Literacy's verb: Exploring what literacy is and what literacy does

This article considers contemporary policy claims about “what literacy is” and “what literacy does.” First, the article reviews in-depth the ways in which development discourses define literacy, and the claims made in development discourses about the “consequences” of literacy for economic and political development. I then draw on 24 months of ethnographic research in Brazil with 41 highly impoverished literacy students from four literacy programs in two cities in order to demonstrate that there is no predictable “impact” of literacy on development. Instead, I show that the opportunities afforded by literacy depend greatly on the types of literacy and the types of literacy programs made available to students, as well as students’ cultural understandings of literacy and the social, political, and economic contexts within which they attempt to assert new literacy practices. The article concludes that we should not consider literacy as an actor with some “impact”; instead, we should examine how people use literacy in ways that are conditioned by social and cultural forces.     

An alternative model of special education teacher education socialization

The process of organizational socialization sheds light on the difficulty of a university program to effectively socialize its special education teacher candidates into believing and acting on theories of inclusion for students with disabilities in public schools. In general, people are socialized by prior experiences, then the university, then the workplace. In this case, the workplace socialization exists prior to participation in the university setting and in conjunction with it potentially complicating traditional university socialization. This study explores how prospective special education teachers in a moderate/severe special education teacher credential program adopt, adapt, and redefine the concept of inclusion. An analysis of their use of the term “inclusion” in semi-structured interviews draws attention to the degree to which they have or have not been socialized into believing and acting on inclusion at their schools.     

Human contact in the classroom: Exploring how teachers talk about and negotiate touching students

In a “risk society,” as defined by Beck [(1992). Risk society, towards a new modernity (M. Ritter, Trans.) Newbury Park, CA: Sage, see also Castel, R. (1991). From dangerousness to risk. In G. Burchell, C. Gordon & P. Miller (Eds.), The Foucault effect: Studies in governmentality (pp. 281–298). Chicago: The University of Chicago Press], teachers are risky individuals who, “must become permanent objects of their own suspicion” [Jones, A. (2003b). Touching children: Policy, social anxiety, and the ‘safe’ teacher. Journal of Curriculum Theorizing, 19(2), 112]. The purpose of this study was to explore how four experienced, female teachers for whom “touching” students is a natural component of their teaching, talked about how they made choices about when and how to engage in the risky behavior of touching children. Findings are organized along two axes. The first represents how participating teachers perceived contexts as facilitating or constraining human contact. The second illustrates what conversations about human contact revealed about participants’ teaching selves. This study contributes to the literature on teacher–student relationships as well as the literature on teachers’ decision-making. Implications for future research in teacher decision-making, teacher–student relationships, and teacher education are discussed.     

空间与秩序:对工读学校教育现状的反思

本文利用中国青少年研究中心"中国工读教育(2007)"普查数据和2012年对部分工读学校的个案调查,从社会学的角度对工读教育的场域进行分析。研究认为,主流社会构建了工读学校的社会地位,使其在城市空间中处于被排斥的位置。工读学校内的教育秩序通过学习和生活的空间来呈现,教育秩序是"师生关系"博弈的结果,而由此构成的全新秩序使得工读学生有自我发展的可能。     

Professional judgment and dispositions in teacher education

The word “dispositions” has suddenly emerged in the lexicon of teacher educators in the United States of America, and around the globe as found in publications such as The International Journal of Diversity in Organizations, Communities and Nations and the Journal of the International Society for Teacher Education. However, it is clear from the literature that educators are just beginning to grapple with the definitional and philosophical aspects of the construct. This work seeks to assist the field of teacher education, both in the United States and internationally in gaining a better understanding of “dispositions,” and, at the same time to offer working connections between professional judgment and dispositions, and provide grounding for the construct as “habits of mind” that render professional conduct more intelligent.     

A research model for the study of science teachers’ PCK and improving teacher education

In this article, a new research model for the study of pedagogical content knowledge (PCK) is presented which aims to improve teacher education. This model called “educational reconstruction for teacher education” (ERTE) represents the framework for an integrative approach to the study of science teachers’ topic specific PCK, which is a largely unexplored field. By integrating the PCK concept, originating in the American Curriculum tradition, into the German (Fach)didaktik tradition, this model adds a new perspective to (Fach)didaktik. This paper, therefore, also aims to clarify the PCK concept and its relation to Fachdidaktik.     

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.     

Participation in the figured world of graffiti

This article is based on ethnographic work with two “crews” of young graffiti artists in southern Mexico City. The crews share certain characteristics with gangs or urban tribes, but more with “communities of practice”: they live in the “figured world” of graffiti, a community of practice at the local and global level. Through participation, including observation and the study of fanzines, group members learn the language, technical and social skills, and values of this figured world. Their reasons to paint and the topics they express are varied, but authentic expression is fundamental. Graffiti allows these young people to establish an interesting interplay of identities in the world of graffiti versus their ordinary lives.     

