Can giftedness be taught?

This study investigates the relationship between giftedness and strategic flexibility using cognitive training methodology. The two experiments showed that the metacognitive training influenced strategic flexibility and metacognition of students. The results further showed that it is much easier to enhance performance on closed problems than with open problems which call for creativity.     

A view on Communicative Teaching in China

ＩｎｔｒｏｄｕｃｔｉｏｎＴｈｅｃｏｍｍｕｎｉｃａｔｉｖｅａｐｐｒｏａｃｈｔｏｌａｎｇｕａｇｅｔｅａｃｈｉｎｇｈａｓｂｅｅｎｗｅｌｃｏｍｅｄａｎｄａｄｏｐｔｅｄｉｎｍａｎｙｐａｒｔｓｏｆｔｈｅｗｏｒｌｄｂｅｃａｕｓｅ“ｉｔｓｐｒｉｎｃｉｐｌｅｓｂｒｉｎｇｔｈｅｍｅａｎｓｏｆｌｅａｒｎｉｎｇｉｎｔｏａｌｉｇｎｍｅｎｔｗｉｔｈｉｔｓｅｖｅｎｔｕａｌｅｎｄｓ———ｔｈｅａｃｈｉｅｖｅｍｅｎｔｏｆａｎａｂｉｌｉｔｙｔｏｕｓｅｌａｎｇｕａｇｅｔｏｃｏｍｍｕｎｉｃａｔｉｖｅｅｆｆｅｃｔ.Ｆｕｒｔｈｅｒｍｏｒｅ …     

A new optimization algorithm based on chaos

INTRODUCTION Chaos (Wang et al., 2002) is a common nonlin- ear phenomenon, whose action is complex and similar to that of randomness. The characteristics of chaos being highly sensitive to the initial value of chaos make a world of differences due to the ergodic prop- erty of the phase space—chaos can go through all states in certain ranges without repetition; the inher- ent randomness of the system—means that chaos behavior is similar to randomness which is disorderly; but at the same t…     

A new fusion approach based on distance of evidences

INTRODUCTION Interest in data fusion has markedly increased over the last decade, especially for military applica-tions; and is also widely used in other fields, such as image processing and analysis and classification or target tracking (Goodman et al., 1997; Linas and Waltz, 1990; Hall and Linas, 2001). Based on the framework of evidence theory, data fusion relies on the use of combination rules allowing the belief functions for the different propositions to be com-bined. Dempster’s …     

Quasticrystals: A new state of matter?

The identification of the occurrence of a material which has a structure that is ordered but not periodic in an electron diffraction work triggered a sensational discovery in 1984. It was found that a rapidly solidified alloy of Al with 10–14% Mn possesses an icosahedral symmetry in combination with long-range order. The discovery of such aperiodic forms has resulted in rewriting the basics of crystallography and has paved the way to search for these materials in Nature and look for specific applications.     

Gendered youth transitions: Are patterns changing? A view from The Netherlands

Abstract

Changes in the social structuring of of the life‐phase ‘youth’ and high rates of youth unemployment during the eighties have opened discussion over posited shifts in young people's work orientations and a weakening of the gender‐specificity of youth transitions. Using data from The Netherlands, this paper argues that changes in educational participation, patterns of family life, and work orientations have certainly taken place, but that these cannot be straightforwardly interpreted in terms of individualisation processes and their consequences. Young people remain firmly attached to paid work as a central component of their identities and life plans, and this is increasingly so for young women. Nevertheless, youth transitions remain highly gendered in character, frames of meaning, and implications for the course of adult life.     

Zero tolerance: A new enemy of academic freedom?

Recent provincial government policy proposals related to university governance and substantive and procedural autonomy has had the effect on Ontario university faculty members of throwing the cat among the pigeons. The policy proposals were based on an articulated need for zero tolerance of various forms of harassment, in the first instance voiced by interest groups representing gender, race, political affiliation, sexual orientation and a number of other concerns, and consequently transformed into a provincial government position by politicians.As the province is the main funding agency for universities, the threat to a number of aspects of university integrity is a real one. However, there appears to be much more at stake than a simple threat to the fair treatment of different minorities in the university setting. Such proposals, if articulated as formal policy, have the potential to erode those very elements around which universities have been created and for which universities continue to exist, namely, substantive and procedural autonomy and academic freedom.While in no way denying the rights of minority groups or humans in general as espoused by changing norms in a representative democracy, this article addresses the controversy, defines the freedoms at stake and extrapolates upon the implications of their erosion.     

A new asymmetric watermarking scheme based on a real fractional DCT-I transform

A new asymmetric watermarking scheme is proposed in this letter. In the proposed scheme, a secret real fractional DCT-I transform and a primitive watermark are employed to generate an asymmetric watermark. The secret watermark for embedding is derived from the primitive watermark, and is embedded in the large fractional DCT-I transformation coefficients of a cover signal. The asymmetric detection procedure is performed using a correlation test. Simulation results showed that the asymmetric detection is reliable, and that the scheme can provide minimum security.     

