Academic advisement: An untapped resource

A Comparative Study of the Secondary Eduaation of Girls in England, Germany, and the United States. By Yoshi Kasuya. 1933. New York: Teachers College, Columbia University. Pp. x + 211.

Secondary Education. By Thomas H. Briggs. New York: The Macmillan Company, 1933. Pp. x + 577.

Leadership Among High School Pupils. By Marion Brown. New York: Bureau of Publications, Columbia University, 1933. Pp. viii + 166.

Administration of Enrichment to Superior Children in the Typical Classroom. By J. Edgar Dransfield. 1933. New York: Teachers College, Columbia University. Pp. v + 107.

Bible Readings in Character and Citizenship. Compiled by A. L. Morgan. Cokesbury Press.

The Romance Research. By L. V. Redman and A. V. H. Mory. Baltimore: The Williams and Wilkins Company, 1933. Pp. x + 149.

History of the State Teachers College, Radford, Virginia, 1910–1930. By M'Ledge Moffett. Radford, 1932. Pp. xii + 143 + 142A.

My Second Writing Book. By Jennie Wahlert and A. O. Leutheusser. Chicago: Laurel Book Company, 1933. Pp. 64. Nice arrangement. Interesting in formation. Varied content. M. R.

Problems of Education in the United States. By C H. Judd. McGraw‐Hill, 1933. Pp. 214.

The Psychology of Study. By C. A. Mace. R. M. McBride and Company. Pp. 96.

Physiology of Muscular Activity. By E. C. Schneider. W. B. Saunders Company, 1933. Pp. 401.

Basic Units in Mechanical Drawing—Book I. By Hoelscher and Mays. John Wiley and Sons, 1933. Pp. 288.

The Junior Outline of History. By I. O. Evans. D. Appleton and Company, 1933. Pp. 295.

An Introduction to Conrad. By F. W. Cushwa. Doubleday Doran, 1933. Pp. 436.

The Influence of Familiarity Upon Children's Preferences for Pictures and Poems. By James E. Mendenhall and Marcia E. Mendenhaia. 1933. New York: Lincoln School, Columbia University. Pp. x + 75.

The Library in the School. By Lucile Fargo. American Library Association, 1933. Pp. 479.

Then and Now in Dixie. By Rose Mortemer Elizey Macdonald. New York: Ginn and Company, 1933. Pp. vii + 293.

The Dilemma of Democracy. I. L. Kandel. Harvard University Press, 1934. Pp. 79.

Do College Students Choose Vocations Wisely? Edward Sparling. Teachers College Bureau of Publications, 1933. Pp. 110.

Student Aid in the Secondary Schools of the United States. By Verna A. Carley. New York: Columbia University, 1933. Pp. vii + 118.

Responsibility for Rural‐School Administration. By Frank W. Cyr. New York: Teachers College, Columbia University. Pp. vi + 158.

Annual and Semi‐Annual Promotion. By J. Armour Lindsay, 1933. New York: Teachers College, Columbia University. Pp. vii + 170.

The Technique and Administration of Teaching. By Noble Lee Garrison. Cincinnati: American Book Co., 1933. Pp. xiv + 593.

Little Carolina Blue Bonnet. By Mabel Pugh. New York: Thomas Y. Crowell Company, 1933. Pp. 171. Little girls from eight to twelve will enjoy this simple, charming story. It will be of

Practical Exercises in News Writing. By Douglass Wood Miller. New York: D. C Heath and Company, 1933. Pp. 131.

Heath Readings in the Literature of Europe. By Tom Peete Cross and Clark H. Slover. New York: D. C. Heath and Company, 1933. Pp. xv + 1194.

The Founding of Maryland. By Matthew Page Andrews. New York: D. Appleton‐Century Company, 1933. Pp. xii + 367.

The Case Method Technique in Professional Training. By D. Henryetta Sperle. New York: Teachers College, Columbia University, 1933. Pp. vi + 92.

Adult Education and The Social Scene. By Ruth Kotinsky. New York: D. Appleton‐Century Company, 1933. Pp. xxi + 208.

Skyscraper. By Elsa H. Naumburg, Clara Lambert, Lucy Sprague Mitchell. New York: The John Day Company, 1933. Pp. 80.

The Community and Society. By Loran D. Osborn and Martin H. Neumeyer. Cincinnati: American Book Company, 1933. Pp. x + 468.     

