To use Films in Learning

“In the beginning there was the word.” Speech the means ofcommunication, creates the foundation for all human relationships with one another. Verbalismus and the abstract formation of an idea were expressions for overvaluation of speech. Natural scientists showed, from translations of ancient works, that this was something to watch for or a process already completed: further investigation through personal experiment orobservation test are unnecessary.     

To walk invisible: distance students in a dual-mode university*

Abstract

This paper argues that dual mode provision has a critical role to play in widening participation. The mixed methods study drew on institutional records, an online survey (n = 126) and 17 semi-structured interviews to explore the participation experience of a group of distance graduates (n = 268) from a dual mode university. Derived from the theories of Bourdieu, a social reproduction framework was employed, using the concepts of habitus, field and capital. Findings indicate that graduates shared a predominantly working class background. They chose a dual mode university as they did not want their degree seen in any way as different from those of conventional university graduates. During their participation they experienced a sense of belonging to their peer group, but not to the university. They perceived themselves to have been less important to the university than full-time students and felt excluded from institutional supports. Implications for dual mode provision are drawn from the findings.     

To whom it may concern

Australian Training and Asian Living. Mary C. Hodgkin. (Nedlands, Western Australia: University of Western Australia Press, 1966. Pp. 221. $3.50.)

The Changing School Curriculum. John I. Goodlad and others. (New York: The Fund for the Advancement of Education, 1966. Pp. 122.)

The Cost of Education Index 1965–1966. Prepared by the editors of School Management. (New York: Pitman Publishing Corporation, 1966. Pp. 72. $1.50.)

Man‐Machine Systems in Education. John W. Loughary. (New York: Harper &; Row, 1966. Pp. 242. $4.50.)

Mass Media and Communication. Charles S. Steinberg, editor. (New York: Hastings House, 1966. 530 Pp. $11.50; also in paperback, $5.95.)

The Ordeal of Desegregations The First Decade. Reed Sarratt. (New York: Harper and Row, 1966. 374 Pp. $7.50.)

The Public School and the Private Vision, A Search for America in Education and Literature. Maxine Greene. (New York: Random House, 1965. Pp. 185. $1.95.)

The School and The Economic System. Charles S. Benson. (Chicago: Science Research Associates, Inc., 1966. Pp. 117. $1.95, paper.)

Student's Rorschach Manual. Robert M. Allen. (New York: International Universities Press, Inc., 1966. Pp. 280. $7.00.)

Teaching in a World of Change. Robert H. Anderson. (New York: Harcourt, Brace, &; World, Inc., 1966. Pp. 180. $1.95)

The Teaching of Language in Our Schools. Miriam B. Goldstein. (New York: The Macmillan Company, 1966. Pp. 192. $1.95, paper.)     

To Think or Not To Think: The apparent paradox of expert skill in music performance

Abstract

Expert skill in music performance involves an apparent paradox. On stage, expert musicians are required accurately to retrieve information that has been encoded over hours of practice. Yet they must also remain open to the demands of the ever-changing situational contingencies with which they are faced during performance. To further explore this apparent paradox and the way in which it is negotiated by expert musicians, this article profiles theories presented by Roger Chaffin, Hubert Dreyfus and Tony and Helga Noice. For Chaffin, expert skill in music performance relies solely upon overarching mental representations, while, for Dreyfus, such representations are needed only by novices, while experts rely on a more embodied form of coping. Between Chaffin and Dreyfus sit the Noices, who argue that both overarching cognitive structures and embodied processes underlie expert skill. We then present the Applying Intelligence to the Reflexes (AIR) approach—a differently nuanced model of expert skill aligned with the integrative spirit of the Noices’ research. The AIR approach suggests that musicians negotiate the apparent paradox of expert skill via a mindedness that allows flexibility of attention during music performance. We offer data from recent doctoral research conducted by the first author of this article to demonstrate at a practical level the usefulness of the AIR approach when attempting to understand the complexities of expert skill in music performance.     

To valerse por si misma between race,capitalism, and patriarchy: Latina mother-daughter pedagogies in North Carolina

This article examines mujer-oriented mother-daughter pedagogies that are narrated and discursively embodied, improvised, and contested in the conversations and oral life histories of a group of Latina mothers in rural North Carolina. The teaching and learning that occurs between mothers and daughters through consejos (advice),cuentos (stories) and la experiencia (experience) are wrought with tensions and contradictions yet open with spaces of possibility. Latinas evoked patriarchal ideologies about being a mujer de hogar (woman of the home), while simultaneously negotiating these in discourses about knowing how to valerse por si misma (to be self-reliant). A conceptual framework built around ''funds of knowledge,'' educacion, and third space feminism serves to illuminate how mothers teach daughters to be submissive, rebellious and comforming, all at the same time, as they maneuver between race, patriarchy, and capitalism.     