A new extension algorithm for cubic B-splines based on minimal strain energy

INTRODUCTION B-spline curves and surfaces have been widely used in Computer Graphics (CG) and Computer Aided Design (CAD) (Hoschek and Lasser, 1993; Piegl and Tiller, 1997). Many practical algorithms, such as those for position and derivatives evaluation, knot insertion, knot deletion and degree elevation, are usually implemented in a CAD system that uses B-spline as a shape design tool. In curve and surface design, a given B-spline curve or surface usually needs to be extended in …     

Lifelong learning – lifelong returns? A new theoretical framework for the analysis of civic returns on adult learning

Education is associated with a wide range of positive outcomes such as higher wages and employability, but also with increased well-being or volunteering. While previous research focused mainly on returns on formal education in schools or universities, there has been a notable shift in recent years towards the analysis of returns on adult learning. While research has established theory-driven empirical evidence concerning labour market-related outcomes, it fails to identify and coherently explain non-monetary outcomes. The authors of this article review 13 empirical studies on different forms of civic participation as a return on engagement in adult learning. Individuals’ civic participation is one precondition to social cohesion and functioning citizenship at a societal level and thus a factor of high political and societal relevance. All the studies reviewed in this article suggest a positive association between adult learning and civic engagement. To what extent this association is causal, however, remains an open question. The authors argue that any efforts to identify such causality must begin with a number of theoretical assumptions about the mechanisms through which learning may influence civic participation. By linking the theoretical ideas of the studies reviewed with the literature on volunteering, the authors suggest a new theoretical framework, which may guide further research.     

A new global policy regime founded on invalid statistics? Hanushek,Woessmann, PISA,and economic growth

Several recent, highly influential comparative studies have made strong statistical claims that improvements on global learning assessments such as PISA will lead to higher GDP growth rates. These claims have provided the primary source of legitimation for policy reforms championed by leading international organisations, most notably the World Bank and OECD. To date there have been several critiques but these have been too limited to challenge the validity of the claims. The consequence is continued utilisation and citation of these strong claims, resulting in a growing aura of scientific truth and concrete policy reforms. In this piece we report findings from two original studies that invalidate these statistical claims. Our intent is to contribute to a more rigorous global discussion on education policy, as well as call attention to the fact that the new global policy regime is founded on flawed statistics.     

Directive versus facilitative peer tutoring? A view on students’ appraisal,reported learning gains and experiences within two differently-tutored learning environments

The present study aimed to shed light on students’ appraisal and reported learning gains in two differently-tutored learning environments (i.e. directively and facilitatively tutored). In order to investigate this, a quasi-experimental study was set up in the context of a clinical skills learning environment. Not only were participating students asked to rate their appraisal of the tutored learning environment, but they were also interviewed in-depth about their learning gains and experiences within both tutored learning environments. Results showed that directively-tutored students were more positive about the tutored learning environment. With regard to experienced learning gains, it was found that, although both groups of students experienced practical learning gains, only facilitatively-tutored students acknowledged gains in their clinical understanding. Also, in terms of deep-level learning and self-efficacy beliefs, different trends between both groups emerged. Finally, diverse approach-specific strengths and drawbacks were experienced by students. While directively-tutored students were generally more positive about their learning environment, facilitatively-tutored students were more critical about their peer tutors’ approach to tutoring because this led to a lack of clarity and overview. Nevertheless, these latter students reported more deep-level learning and thinking. The current results urge educators to take into account several practical implications, both with respect to peer tutors and to students.     

Internal quality assurance: A new culture or added bureaucracy?

This paper analyses teaching and non-teaching staff perceptions on the implementation of internal quality assurance (QA) practices at their higher education institutions. The aim is to understand how far different perspectives on quality – as culture, as compliance or as consistency – are reflected in the views of these two groups on such practices. Data from a survey sent to all Portuguese institutions show that, to some extent, the perspectives of quality as culture and quality as compliance seem to permeate both groups’ views. This is evident in regard to the factors identified as supporting the development of internal QA, the main features underlying the implementation of such practices and their main effects. As the study allows for a better understanding on how these practices are perceived by teaching and non-teaching staff, it can contribute to promoting the critical reflection of institutions about QA and the way it can be both more effective and aligned with academia’s needs and expectations, contributing to influencing institutional practices.     

Qualified to lead? A comparative,contextual and cultural view of educational policy borrowing

Abstract

Background: Around the globe, education policy borrowing remains pervasive and prevalent. The strategies, interventions and innovations of education systems that perform well, in international assessments, are enthusiastically borrowed and copied in the anticipation of similar educational performance and outcomes.

Purpose: This purpose of the article is to highlight some of the implications and consequences of policy borrowing by comparing the preparation and development programmes for school leaders in various education systems. The article explores the way in which the leadership programmes and models are being adopted and developed by different countries.

Sources of evidence: The article draws upon findings from a contemporary, comparative study of leadership preparation and development across seven different education systems (Seven System Leadership Study). This large-scale, mixed-methods, comparative research study is collecting quantitative and qualitative data about the nature and impact of leadership development and preparation programmes in seven different education systems.

Main argument: The findings from the study reinforce how leadership preparation and development programmes are increasingly becoming standardised as a result of education systems borrowing and adapting from each other. This article also argues that in the contemporary policy discourse, important cultural and contextual influences that significantly affect subsequent implementation and outcomes are increasingly being side-lined and ignored.

Conclusions: This article highlights some of the limitations and unintended consequences of educational policy borrowing. It concludes that adopting some of the design features of effective interventions rather than simply borrowing policies or strategies, in part or in their entirety from very different contexts, may be a more productive way forward.     

The pentagonal implicit theory of giftedness revisited: A cross‐validation in Hong Kong

This article addresses the cross‐cultural generalization of the pentagonal implicit theory of giftedness (Sternberg & Zhang, 1995) as well as differential expectations regarding excellence for girls versus boys. First, we used an instrument based on the pentagonal theory with a sample of in‐service and pre‐service teachers at the University of Hong Kong. Second, we administered a questionnaire designed to assess conceptions of “excellence,” one of the attributes for giftedness described in the pentagonal model, to a different sample of in‐service and pre‐service teachers at the same university. We found a good fit of the pentagonal model to the data collected, paralleling results obtained in the U.S. We also found, however, that in Hong Kong, however, unlike in the U.S., participants had higher expectations of excellence for boys than for girls. These outcomes have implications for identification, instruction, and programming for the gifted.