Multimedia in the Art Curriculum: Crossing Boundaries

Art educators, like those in other areas of the curriculum, are under pressure from various directions to use digital technology in the classroom. Whilst some of this pressure is politically motivated I believe there are also what could be described as more legitimate educational reasons for using computers; what is lacking at this stage is a coherent body of knowledge amongst art educators as to what happens when we do use them. This article focuses on a development project which took place last year in a secondary school involving a Year 10 class in the use of multimedia software. The project was collaborative in nature and was carried out by Miles Jefcoate, an art teacher at Beacon Community College in East Sussex, a group of Year 10 students at Beacon and myself as a member of the teaching team on the Art and Design PGCE course at the University of Brighton. Supported by research funding from the University, the school was provided with multimedia software which was installed into its computer network. The design and delivery of the students' project was undertaken by Miles whilst I evaluated the impact of the digital technology on the learning taking place, with an emphasis on how Miles and the students experienced and evaluated their activities.     

Elucidating early mechanisms of developmental psychopathology: the case of prenatal smoking and disruptive behavior

There is a robust association between prenatal smoking and disruptive behavior disorders, but little is known about the emergence of such behaviors in early development. The association of prenatal smoking and hypothesized behavioral precursors to disruptive behavior in toddlers (N=93) was tested. Exposed toddlers demonstrated atypical behavioral patterns, including (1) escalating externalizing problems from 18 to 24 months and (2) observed difficulty modulating behavior in response to social cues. Specification of exposure-related behaviors is a first step toward generating testable hypotheses about putative mechanisms of effect. While it remains unclear whether prenatal exposure plays an etiologic role in the emergence of disruptive behavior, atypical exposure-related behavioral patterns are evident in the first years of life and demonstrate developmental coherence.     

Sexuality in school: the limits of education

This paper reports on aspects of an Australian study into the factors and conditions that make it possible for secondary school health education teachers to include and affirm gender and sexual diversity in their teaching. The study examined the impact of a two-day intervention designed to prepare teachers to use a major new government-funded teaching and learning resource called Talking Sexual Health. The study found that whilst there was a range of personal and structural barriers inhibiting change, professional development and access to teaching and learning resources could indeed impact positively on teachers’ willingness and ability to include and affirm diverse sexualities in their health education programs.     

Action imitation: the early phase of infancy.

The early phase of imitation was studied in children between 6 and 18 months by means of the presentations of 22 actions. Comparison groups were used to assess spontaneous production of actions modeled for the treatment samples. Aanalyses yielded 4 clusters of actions, with 1 cluster showing age and treatment versus comparison group effects and others failing to show both these effects. An important factor affecting imitation was the presence of objects. Actions with objects were imitated more than actions without objects. Measures of attention were found to correlate with imitation level, wheras latency was inversely related to imitation. The presence of sound as a variable that potentially influences imitation was studied, but results were inconclusive. Moreover, imitation and object concept performance were unrelated when the factor of age was controlled.     

跨越道德的边界：威尔斯《世界大战》道德范围的探讨

《世界大战》中威尔斯通过假想火星人对地球的入侵探讨了不同物种不同文明之间是否有共同的道德,以及一个物种或者一种文明的道德边界在哪里的问题。其中体现出的道德的范围即是人,当一方拒绝给予对方人的身份认同时,那么,对方就被排除在道德范围之外而被随意对待。     

Profiles of disruptive behavior across early childhood: contributions of frustration reactivity, physiological regulation, and maternal behavior

Disruptive behavior, including aggression, defiance, and temper tantrums, typically peaks in early toddlerhood and decreases by school entry; however, some children do not show this normative decline. The current study examined disruptive behavior in 318 boys and girls at 2, 4, and 5 years of age and frustration reactivity, physiological regulation, and maternal behavior in the laboratory at 2 years of age. A latent profile analysis resulted in 4 longitudinal profiles of disruptive behavior, which were differentiated by interactions between reactivity, regulation, and maternal behavior. A high profile was associated with high reactivity combined with high maternal control or low regulation combined with low maternal control. Results are discussed from a developmental psychopathology perspective.     

Crossing the Borders of Plyler v. Doe: Students without Documentation and their Right to Rights

In this article, I show that the intersection between education policy and immigration law in the United States sustains a permanent underclass and reinforces the deliberate disenfranchisement of students without authorized immigration status. I critically analyze the Supreme Court case Plyler s. Doe, and I suggest the DREAM Act as a means for these students to secure a right to rights for economic, social, and political agency. At the heart of the argument is my assertion that domiciled residency ought to ensure these students’ right to educational equity within the United States, from preschool through postsecondary levels. Throughout, I reflect on the amassing group of well-educated students, whose papers are diplomas, and who increasingly make apparent the futility of citizenship status for demarcating possibilities for mobile border crossing—not only territorial borders, but also the walls built up to obstruct class and social border crossings.     

Crossing divides: The legacy of Graham Nuthall

Graham Nuthall's work cuts across methodological and conceptual divides that have worked against the development of a theory of learning and teaching that is at once predictive and practical. The micro-genetic approach to research on learning in classrooms that he developed with Adrienne Alton-Lee successfully transcends the unhelpful dichotomy between qualitative and quantitative methods. Crossing the borders between the individual focus of cognitive psychology and the central role of social activity of sociocultural theory, he has suggested a synthesis that is both grounded in social context and predictive of individual learning. His theoretical contribution can become still more useful by extending it to the larger realities of students’ lives outside of the classroom by relating it to dynamic notions of culture and identity.     

Crossing the Border: Religious Education of Coexistence with the Case of North Korean Refugees in the U.S

Abstract

When one decides to cross the border of a nation due to political oppression and poverty, it is a crucial decision for the whole world and time around them. Many people make the treacherous journey across economic systems and political and religious background to pursue human dignity and happiness. Among many refugee groups who cross such borders, my research pays attention to North Korean refugees in the United States and their settlement process. As North Korean refugees enter this land of freedom and prosperity, are they provided adequate aid and education to redirect their mindset from communism to capitalism, from oppression and trauma to living together? What is the role of the faith community and of religious education in it? Based on postcolonial feminist practical theology, this paper explores the journey together and offers a pedagogy of coexistence and mutual transformation.     

Crossing the Generations: Learning to Lead Across the Leadership Life Cycle

ABSTRACT

To fully understand the continuing evolution of the community college movement, one must also consider the evolution of its leadership, its changing environment, as well as changing societal needs. This monograph provides some experiential insight into the leadership aspect of the community college, particularly with regard to generational change. Focused topics include needed curricular changes in graduate leadership programs, leadership recruitment and retention, and specific situational discussion. The article concludes with a brief consideration of future challenges for aspiring community college leaders.     

Situating Cognition and Crossing Borders: Resisting the Hegemony of Mediated Education

Advances in technology coupled with a changing social, political and economic climate is seeing a proliferation in the growth of mediated education. Recognizing that mediated education and the application of various technologies in mediated education is constructed from a particular cultural perspective, this paper proposes to challenge this perspective, arguing that we need to develop heuristic frameworks that help us think of meeting the needs of a culturally diversified population. Using the concept of communities of practice as an analytical lens it begins by making explicit the origins of mediated education and the implications this has had for culturally marginalized peoples. Arguing that mediated education, as it is constructed, is a form of neo-colonialism, it proposes to examine mediated education within the context Giroux's concept of border crossings. Implications for application are then explored.