Surgeons as medical school educators: an untapped resource

Despite extensive experience teaching residents, surgeons are an untapped resource for educating medical students. We hypothesized that by involving surgeons as teachers earlier in the medical school curriculum, medical students' interest in surgery will increase and their opinions of surgeons will improve. Five programs designed to involve surgeons as educators in the medical school curriculum were implemented. The first program, started in 2008, introduced surgical faculty into the first-year medical student anatomy dissection laboratories. Other programs initiated in 2008 included: Surgical Clinical Correlates in Anatomy, which involved faculty teaching through cadaver surgery; Clinical Pathologic Conferences in Anatomy, a surgeon-led conference based on clinical cases; and a women's faculty-student mentorship program. Table Rounds, a surgeon-led anatomy review that used clinical scenarios to quiz students was begun in 2009. All five programs were successfully integrated into the medical school curriculum. While student opinion of surgeons as educators improved, there were no significant changes in student interest in surgery as a career nor change in performance on written examinations over the Anatomy content covered by the surgeons. Surgical faculty and trainees can be integrated into the medical school curriculum. Involving surgeons as educators earlier in the medical school curriculum may have longer term effects than could be observed in this study. At a minimum, the experience improved student opinion of surgeons as educators.     

师生冲突:一种潜在的教育资源

师生冲突是课堂教学中的一种正常现象,它不仅仅具有负面功能。在得到正确处理的前提下,它会成为一种有价值的教育资源。教师冲突管理二维模式的运用可以使冲突得以及时处理以避免其恶性发展,保证课堂教学的正常进行。其后教师和学生的有效沟通,可以促成双方间的相互理解,使冲突的教育价值得以发挥.     

Education: the untapped resource in oil rich countries

This article raises the question of whether having a high value primary product resource, such as petroleum, makes a constructive contribution to economic and social development, and specifically to education. Although many scholars study the political and economic impact of oil on different societies, the impact on education remains an under‐explored area of comparative educational research. It first summarizes the general issues, then it discusses the educational case of Kazakhstan following the dissolution of the Soviet Union in 1991. The article provides information about Kazakh history and development as a newly independent republic in Central Asia. The article argues the importance of bringing education into the center of the oil and natural resource rich development debate.     

Fostering students’ creativity via educational robotics: An investigation of teachers’ pedagogical practices based on teacher interviews

This study explored how educational robotics (ER) was implemented in classrooms to foster creativity among elementary school students and identified challenges associated with its implementation. Twenty-six teachers at different elementary schools were interviewed. In-depth teacher interviews and grounded theory were used to collect and analyze the interviews. We found that the intended creative learning outcome for students was mastery of the developmental process of creativity. The teachers generally reported using a four-phase instructional framework consisting of eight sub-phases and targeted teaching strategies to support students’ learning outcomes. Challenges included insufficient appropriate learning materials, a lack of expansive learning activities and tasks and limited opportunities to engage students in the process of design thinking and developing metacognitive abilities. The findings have practical implications for teachers and researchers who are interested in developing pedagogical practices (PP) incorporating ER to support students’ creativity. The study also has theoretical value, offering insights into teachers’ PP in implementing ER.     

Taking a stance through visual texts: novice teachers as educational agents

Drawing on qualitative methodologies that integrate verbal and non-verbal texts, this study investigated novice teachers’ attributions of their experiences of internship, as conveyed through a visual text. Novices were invited to design a visual text that represented their experience during internship, as part of a national call entitled ‘Novices in Poster.’ The posters submitted yielded the publication of 127 published posters, which constituted the data for our study. The visual data were analyzed using a multilayered approach to the analysis of visual texts, drawing on Lemke’s analysis of visual and verbal data as complementary channels for obtaining an integrative interpretation of the expressed experience. Findings indicate that novices expose critical stances in relation to activism, collegiality, and leverage, making public their unique potential to improve the educational system. The visual texts underscored novices’ strong social–professional stances towards teaching, positioning them as delegates and agents striving for professional justice.     

Teaching teachers: An investigation of beliefs in teacher education students

Influenced by work on learner-centred education, teacher efficacy and teachers’ concerns, we conducted an investigation of the influence of 185 preservice teachers’ teacher efficacy and concerns on their learner-centred beliefs. Learner-centred beliefs were selected for the purposes of this study as the best indicator of future teaching actions because these preservice teachers had not yet entered the classroom or engaged in teaching practices. Preservice teacher efficacy and concerns, individually and collectively, significantly influenced learner-centred beliefs. These findings indicate that teacher education can facilitate the development of learner-centred beliefs by addressing these trainable characteristics and demonstrate the need to further explore both teacher efficacy and concerns as they relate to learner-centred education within teacher education programs.     

