The Praxis of Art's Deschooled Practice

Art's relationship with education is often characterised by paradox. Yet art is often reified within an education system that refuses to see the pedagogical strengths of paradox. This article approaches art education from three positions. The first is that art is a construct that is neither natural nor necessary. The second is that there are no aesthetic or pedagogical imperatives, but that art education is the recognition of groundlessness where paradox facilitates learning. The third approach is to reposition art with regards to its relationship with learning, education and schooling. Here it is argued that art's only choice is to deschool learning. The latter is moved by an underlying dilemma as to whether art, considered as an autonomous human act, could ever engage with systems of learning without being turned into a tool or a thing. Unless art education is deschooled, the teaching and learning of art remains trapped between the assumptions of process and product. So the idea of art and education as shared practices within schooling remains somewhat dubious unless art's practices are recognised in parts perceived as wholes and where conclusions are marked by open‐endedness. No possibilities for art or learning could ever emerge unless a radically different set of conditions give way to a state of affairs where knowledge is a matter to be discovered but never determined, and where a fixed ground is transformed into a wide horizon.     

Development of Equity Preferences in Boys and Girls Across Adolescence

The aim of the current study was to examine the development of equity preferences across adolescence, for boys and girls separately. Participants from 8 to 18 years old (M = 14.09 years; N = 1,216) played four economic allocation games. Analyses revealed a decrease in equity preferences with age and this decrease was stronger for boys than for girls. There was also an age‐related increase in the preference for efficient outcomes (i.e., maximization of total available resources), which was again stronger for boys than for girls. Overall, although equity remains as a strong social norm, adolescents are decreasingly strict in adhering to the equity norm and show increasing flexibility in equity preferences.     

The 50th Anniversary of Brown: Is there Any Reason to Celebrate?

The Brown v. Board of Education decision remains one of the most important legal decisions in history. Although there were local schemes used to avoid desegregating public schools after the decision, black students experienced declining segregation from the 1950s to the late 1980s. During the 1990s, however, a series of Supreme Court decisions stymied desegregation efforts. As a result, some scholars would argue that many of the changes that Brown began are now becoming undone. Given this reality, the 50th anniversary of Brown will not be as celebratory as it might have been. This article examines the impact of Brown and its progeny.     

Better statistics for better decisions: Rejecting null hypotheses statistical tests in favor of replication statistics

Despite being under challenge for the past 50 years, null hypothesis significance testing (NHST) remains dominant in the scientific field for want of viable alternatives. NHST, along with its significance level p, is inadequate for most of the uses to which it is put, a flaw that is of particular interest to educational practitioners who too often must use it to sanctify their research. In this article, we review the failure of NHST and propose p_rep, the probability of replicating an effect, as a more useful statistic for evaluating research and aiding practical decision making. © 2007 Wiley Periodicals, Inc. Psychol Schs 44: 471–481, 2007.     

Wilson,Eydie (2013) Serious comix ISTE (Washington & Eurospan,London) isbn 978‐1‐56484‐321‐0 96 pp £27.50 https://www.iste.org/store/product?ID=2444%E2%80%8E

Eydie Wilson's book pleads that struggling secondary learners be encouraged to design on‐screen storyboards as a means of planning various kinds of work. The book is short and—especially at this high price—would benefit from being much better illustrated than it is: in particular, it needs sample learners' work and other forms of case study material. Though clearly written and developed, Serious comix therefore remains dry and shows few signs of the author's passion for its subject. Yet the concept is appealing and has potential: if you think it could have some impact on your work, borrow a copy and see what appeals to you. Eric Deeson     

Evaluation of the willingness for cadaveric donation in Greece: A population‐based study

Despite the importance of body donation for medical education and the advancement of medical science, cadaveric donation remains suboptimal worldwide. The purpose of this study was to evaluate the willingness of body donation in Greece and determine the characteristics of donors. This cross‐sectional questionnaire survey was conducted from January to June 2011. A specially designed questionnaire was distributed to 1,700 individuals who were randomly selected from five major Greek cities. It was found that higher educational levels (P = 0.002), annual family income below 30,000 Euros (P = 0.001), guaranteed employment status (P = 0.02), and the presence of comorbid conditions (P = 0.004) seemed to affect potential donors' willingness for cadaveric donation. Those with strong religious beliefs were found to be unwilling to donate their bodies to medical science. Interestingly, the majority of participants who believed that hospitalized patients are deceived or are used for harmful experiments were willing to become whole body donors (P = 0.043). In Greece, the rate of body donation to medical science remains low, and most Greek citizens are not willing to become body donors. Efforts to encourage discussions about whole body donation should be implemented in order to improve current low levels of donation. Anat Sci Educ. © 2012 American Association of Anatomists.     