To reopen the American mind

This essay originally appeared in the July 8, 1988 issue ofThe Wall Street Journal. It is reprinted here with theJournal's permission.     

To See or Not To See: Preservice Teacher Attitudes Toward Color Blindness

This study examined the perspectives of 85 undergraduate preservice teacher candidates engaged in a required survey course on diversity at a midsized Midwestern university. Candidates completed the Common Beliefs Survey at both the beginning and end of the 16-week semester. Quantitative analysis of the pre- and postcourse Likert ratings of candidates indicated a significant negative shift relative to the statement, “I don't think of my students in terms of their race or ethnicity; I am color-blind when it comes to my teaching.” Further qualitative analysis of candidates who provided written rationale for their numeric response indicated prevailing themes of conscious bias, intentional color-blindness, and movement toward appreciation of racial difference as a critical cognizance. Implications for teacher education include experiences beyond the scope of a survey course if significant schematic shift leading to the potential for educational equity is to be realized.     

To be more fully human: Freire and Confucius

This paper compares the educational thought of Paulo Freire and Confucius on what it means to be more fully human. Both Freire and Confucius object to the dehumanisation of human beings through the banking concept of education and other oppressive practices. They argue for the ontological vocation of becoming more fully human through humanisation and humanity (ren) respectively. In terms of differences, Freire’s notion of humanisation seeks to transform human beings from objects to subjects who know and act. Confucius’ concept of humanity, while also stressing autonomy and agency, places moral self-cultivation at its centre. While Freire advocates critical consciousness and social transformation, Confucius propagates dao- or Way-consciousness and self-transformation. The essay concludes by exploring a synthesised conception of humanisation where human beings are subjects who are motivated and guided by humanity (ren).     

To experience joy: musings on endarkened feminisms,friendship, and scholarship1

Joy can be defined as a feeling of happiness, well-being, success, or delight (Merriam-Webster on-line dictionary, http://www.merriam-webster.com/dictionary/joy, 2014). It can also be seen as the source or cause of such delight. However, according to Alice Walker, there is another articulation of joy from an endarkened feminist perspective that speaks to feminist struggles within and against our varied oppressions: ‘Resistance is the secret of joy’ (p. 279). It is from and through Walker’s definition of joy that this paper arises. Written in prose form (what I refer to as ‘musings’), this essay focuses on the possibilities of affirmation, contestation, and expansion in our scholarship when informed by friendship as endarkened feminist praxis. Resisting invisibilities, this piece argues for the power and usefulness of friendship as both principled practice and experience of mutuality, visibility, and shared partnership that bears witness to and embodies joy as a fruitful space of endarkened feminist cultural production and healing.     

Contributions Of Teachers To Dental Health Knowledge And Behavior Of Students

For the K-sample Siegel-Tukey and Klotz tests on variance, Penfield and Koffler published, in this journal, test-statistic formulas that yield excessively liberal tests. The degree of liberalness is demonstrated, and corrected formulas are presented and illustrated in this paper.     

To maintain circularity: Biological roots of education

Truisms have the disadvantage that by dulling the senses they obscure the truth. Almost nobody will become alarmed when told that in times of continuity the future equals the past. Only a few will become aware that from this follows that in times of socio-cultural change the future will not be like the past... At any moment we are free to act toward the future we desire. In other words, the future will be as we wish and perceive it to be. This may come as a shock only to those who let their thinking be governed by the principle that demands that only the rules observed in the past shall apply to the future. For those the concept of change is inconceivable, for change is the process that obliterates the rules of the past (Von Foerster, 1972).     

To Score or Not to Score: Factors Influencing Performance and Feasibility of Automatic Content Scoring of Text Responses

In this article, we systematize the factors influencing performance and feasibility of automatic content scoring methods for short text responses. We argue that performance (i.e., how well an automatic system agrees with human judgments) mainly depends on the linguistic variance seen in the responses and that this variance is indirectly influenced by other factors such as target population or input modality. Extending previous work, we distinguish conceptual, realization, and nonconformity variance, which are differentially impacted by the various factors. While conceptual variance relates to different concepts embedded in the text responses, realization variance refers to their diverse manifestation through natural language. Nonconformity variance is added by aberrant response behavior. Furthermore, besides its performance, the feasibility of using an automatic scoring system depends on external factors, such as ethical or computational constraints, which influence whether a system with a given performance is accepted by stakeholders. Our work provides (i) a framework for assessment practitioners to decide a priori whether automatic content scoring can be successfully applied in a given setup as well as (ii) new empirical findings and the integration of empirical findings from the literature on factors that influence automatic systems' performance.     