Educational effects of the Tools of the Mind curriculum: A randomized trial

The effectiveness of the Tools of the Mind (Tools) curriculum in improving the education of 3- and 4-year-old children was evaluated by means of a randomized trial. The Tools curriculum, based on the work of Vygotsky, focuses on the development of self-regulation at the same time as teaching literacy and mathematics skills in a way that is socially mediated by peers and teachers and with a focus on play. The control group experienced an established district-created model described as a “balanced literacy curriculum with themes.” Teachers and students were randomly assigned to either treatment or control classrooms. Children (88 Tools and 122 control) were compared on social behavior, language, and literacy growth. The Tools curriculum was found to improve classroom quality and children's executive function as indicated by lower scores on a problem behavior scale. There were indications that Tools also improved children's language development, but these effects were smaller and did not reach conventional levels of statistical significance in multi-level models or after adjustments for multiple comparisons. Our findings indicate that a developmentally appropriate curriculum with a strong emphasis on play can enhance learning and development so as to improve both the social and academic success of young children. Moreover, it is suggested that to the extent child care commonly increases behavior problems this outcome may be reversed through the use of more appropriate curricula that actually enhance self-regulation.     

The planning of higher education in the German Democratic Republic

The points of departure, objectives and methods of higher education planning are subsumed within the total context of the social, scientific, technical and cultural development of a country and dependent upon that country's social order. In the socialist countries, all deliberations on educational planning involve the all-round development of the socialist personality. Economic goals and factors also play an important role, but they must be seen as a means to the end of a superordinate goal. In the German Democratic Republic educational planning has to guarantee the realisation of several constitutional mandates: admission to universities and colleges in accordance with the principle of achievement, with the requirements of society, and with reference to the social composition of the people and equality of the sexes; the right to work and the social security of the graduates. In terms of the number of students admitted to and graduating from higher education, the GDR has arrived at a high level. The planning of higher education takes place in accordance with the principles of democratic centralism, with broad participation of people inside and outside of universities.Paper originally presented to the 17th International Seminar, The University Today, Dubrovnik, September 5th, 1972, under the title Zur Planung der Hochschulbildung in der Deutschen Demokratischen Republik.     

The effect of effort grading on learning

In the fall of 2004, Benedict College – a Historically Black College in Columbia, SC – began enforcing a new grading policy called Success Equals Effort (SE²). Under this policy, students taking freshman and sophomore level courses were assigned grades that explicitly rewarded not only content learning (“knowledge” grade) but also measures of effort (“effort” grade). This paper examines the effects of effort grading using two stage least squares and fixed effect estimates. I find evidence of a strong positive correlation between “effort” grades and “knowledge” grades. Under some restrictions this relationship can be interpreted as “effort” producing “knowledge”.     

英国院校研究发展与演变的逻辑:从“平等”到“质量”

与美国相比,院校研究在英国的发展是迟缓的。从历史渊源来看,英国早期的"院校研究"活动包括"校史研究"和"政府报告"。但其"真正意义上"的院校研究起源于英国政府决定推行高等教育大众化的政策过程(1963—1987)。在此期间,院校研究主要是促进"教育平等"的政策研究和大学内部教学法改进研究。20世纪80年代后期,英国政府与大学之间的关系发生了重大变化,"质量评估运动"和"问责"促成了院校研究在英国高校内部地位的确立。院校研究的旨趣也从关注"平等"转向"质量"。院校研究在英国发展的历程和经验,对于其他欧洲国家甚至对中国院校研究的推进,都具有启发和借鉴意义。     

Curriculum reform and ‘Quality Education’ in China: An overview

This paper provides an overview of Chinese government attempts to promote a revised school curriculum reflecting a more holistic approach to education under the banner of suzhi jiaoyu (“quality education”), and positions the policies in the Chinese historical, educational, social and economic context. While the push has inspired innovative reforms in a number of schools and met with considerable in-principal support, on a wider scale implementation of the reforms is hampered by insufficient resources, conceptual ambiguity and conservative resistance. The goals of the new curriculum are still not reflected in the examinations and frequently conflict with teacher, student and parental goals in a society where examination outcomes have life long consequences.     

Integrating Western and Aboriginal Sciences: Cross-Cultural Science Teaching

The article addresses issues of social power and privilege experienced by Aboriginal students in science classrooms. First, I present a rationale for a cross-cultural science education dedicated to all students making personal meaning out of their science classrooms. Then I describe a practical research and development project, Rekindling Traditions: Cross-Cultural Science & Technology Units, that modestly illustrates cross-cultural science teaching for years 6–11, in which Western and Aboriginal sciences are integrated. This integration is discussed in terms of the Rekindling Traditions units, including the assessment of students.     