Reading comprehension instruction in Irish primary classrooms: key insights into teachers' perspectives on classroom practices

Despite a wealth of international research indicating the importance but also the dearth of explicit reading comprehension instruction in classrooms, current classroom reading pedagogy does not appear to have acknowledged and addressed this shortcoming to any significant degree. This is cause for some considerable concern, as today's students require effective, metacognitive reading comprehension strategies in order to succeed in a vastly expanding multi-literate textual environment. This paper will discuss a recent study, involving a survey (n=278) and interviews (n=12), which examined current beliefs and understandings regarding reading, as well as reading pedagogy and practice among teachers at primary level in Ireland. The findings revealed that current reading pedagogy, as indicated by the surveyed teachers, relies heavily on decoding instruction and an affective approach to reading while explicit comprehension instruction practice remains secondary and more the exception rather than the rule. The paper will attempt to examine possible reasons as to why current reading pedagogy remains ‘un-balanced’ in this manner while also exploring possible avenues for improvement.     

Review：BRCA1/2 associated hereditary breast cancer

Breast cancer is one of the leading causes of death in women today. Some of the patients are hereditary, with a large proportion characterized by mutation in BRCA1 and/or BRCA2 genes. In this review, we provide an overview of these two genes, focusing on their relationship with hereditary breast cancers. BRCA1/2 associated hereditary breast cancers have unique features that differ from the general breast cancers, including alterations in cellular molecules, pathological bases, biological behavior, and a different prevention strategy. But the outcome of BRCA1/2 associated hereditary breast cancers still remains controversial; further studies are needed to elucidate the nature of BRCA1/2 associated hereditary breast cancers. Project supported by the National Natural Science Foundation of China (No. 30772510) and the Joint Program of Ministry of Health and Zhejiang Provincal Government of China (No. WKJ2006-2-008)     

Performing mundane materiality: Actor-Network Theory,global student mobility and a re/formation of ‘social capital’

ABSTRACT

Social capital is a puzzling actor; made real by its allies. It has been ‘out-there’ in the form of scientific publications for decades. Although some characteristics are common to all elaborations of this theory (networks, trust, and norms), there remains confusion in determining a ‘coherent concept’ of social capital. In this paper, we make use of such ‘incoherence gap’ to open an experimental theoretical and, subsequently, analytical space. Based on empirical research with mobile students and assemblages of non-human actors, the paper offers two investigative gatherings. First, the Bourdieusian approach to ‘social capital’ is discussed, allowing relational ontologies to enter the scene. Second, consideration is given to issues of performativity and the relevance of materiality for empirical social capital investigations. Despite the degree of ontological security social capital has managed to achieve, we question the disregard for the performative role of non-human entities in the context of global student mobility.     

On the validity of useless tests

A misconception exists that validity may refer only to the interpretation of test scores and not to the uses of those scores. The development and evolution of validity theory illustrate test score interpretation was a primary focus in the earliest days of modern testing, and that validating interpretations derived from test scores remains essential today. However, test scores are not interpreted and then ignored; rather, their interpretations lead to actions. Thus, a modern definition of validity needs to describe the validation of test score interpretations as a necessary, but insufficient, step en route to validating the uses of test scores for their intended purposes. To ignore test use in defining validity is tantamount to defining validity for ‘useless’ tests. The current definition of validity stipulated in the 2014 version of the Standards for Educational and Psychological Testing properly describes validity in terms of both interpretations and uses, and provides a sufficient starting point for validation.     

