Strategies Reading Comprehension Education Developmental and Educational Psychology Psychology (miscellaneous) Vardy, Emma J. Al Otaiba, Stephanie Breadmore, Helen L. Kung, Shu Hsuan Pétursdóttir, Anna Lind Zaru, Mai W. McMaster, Kristen L. Teacher–researcher partnership in the translation and implementing of PALS (Peer-Assisted Learning Strategies) : An international perspective |
topic_facet |
co-creation Intervention design Peer-Assisted Learning Strategies Reading Comprehension Education Developmental and Educational Psychology Psychology (miscellaneous) |
description |
Funding Information: We would like to thank the schools, teachers and students who have alongside us developed PALS for each international context outlined. Publisher Copyright: © 2022 The Authors. Journal of Research in Reading published by John Wiley & Sons Ltd on behalf of United Kingdom Literacy Association. Peer-Assisted Learning Strategies (PALS) is a class-wide structured supplementary paired reading programme to support learners with their reading (Fuchs et al., 1997). What remains at the core of implementing PALS in any given location is the co-creation with teachers to ensure PALS fits with that educational context. This paper discusses the involvement of teachers as co-creators in the process of adapting PALS in England, United Arab Emirates (UAE), Taiwan and Iceland. The aim is to demonstrate the importance of careful adaptation when implementing a programme adopted from another country. Each adaption used a different methodological approach to co-creation. For example, in England, field notes, informal conversations and interviews were utilised for co-creation. In Iceland, preschool and elementary teachers were instrumental in translating and adapting the PALS materials to the Icelandic context. From each adaption, the teachers supported the development of a literacy programme that was suitable for classroom use. In England, teachers' involvement resulted in the removal of the motivational point system. For the UAE context, PALS began in English to support second language learning, but the instructional routines were a good ‘fit’ for the school culture and were developed in Arabic. For the Taiwan context, PALS provided an empirical basis for a model of differentiated instruction to enhance the reading literacy of Chinese-speaking elementary students. In Iceland, teachers trained other teachers in PALS as a research-based and efficient approach to meeting diverse learning needs of students, especially those with Icelandic as an additional language. Careful adaptation, piloting and the ... |
author2 |
Faculty of Health Promotion, Sports and Leisure Studies |
format |
Article in Journal/Newspaper |
author |
Vardy, Emma J. Al Otaiba, Stephanie Breadmore, Helen L. Kung, Shu Hsuan Pétursdóttir, Anna Lind Zaru, Mai W. McMaster, Kristen L. |
author_facet |
Vardy, Emma J. Al Otaiba, Stephanie Breadmore, Helen L. Kung, Shu Hsuan Pétursdóttir, Anna Lind Zaru, Mai W. McMaster, Kristen L. |
author_sort |
Vardy, Emma J. |
title |
Teacher–researcher partnership in the translation and implementing of PALS (Peer-Assisted Learning Strategies) : An international perspective |
title_short |
Teacher–researcher partnership in the translation and implementing of PALS (Peer-Assisted Learning Strategies) : An international perspective |
title_full |
Teacher–researcher partnership in the translation and implementing of PALS (Peer-Assisted Learning Strategies) : An international perspective |
title_fullStr |
Teacher–researcher partnership in the translation and implementing of PALS (Peer-Assisted Learning Strategies) : An international perspective |
title_full_unstemmed |
Teacher–researcher partnership in the translation and implementing of PALS (Peer-Assisted Learning Strategies) : An international perspective |
title_sort |
teacher–researcher partnership in the translation and implementing of pals (peer-assisted learning strategies) : an international perspective |
publishDate |
2022 |
url |
https://hdl.handle.net/20.500.11815/4186 https://doi.org/10.1111/1467-9817.12404 |
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ENVELOPE(-68.666,-68.666,-67.233,-67.233) |
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Fuchs |
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Fuchs |
genre |
Iceland |
genre_facet |
Iceland |
op_relation |
Journal of Research in Reading; 45(3) http://www.scopus.com/inward/record.url?scp=85135528006&partnerID=8YFLogxK Vardy , E J , Al Otaiba , S , Breadmore , H L , Kung , S H , Pétursdóttir , A L , Zaru , M W & McMaster , K L 2022 , ' Teacher–researcher partnership in the translation and implementing of PALS (Peer-Assisted Learning Strategies) : An international perspective ' , Journal of Research in Reading , vol. 45 , no. 3 , pp. 517-526 . https://doi.org/10.1111/1467-9817.12404 0141-0423 66643406 7e199ccd-7ac1-4925-8bcc-f8dce708d92b 85135528006 unpaywall: 10.1111/1467-9817.12404 https://hdl.handle.net/20.500.11815/4186 doi:10.1111/1467-9817.12404 |
op_rights |
info:eu-repo/semantics/openAccess |
op_doi |
https://doi.org/20.500.11815/418610.1111/1467-9817.12404 |
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Journal of Research in Reading |
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45 |
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517 |
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