To keep America number 1: confronting the deep nationalism of US higher education

The Chancellor of the University of California, Berkeley, Robert Birgeneau, told Time magazine recently that America is in ‘an economic war’ with the world and ‘the importance of investing in long‐term research for winning that war hasn’t been understood’. This article argues that such comments are not just metaphorical or unfortunate word choices, but instead reveal deep truths about the role of American universities globally. The fact that people such as Birgeneau, as head of a ‘world class’ university, line up so readily behind US nationalism and militarism has serious implications for how we need to understand higher education not just in America but worldwide.     

To click or not to click: investigating conflict detection and sourcing in a multiple document hypertext environment

This study investigated whether accessing conflicting claims in other documents by means of hyperlinks embedded within currently read documents may facilitate conflict detection and source-content integration. Norwegian undergraduates (n?=?85) read multiple conflicting documents on a controversial health-related issue, with half of the conflicting claims across documents hyperlinked and the other half not. Moreover, half of the participants were told that they would get more information by clicking on the links (weak prompting condition) while the other half were additionally told that clicking on the links was necessary to get a more complete understanding of the issue (strong prompting condition). Results indicated that the extent to which participants accessed conflicting claims in other documents via the hyperlinks was positively related to their detection of cross-document conflicts as well as their integration of source-content information. A mediational analysis indicated that conflict detection mediated the effect of accessing conflicting claims via the hyperlinks on source-content integration. No relationship was found between the prompting condition and participants’ selection of the hyperlinks. The theoretical significance as well as the practical value of our findings are discussed.

     

To Challenge or Not To Challenge: The Mentor's Dilemma

This paper focuses upon open and distance learning initial teacher education in both primary and secondary sectors and explores the ways in which mentors challenge PGCE students in their professional thinking and classroom practice. It draws upon ethnographic research on mentors and student teachers during one presentation of the course. The data are based on observations of mentors working with students on final student placement, conversations with specialist subject mentor trainers as well as questionnaire and other source material. An analysis of how mentors articulate their knowledge base; the dialogue between mentor and student and the challenge of moving from novice to expert for the student teacher are all considered. Our conclusions have implications for all ITT and will also be a source of valuable practical help for student teachers and mentors.     

Getting a Read on Ready To Learn Media: A Meta-analytic Review of Effects on Literacy

Most U.S. preschoolers have consumed media created with funding from the U.S. Department of Education's Ready To Learn (RTL) initiative, which was established to promote school readiness among children ages 2–8. Synthesizing data from 45 evaluations (N = 24,624 unique child participants), this meta-analysis examined the effects of RTL media exposure on young children's literacy skills. Results indicate positive effects of RTL media exposure on children's literacy outcomes, especially vocabulary and phonological concepts. These effects are equivalent to about one-and-a-half months of literacy learning above and beyond typical growth. Findings are robust across a variety of research designs and for exposure to both television and new media. These results are discussed in terms of accountability evidence for RTL and larger debates in scholarly understanding of educational media effects.     

How To Do Without Inductive Logic

This paper defends deductivism, the view that the only valid arguments are deductivity valid arguments, and that deductive logic is the only logic that we have or need. Inductive arguments are construed as valid deductive enthymemes. Some of these, with general epistemic principles as missing premises, may be sound as well as valid – thus solving the philosophical problem of induction. But that problem is not to be trivialised by regarding the epistemic principles as analytic truths, as Pargetter and Bigelow have recently suggested.     

To globalise or not to globalise? ‘Inward-looking youth’ as scapegoats for Japan's failure to secure and cultivate ‘global human resources’

In Japan in recent years, there has been much discussion of the need for global human resources alongside criticism of Japanese youth as having an ‘inward-looking’ (uchimuki) orientation. Drawing out the contradictions apparent in a youth apparently reluctant to leave Japan and companies, universitiesand government seemingly desperate to nurture and attract global talent, this paper frames the uchimuki discourse as a cover for an insular Japan and its failure to attract and foster ‘global human resources’.As such, the two discourses shed a great deal of light on Japan's complex relationship with globalisation.     

Using Theory To Tell It Like It Is

In this article a graduate level diversity course, “Diversity & Equity in Higher Education” that is based on Johnson’s (2005) Privilege, Power, and Difference, and Critical Race Theory (CRT) (Tate in Rev Res Educ 22:195–247, 1997) is described. Johnson’s concepts, such as paths of least resistance, are explained, as well as CRT, and forms of multiculturalism. The course format, the instructor’s philosophy toward this course, and course assignments are shared. Using the CRT analysis tool developed by former students of this course, an example from a student’s paper is provided as an example of how to use the tool, and how theory is used to help students “see” injustice and oppression. Challenges, such as tackling a complex topic in one semester, are discussed and recommendations are made, such extending the course for two semesters.