The Emergence of Forgiveness in Young Children

Humans depend greatly on our cooperative relationships. Thus, when our relationships are damaged by transgressions, they need to be repaired. Such repair requires that the transgressor show remorse and the victim forgive. Previous research demonstrates that as transgressors, young children show remorse and attempt to repair the harm they caused. However, it remains unclear when children, as victims, forgive remorseful transgressors. In Study 1, 5-, but not 4-year-olds, (n = 20 each) were more forgiving of a remorseful transgressor (who did not explicitly apologize) than an unremorseful transgressor. In Study 2, 4-year-olds (n = 20) were more forgiving of an apologetic than unapologetic transgressor. Thus, from early in ontogeny, humans are motivated to repair damaged relationships and thus uphold cooperation.     

Distinguishing Polemic From Commentary in Science: Some Guidelines Illustrated With the Case of Sage and Burgio (2017)

Exposure to nonionizing radiation used in wireless communication remains a contentious topic in the public mind—while the overwhelming scientific evidence to date suggests that microwave and radio frequencies used in modern communications are safe, public apprehension remains considerable. A recent article in Child Development has caused concern by alleging a causative connection between nonionizing radiation and a host of conditions, including autism and cancer. This commentary outlines why these claims are devoid of merit, and why they should not have been given a scientific veneer of legitimacy. The commentary also outlines some hallmarks of potentially dubious science, with the hope that authors, reviewers, and editors might be better able to avoid suspect scientific claims.     

Unpacking the Ontogeny of Gesture Understanding: How Movement Becomes Meaningful Across Development

Gestures, hand movements that accompany speech, affect children's learning, memory, and thinking (e.g., Goldin‐Meadow, 2003). However, it remains unknown how children distinguish gestures from other kinds of actions. In this study, 4‐ to 9‐year‐olds (n = 339) and adults (n = 50) described one of three scenes: (a) an actor moving objects, (b) an actor moving her hands in the presence of objects (but not touching them), or (c) an actor moving her hands in the absence of objects. Participants across all ages were equally able to identify actions on objects as goal directed, but the ability to identify empty‐handed movements as representational actions (i.e., as gestures) increased with age and was influenced by the presence of objects, especially in older children.     

An outcome-based assessment process for accrediting computing programmes

The calls for accountability in higher education have made outcome-based assessment a key accreditation component. Accreditation remains a well-regarded seal of approval on college quality, and requires the programme to set clear, appropriate, and measurable goals and courses to attain them. Furthermore, programmes must demonstrate that responsibilities associated with the goals are being carried out. Assessment leaders face various challenges including process design and implementation, faculty buy-in, and resources availability. This paper presents an outcome-based assessment approach that facilitates faculty participation while simplifying the assessment and reporting processes through effective and meaningful visualisation. The proposed approach has been implemented and used for the successful ABET accreditation of a computer science programme, and can be easily adapted to any higher education programme.     

How Canadian universities use social media to brand themselves

This paper explores social media marketing strategies applied by Canadian universities as a tool for institutional branding, recruitment and engagement of home and international students. The target sample involves the total population of Canadian university-status institutions (N = 106). Qualitative data were collected from two major social networking websites, Facebook and Twitter, over the span of six months to provide a comprehensive picture. Additionally, student enrolment data were compiled with the purpose of associating social media implementation with fluctuations of student enrolment. Results reveal that the Twitter platform is generally much more popular to carry conversations, but that Facebook remains the preferred website for university-initiated postings; most of these university-led postings, whether on Twitter or Facebook, relate to campus/student news and events. Findings point to institutions as only one of many message generators, while students and a host of third parties have become the dominant ones.     

Elaborating Differential Impact of Media Exposure on Perceptions of Police Between Criminal Justice Majors and Non-Criminal Justice Majors

Abstract

Researchers have argued that media exposure involving criminal justice can influence perceptions of police, but empirical research is decidedly mixed. Additionally, some scholars argue that media effects depend on audience characteristics. However, the moderating role of academic major remains unexplored. Using a laboratory-style randomized experiment (N?=?270), the current study examines the impact of media exposure that contains conflicting images of the police on perceptions of police and if this effect varies depending on academic majors by performing a series of paired t-tests, independent-samples t-tests, and a mixed between-within subjects analysis of variance. Findings show that exposure to mixed images of the police dampens confidence in the police, but this effect is pronounced among non-CJ majors compared to CJ majors. Expanding our knowledge base in differential media effects between CJ majors and non-CJ majors can offer useful insights into future CJ curricula.     