重温师范大学制的“孟胡之争”——孟宪承与胡先骕关于师范大学制的论争之探析(1925)

为尽早实现教育普及的目标,近代教育先贤设计了独立的师范教育体制,当中又特别强调高等师范的建设,而有"高师教育分区制"的出台,"六大高师"因之而诞生。上世纪20年代,高师迎来了"升格运动",历经多年苦心经营才成的"分区制"随之破产,"六大高师"多数倾向转轨为普通大学。特别是武昌高等师范学校先升级为武昌师范大学,旋即"舍师范"而"奔综合"变为武昌大学,此种情形引发了教育先进的担忧,而有恢复旧制的种种呼声及努力。但著名植物学家胡先骕对此却不以为然,而孟宪承与之意见相左,故而构成一场教育论争。胡不认可"封闭性"的师资培养方式,主张采用"开放性"的,但是这种理想的计划离中国的现实太远,而且对教育学与师范教育的认识不周全,因而引来孟宪承的批评。这场论争规模虽小,但学术分量很足,对于今日的师范教育改革亦不乏借鉴意义。     

Seeing one another as “other”

In this paper, the authors discuss two complementary life history research projects investigating prospective teachers' identities in relation to their race and social class. Drawing on the experiences of one student from each study, they show how both whites and students of color primarily thought about one another as “others”—people who fundamentally differed from one another and whom they understood through preconceived ideas about a group. The authors draw on a Bakhtinian notion of how a “surplus of sight” enables one to develop understandings of an “other” and also of oneself.     

Learning (not) to become a teacher: A qualitative analysis of the job entrance issue

Reporting on 12 case studies of student teachers, this paper examines how experiences during teacher education affect graduates’ decision on job entrance. Interpretative data-analysis reveals that powerful sources of the shift in motivation to enter teaching concern interactions in which the person of the teacher is at stake. These mainly involve student teachers’ need to develop a socially recognized sense of professional competence as well as their dealing with social and cultural working conditions in schools. These crucial determinants act as “double-edged swords”, being at the same time important sources for recognition as for self-doubts and loss of job motivation.     

Why preferences in college admissions may yield a more-able student body

Critics of affirmative action policies contend that the elimination of racial preferences in college admissions would lead to a “more-able” student body. We develop a simple model comprised of three classes of college admissions—merit, race and legacy—to show that it is possible that a change in admissions policy that reduces racial preferences leads to a “less-able” student body. The change in admissions policy may serve only to ensure that more admissions are available for “sale” to wealthy alumni through legacy preferences. In other words, when there are multi-dimensional preferences, reducing or eliminating one dimension of preferences may lead to the unforeseen consequence of producing a “less able” student body.     

Does Critical Thinking and Logic Education Have a Western Bias? The Case of the Nyāya School of Classical Indian Philosophy

In this paper I develop a cross‐cultural critique of contemporary critical thinking education in the United States, the United Kingdom, and those educational systems that adopt critical thinking education from the standard model used in the US and UK. The cross‐cultural critique rests on the idea that contemporary critical thinking textbooks completely ignore contributions from non‐western sources, such as those found in the African, Arabic, Buddhist, Jain, Mohist and Nyāya philosophical traditions. The exclusion of these traditions leads to the conclusion that critical thinking educators, by using standard textbooks are implicitly sending the message to their students that there are no important contributions to the study of logic and argumentation that derive from non‐western sources. As a case study I offer a sustained analysis of the so‐called Hindu Syllogism that derives from the Nyāya School of classical Indian philosophy. I close with a discussion of why contributions from non‐western sources, such as the Hindu Syllogism, belong in a Critical Thinking course as opposed to an area studies course, such as Asian Philosophy.     

Taking the next step: Connecting teacher education,research on teaching,and programme assessment

We cite four disconnections among teacher education programmes, research on teaching, and programme assessment that contribute to a paucity of systematically collected evidence and the inability of teacher educators to fully address the “outcomes question” [Cochran-Smith, M. (2003). Assessing assessment in teacher education. Journal of Teacher Education, 54, 187–191] now central to the conduct and future of teacher education programmes. To reduce those disconnections, we present the Development, Research, and Improvement model of programme assessment [Metzler, M. W., & Tjeerdsma, B. L. (1998). PETE program assessment within a development, research, and improvement framework. Journal of Teaching in Physical Education, 17, 468–492] that has guided a comprehensive, longitudinal, and research-based assessment project at Georgia State University in the United States for 13 years. We situate this work in the framework of Self-Study of Teacher Education, now gaining attention worldwide as a legitimate approach to bridging the methodological and evidentiary gap between teacher education programmes, research on teaching, and programme assessment. Examples of data collected in the longitudinal programme are described, along with illustrations of how those data have guided decisions about our teacher education programme, and how those findings can add to the empirical knowledge in teacher education.