The learning preferences of students and teachers: An Australian-American comparison

The Learning Preference Scale—Students and the Learning Preference Scale—Teachers were administered to large samples from Sydney schools (n = 1,814 and 619, respectively). With corresponding American versions, a large sample of students and teachers was tested in Minneapolis schools (n = 1,059 and 342, respectively). Data were analyzed first in separate batches by country, and then combined using country as a variable. School year and sex findings are discussed for students. Teaching subject, sex, and years of teaching experience findings are discussed for teachers. The Sydney and Mineapolis data are similar when each data set is analyzed separately. In both cities the girl-boy differences are identical: the girls show stronger cooperative preferences and the boys stronger competitive and individualized preferences. The overall trends with regard to school year, too, are the same, with cooperative and competitive preferences increasing with year level and individualized preference decreasing. In addition, teachers in both cities show striking similarities. Males have more orientation to competitive learning than females. Primary/elementary teachers express more cooperative preferences than secondary teachers, whereas high school teachers, especially those of science and mathematics, are more strongly competitive in their preferences. Dissimilarities become evident, however, when direct comparisons are made between the sets of data for the two locations. Both students and teachers in Sydney are more competitively inclined, more individualistically inclined, and less cooperatively inclined than the sample of their American counterparts. Although the emphasis on competition and individualization in American schools has been seen as excessive and has drawn loud criticism from social commentators, this emphasis in Australia, which is even greater, has attracted very little attention. Because of geographic and social isolation, certain aspects of Australian society have been relatively free from criticism. Comparative data such as those from the present study offer the chance to bring the competitive/indivudalistic ethos predominant in Australia under critical examination.     

论学生差异资源的教育学价值

个体的差异性和独特性是人类社会文化多姿多彩的重要源泉,是人类社会文明不断进步的推动力。差异是教育教学生态系统发生发展的基本条件,没有差异课堂生态也就失去了存在的基础。尊重差异,把学生带来的东西作为一种学习环境的资源,其教育学价值就是促进主体间互动、激励、协作和共生共长,追求高水平、高质量,促进每个人最大限度的发展;教师是学生差异资源的促进者、开发者和组织者。     

高校师范类毕业生择业观教育浅析

高等学校毕业生就业制度的新旧交替使得大学毕业生的思想意识和择业观念发生了前扎未有的变化，当前大中专毕业生就业的形势日益严峻，如何对高校师范类毕业生进行正确的择业观教育，使他们尽快适应新的就业方式具有重要的现实意义。     

中小学师生冲突及其教育价值

师生冲突是师生互动行为中极其重要的一个方面。师生冲突既会给教育教学活动带来一些负面影响,但应对得当也会产生正向的教育价值。师生冲突的教育价值表现为反思自身的价值、增进理解的价值、文化反哺的价值、心理保健的价值和激发活力的价值等方面。     

Educational Stories: Engaging teachers in educational theory

A common complaint among those involved in teaching the educational foundations is the reluctance of many trainee teachers to engage in issues of educational theory. This is particularly apparent with those trainees who are more concerned with managing classrooms of children than grappling with what are often abstract and difficult ideas. This paper considers the current use of educational stories as a pedagogical strategy in teacher training, and a story that has been used in this way is presented. It is argued that teachers of the educational foundations disciplines can, via stories, appeal to the opposing tensions and schemata in students’ own minds, and this engagement can be enhanced when students are confronted with broader educational debates, perspectives and proposals. Stories provide abstract concepts with a necessary tension, they suggest a way of entering the theoretical via the concrete and they show students the personal relevance of certain debates, which may have previously appeared remote and obscure. The end result is that students are challenged to make decisions about matters of fundamental importance such as the kinds of teachers they will be and about the ethical commitment they will make to teaching.     

学生的教育经历:一种不可忽视的课程资源

传统的教育学教学过于注重系统化、理论化的教育知识的传授,而忽视了学生的教育经历在教育学教学中的积极作用,从而导致了教育学教学的呆板、沉闷与低效。其实,学生的教育经历是一种教育学教学不可忽视的课程资源。它既是嫁接教育理论的基础,也是沟通教育理论与教育实践的桥梁。把学生的教育经历视为一种课程资源,可以有效地激发学生学习教育学的热情,引导学生在教育现实与教育理论的撞击中进行学习、思考,使本身具有开放性和多种可能性的教育理论更加可亲、可信、可敬。     

Helping students manage emotions: REBT as a mental health educational curriculum

In preparing children to deal with life in an increasingly complex society, it is important that schools devote attention to well-organised and theoretically sound programmes employing a preventive approach to mental health. Rational Emotive Behaviour Therapy (REBT), as indicated in its name, incorporates changes to thought processes and behaviours. It is a cognitive–emotive–behavioural system of therapy, and is based on the assumption that emotional problems result from illogical and irrational patterns of thinking about an event rather than from the event itself. REBT is a mental health and an educational intervention. It attempts to teach students how to help themselves by providing a structured method of processing extreme emotions. The purpose of this article is to provide practitioners with a knowledge base and practical applications of REBT that have been successfully implemented in various educational contexts.