Michel Serres’ Le Parasite and Martin Buber’s I and Thou: Noise in Informal Education Affecting Dialogue Between Communities in Conflict in the Middle East

Abstract

One issue that is often ignored in political theory is the problem of means and modes of communication affecting dialogue between parties. In this age of hyper communication, this is something particularly relevant. The point here is that, despite the ease with which we have access to both means and modes of communication, there remains the problem of truly communicating and truly dialoguing with the Other. Michel Serres’ work Le Parasite is a seminal work on this issue. According to him, in means and modes of communication, the parasite is an unwanted entity that interferes with what would otherwise be a clear connection between a sender and a receiver. But messages must pass through means and modes of communication, and this necessarily interferes with the message. The noise is therefore a constitutive feature of any form of communication. In this article, I assess the implications of Serres’ theory for Buber’s views on dialogue and for conflict resolution between individuals and communities in conflict. My discussion will be centred on informal education and will make reference to concrete instances of Anti-Semitism in the Middle-Eastern media, and how it affects relations between communities in the region.     

Attitude toward Christianity among secondary school pupils in Northern Ireland: shifts in denominational differences

Background Northern Ireland is a province that remains deeply divided between Protestants and Catholics and maintains a segregated system of schools.

Purpose The research builds on a series of studies conducted in the 1960s, 1970s and 1980s to monitor the attitude toward Christianity of males and females educated in Protestant and Catholic schools.

Sample A sample of 2359 16- to 18-year-old pupils attending Catholic and Protestant schools in Northern Ireland.

Design and methods A random sample of seven Protestant and nine Catholic schools invited all pupils attending their lower and upper sixth-form classes to participate in the survey and to complete the Francis scale of attitude toward Christianity.

Results The data demonstrate that, while males attending Catholic schools maintained a more positive attitude towards Christianity than males attending Protestant schools, females attending Catholic schools reported a less positive attitude toward Christianity than females attending Protestant schools. These findings are compared with studies conducted during the 1970s and 1980s when both males and females attending Catholic schools recorded a more positive attitude toward Christianity than their peers attending Protestant schools.

Conclusions Repeated cross-sectional studies of this nature help to profile the changing religious climate of Northern Ireland.     

Critical perspectives on cultural diversity in early childhood: building an inclusive curriculum and provision

This paper presents a discussion of the complexities that arise from addressing issues of cultural diversity in the early years context. It explores the challenges of developing an effective early years provision and pedagogy that values cultural difference within the framework of a mandated curriculum, The Early Years Foundation Stage (EYFS) in England. The discussion presents a critical debate based on the argument that the task of constructing an inclusive early years curriculum remains contentious. This is especially the case as children’s cultural and socioeconomic backgrounds challenge the assumptions of normality and universality that are typically produced within policy rhetoric and curricular guidelines for group provision. The discussion draws on the poststructuralist theoretical framework of Foucault and Derrida to critique notions of diversity and difference. It then provides an analysis of the EYFS as an example of the challenges that arise from attempts to address cultural diversity through the curriculum.     

Introducing Forum Theatre to elicit and advocate children’s views

Eliciting and advocating the voice of the child remains at the heart of international political agenda and also remains a central role for educational psychologists (EPs). Previous research indicates that EPs tend to use language-based methods for eliciting and advocating views of children. However, these approaches are often limited. Taking a case study approach this paper aims to explain how the use of Forum Theatre offers EPs a legitimate way of eliciting and advocating the views of children. The study worked with seven Year Six children to create a Forum Theatre Performance which was performed in front of the whole school (spect-actors). Focus groups were held with teachers (n = 3) and children (n = 6) from within the school. This study uses a semantic deductive thematic analysis to explain underlying emancipatory processes within the context of a small rural primary school. The results of this study support previous literature demonstrating that Forum Theatre has a wealth of emancipatory processes which might optimise the approach being used to elicit and advocate for the voice of the child. Practical applications and limitations are discussed with some suggestions for further research.