A review of note-taking: The encoding-storage paradigm and beyond

This review article investigates the encoding and storage functions of note-taking. The encoding function suggests that the process of taking notes, which are not reviewed, is facilitative. Research specifying optimal note-taking behaviors is discussed as are several means for facilitating note-taking, such as viewing a lecture multiple times, note-taking on a provided framework, or generative note-taking activities. The storage function suggests that the review of notes also is facilitative. Research addressing particular review behaviors, such as organization and elaboration, is discussed as are the advantages of reviewing provided notes, borrowed notes, or notes organized in a matrix form. In addition, cognitive factors related to note-taking and review are discussed. The article concludes with an alternative means for defining and investigating the functions of note-taking, and with implications for education and for research.     

Taking religions seriously in the sociology of education: going beyond the secular paradigm

Abstract

Valuable developments in the Sociology of Education over the last 40?years have involved the widening and deepening of analytical perspectives to include not only class-based research in education but also the complex interactions of class, race and gender in all educational, social, economic and political contexts. From a sociology of knowledge perspective the field has become historically more mature and multi-­dimensional in its research and analysis of socio-educational contexts internationally. This paper argues that despite these progressive developments, one dimension is still largely ignored i.e. that of the religions of the world and of the social and cultural implications of these faiths for education today. Sociological analysis which elides a religious dimension not only presents an over-simplified view of social relations in the modern West but also fails to make an authentic engagement with education.     

An instructional paradigm for the teaching of computer-mediated communication

This article outlines an instructional paradigm that guides the design of interventions that build skills in computer-mediated communication (CMC). It is applicable to learning at multiple levels of communicative proficiency and aims to heighten awareness, the understanding of the impact of media configurations, the role of cultures and social contexts in mediated communication, and forward research in the service of instructional designs for CMC. This paradigm broadens the scope of Hymes’ (Sociolinguistics, Harmondsworth: Penguin, 1972) theory of communicative competence, which is often applied to foreign language learning contexts, to include online interaction. The paradigm addresses the nuances of mediated communication through recognition of the situations and modes that intersect in online spaces. The paradigm is designed for learning situations that provide time and access to mediated environments where learners develop values for communication skill through practical experiences and structured reflection. This approach to creating instruction has at its core certain values, including risk-taking by participating in unfamiliar contexts, appreciating mediated-communication configurations as unique modalities, and placing CMC skills development within larger sets of pedagogical goals. This instructional paradigm does not assume that verbal fluency, grammatical competence, skill in either writing or speaking, nor membership in any age group translates directly to skill in CMC. The methods presented here have been selected because they build tolerance and appreciation for divergent viewpoints. The methods are (1) building interest by having learners select specific media situations, (2) facilitating collaboration by constructing safe spaces, (3) directly teaching CMC reading skills, (4) using examples and matched non-examples, (5) investigating CMC principles in real world examples through structured discussions, (6) showing the process of different communications’ development, and (7) using roles in discussion designs.     

An alternative vision for the thoughtful teacher

Book reviewed in this article: Professional knowledge, professional lives: studies in education and change I. F. Goodson Teaching in the knowledge society: education in the age of insecurity A. Hargreaves The activist teaching profession J. Sachs     

Inclusive masculinities of university soccer players in the American Midwest

Male teamsport athletes have traditionally been described as some of the most homophobic and femphobic men in North American culture. However, in this ethnographic research of an education-based soccer team at a small Catholic university in a rural part of Middle America, I use inclusive masculinity theory to highlight that a softer version of masculinity is in operation. I use participant observation and 22 in-depth interviews to show that these men are gay friendly, that they avoid fights, and that they use reciprocal disclosure and homosocial tactility to emotionally bond. Although the type of masculinity the men on this team exhibit retains some orthodox behaviours, it is nonetheless far removed from the traditional model of hegemonic masculinity commonly attributed to teamsport athletes found in American institutes of sport and education.     

寻找自信的另一种方式

上大学时,有位苏教授,其貌不扬,但博学多才、风趣幽默,深得学生的喜爱。有次在课堂上,苏教授问我们:在你们眼里,我是一个怎样的人?大家听得一头雾水,不知道苏教授问这句话的意图。见我们都不敢开口,苏教授便自嘲道:在你们眼里,     

Harnessing the power of superheroes: An alternative view

Superhero play offers opportunities for superfun and superlearning     

选频滤波器的一种设计方法

采用归一化变换的方法，使不同选频滤波器变换为标准低通滤波器，简化了设计过程．     

When Science is Strangely Alluring: Interrogating the masculinist and heteronormative nature of primary school science

Starting from the literature that interrogates the gendered nature of science and school science, this article considers the ways in which primary school science is masculinist and heteronormative. The author takes up Jane Miller's (1991) notion of the seductiveness of grand narratives (in this case school science) to envision the largely implicit ways in which school science may attract or repel certain students and teachers. Using this framework, the author 'reads' examples from the realms of pedagogy, curriculum and policy in primary school science, and concludes by examining some of the reasons why it is important to critically probe how these heterogendered boundaries are produced and reproduced with/in school science.     

Heavy‐metal Humpty Dumpty: dissonant masculinities within the context of the nursery

To operationalize a feminist poststructuralist approach necessitates research of a close‐up nature in order to track shifting subject positions through a range of social contexts and to explore the interpersonal and intrapersonal power relations that operate within them. Adopting this theoretical perspective, together with Connell’s concept of hegemonic masculinity, this paper explores the practices and beliefs of one male nursery teacher, Ian, as he attempts to carry out a Government‐funded initiative aimed at increasing the involvement of fathers and male carers in his nursery. Data are drawn from a sequence of interviews with Ian, his colleagues, and the participating fathers and male carers. The analysis shows how Ian experiences identity dissonance which can be interpreted as a struggle with competing aspects of masculinity as he slips in and out of forms of hegemonic masculinity, sometimes complicit and sometimes struggling to resist. This interpretation problematizes the essentialist nature of the concept of hegemonic masculinity.     

Gendered communities of practice and the construction of masculinities in Turkish physical education

This paper analyses the construction of masculinities in Turkish physical education through Carrie Paechter's conceptualisation of gendered communities of practice. According to Paechter, educational communities of practice operate as sites of gendered activity. Membership within these communities contributes to the construction of a gendered identity. We suggest that this model is useful for conceptualising how Turkish young men come to engage with physical education classes which can be considered as masculine communities of practice. In one Turkish secondary class, we found that football was the most valued practice, determining boundaries of participation and differentiating levels of participation in the learning community. Young men who were immersed and excelled in football took up ‘full’ learning trajectories and became accepted as ‘fully masculine’ while those who were uninterested or non‐competitive in football took up marginalised learning trajectories. We suggest that these diverse learning trajectories came to reflect differentiated versions of masculinity.     

An alternative instrument for private school competition

Empirical studies estimating the effect of private school competition on student outcomes commonly use the share of Catholics in the local population as an instrument for private school competition. I show that this is not a valid instrument since it is endogenous to private school competition and suggest using instead the local share of Catholics in the population in 1890 and its squared term. These instruments are very strong and are also exogenous to both student achievements and private school competition. I further show that using the current Catholic share as an instrument results in seriously flawed estimates of the effect of private school competition on math test scores and on educational attainment, to the extent that significant positive effects of private school competition on these outcome measures do not hold when the historical Catholic share in 1890 is used as an alternative instrument. The historical Catholic share in 1890 can also be applied to estimate the treatment effect of Catholic schools.