Vocabulary use during storybook reading: Implications for children with augmentative and alternative communication needs

Storybook‐reading interactions are a critical component of emergent literacy, contributing to later development of conventional literacy skills. Children with augmentative and alternative communication (AAC) needs must be provided with appropriate vocabulary to actively participate in storybook interactions in a manner similar to that of their typically developing peers. This study examined vocabulary used by typically developing kindergartners while being read a storybook. Words used by the kindergartners were compared to vocabulary on premade, commercially available storybook communication displays marketed for individuals with AAC needs. Results revealed that vocabulary on commercially available communication displays did not include the words used most frequently by the kindergartners. Results suggest that practitioners who use commercially available communication displays may need to modify the materials to provide children with AAC needs sufficient vocabulary to enhance their participation during storybook‐reading interactions. © 2010 Wiley Periodicals, Inc.     

Researching assessment as social practice: Implications for research methodology

Recent educational journals on both sides of the Atlantic have seen a resurgence of debate about the nature of educational research. As a contribution to these debates, this paper draws on theoretical and methodological ‘thinking tools’ of French sociologist Pierre Bourdieu. Specifically, the paper explores what Jenkins [Jenkins, R. (2002). Pierre Bourdieu. London: Routledge and Falmer] refers to as Bourdieu's “reflexive epistemological pluralism” and its implications for research into higher education, with a particular focus on assessment as social practice. This particular theoretical and methodological understanding is used to critically reflect on a study conducted in 2005 on the impact of a policy on anonymous examination marking which was implemented at the University of Cape Town in 2004. The study collected both quantitative data of student examination performance pre- and post-policy implementation, as well as interviews with course conveners. The paper argues that when viewed interdependently the data offers insight into some of the “principles of vision and division” [Bourdieu, P. (1996). The state nobility: Elite schools in the field of power. Cambridge: Polity Press] at work in assessors’ judgment-making process. The assessors’ deliberations expose ideological tensions between the dual challenges of equity and excellence in the context of a historically white liberal university under transformation.     

Effective consultants: a conceptual framework for helping school systems achieve systemic reform

A growing number of organisations – universities, non-profits, independent consultants – are emerging as partners to school systems pursuing systemic improvement. This proliferation invites questions probing the interaction between school systems and their consulting partners. Drawing on a cross-disciplinary review of literature, this theoretical paper (1) explores the processes and strategies used by consulting organisations as partners to school systems and (2) proposes a conceptual framework as a starting point for implementation and evaluation of effective consulting for systemic improvement.     

基于英语通用语交际策略视角下的英语语用教学启示

进入21世纪以来,全球化进程加快,英语成了国际通用语,出现了不同于英语本族语的语用交际方式,给英语语用教学提出了挑战和难题。本文综述了在多元文化的背景下ELF领域国内外学界重点关注的ELF实现成功交际的问题,发现ELF参与者会使用一些交际策略实现成功的交际,这为研究ELF背景下英语语用教学提供新的方向和认识:语用教学更应该重视多元文化的互动与融合,以ELF交际策略为导向,培养新时代英语人才。     

The scientist as Cracker-Barrel Philosopher: Implications for the concept of scientific literacy

This study aims to identify an internally consistent and readily teachable philosophical approach to the nature and practice of science. The primary sources are anecdotal material and oral reflections prepared for the popular media by and about an eminent contemporary scientist, the late physicist Richard Feynman. Examples of real people working on technological problems can provide a useful foil to the customary study of great men in the history of science, yet both of these approaches can have serious drawbacks. Feynman's anecdotal reflections provide an excellent middle ground case study: a pure scientist, yet with a personal background anchored in practical problems, who combines the traditional credentials of authority with an endearing humanity. There are striking similarities between the account of the nature of science, technology, and good teaching implied by Feynman's musings and that expressed more abstractly in the recent American Association for the Advancement of Science report,Science for All Americans.     

Writing as a Tool in Teaching Sketching: Implications for Architectural Design Education

This article discusses the process of a study designed to develop university students' sketching skills in schools of architecture. Acknowledging the relationship between cognition and writing, it aims to investigate the role of writing in learning sketching among architecture students and to examine how students regulate their thoughts by writing as they work on their free hand sketches. It includes writing texts before and after sketching tasks to improve sketching. The study was implemented in a school of architecture at a Turkish university as part of an elective course on sketching. The students' works were evaluated in terms of their sketches, texts and self‐reports of their thinking and the views and comments of the tutor who carried out the programme. This article discusses how the study was conceived and developed. The results of this study may provide insights for educators in developing strategies in teaching and learning of sketching and design, using multi modes of thinking.     

Education as a Positional Good: Implications for Market-Based Reforms of State Schooling

Analyses of market-based reforms of state schooling have occasionally acknowledged positional elements in parental demand, but none has fully examined their nature and implications. Contrary to the normal predictions of orthodox economic analysis, competition in positional markets can result in inefficient outcomes. Predominantly relying upon recent British experience, we examine the extent to which compulsory schooling can be viewed as a positional good and explore its implica-tions for policy. In particular, we consider whether policies targeting increases in parental choice assist a rise in the overall level of educa-tional attainment.     

Boston Public as Public Pedagogy: Implications for Teacher Preparation and School Leadership

The media play a major role in the construction of popular cultural “texts,” such as films and television programs. These media forms are conceptualized as “public pedagogies”—i.e., as texts that have great potential to teach the public about a wide range of educational issues. This article focuses attention on the representation of teachers and principals in the popular television series Boston Public. Specifically, the authors provide two complimentary accounts of how the representations of teachers and principals can be engaged through critical analyses or “readings.” One account develops a deconstructive reading of how Boston Public treats teacher preparation, teacher competence, and principal leadership. The second account examines how preservice teachers were engaged in multiple readings of the program. The article concludes by suggesting that analyzing popular representations of teachers and educational leaders in film and television can become one important strategy, among others, for developing critically reflective educational leaders and teachers.     

Environmental Education Research as Profession,as Science,as Art and as Craft: Implications for guidelines in qualitative research

The view taken by any particular educational researcher of the desirability and potential usefulness of guidelines for qualitative research seems likely to depend upon the way in which the activity of 'doing educational research' is itself conceptualised. The implications of a number of possible positions on this question are examined. It is argued that the existence of such a range of positions is likely to continue, but that there may be, nevertheless, a limited role for generally applicable research guidelines if their purpose is appropriately defined.     

Happiness as a Goal of Counseling: Cross-cultural Implications

The article examines the construct of happiness within the context of counseling and holistic health (body, mind and spirit). It discusses happiness as a goal of counseling as reflected in selected counseling theories that focus on humanistic principles, holistic health, positive psychology, personal growth and the client’s intentional choice-making in life. Moreover, the article considers within-cultural and cross-cultural implications of happiness, and presents recommendations for counseling professionals who counsel clients or train future counselors.