Whose Idea Is This? Teaching Artists Reflect on Intellectual Property Issues

Four TA's speak out on intellectual property issues.     

Whose Horse Is It?

Once there was an old farmer who had a white horse.He often rode on his horse to a town.But one day,the horse was lost.He looked for it everywhere,but couldn't find it.     

Whose Dog Is Smarter?

Two dog owners are arguing about their dogs.First owner:My dog is so smart,every morning he waits for the pa-per boy to come around and then he takes the newspa-per and brings it to me.Second owner:I know ...First owner:How?     

Quality Child Care: At Whose Expense?

Quality child care is related to the number of adequately prepared practitioners who are available to children on a long-term basis. Unfortunately, child care practitioners subsidize the true cost of quality child care by working for substandard wages, few benefits, and little recognition of their true worth. The need for adequate compensation for qualified caregivers is the most critical issue facing the profession, because adequate compensation enables trained and educated caregivers to remain in the field, invest in professional development, and it also attracts new students into the field. The true cost of quality should be shared by all members of society, for everyone benefits from investing in the citizens of the future.     

This Is Me

我的名字叫李思瑶,是一个12岁的漂亮女孩。我的家乡在哈尔滨,是一个美丽的冰城。在我心中它是世界上最美丽的地方。我有一个幸福的家:我妈妈、我爸爸和我,他们都很爱我。     

This Is Me

我是一个中国女孩,名字叫曹瑜,我的英文名字叫苏珊。我很聪明,今年11岁。我没有姐妹和兄弟。但我有堂(表)兄妹。我们在群星私立学校上学。我的爸爸和妈妈都爱我。他们经常说我很聪明。我很爱他们。     

Decreasing Child Defiance: Is Inquiry Indispensable?

Teachers report that teaching young children who exhibit defiant and challenging behavior is the most difficult component of their work. This article explores four decades of textbook and research literature recommendations and 4 years of teacher reflections. Common themes of control, power, and anger were identified. A significant finding was that systematic teacher inquiry fostered teacher development of ability to decrease child defiance while fostering children’s emotional self-regulation.     

This Sitory Is Abovt Peter

朋友们，请你读下面的场景小故事，回答问题。故事分三个段落。每个段落后都有1—2个问题等着你哦。     

Parent–Child Portfolios: “Look—This Book Is All About Us!”

A team of facilitators describe the process and content of portfolios they create for families attending weekly playgroup sessions based on the philosophy and practices of the Parents Interacting with Infants (PIWI) model. The parent–child portfolios are a form of authentic assessment and highlight children’s development within the context of parent–child relationships. Facilitators complete weekly observations of parent–child interactions, which allow them to monitor children’s progress on goals set by parents, evaluate their own practices, and plan future playgroup sessions.     

Whose Knowledge? Whose Opportunities? The Demise of the Critical Academy?

This paper explores the emotional and social dynamic of girl's friendship groups in the primary phase of schooling. Previous research by one of the authors suggests that some primary head teachers viewed the particular groupings of girls as providing mutually supportive contexts for group members. Through discussion, interviews and observations of girls and their teachers in years 2, 4 and 6 of three inner city primary schools we aim to provide an insight into the organization of the groups, the rules which govern group membership, and the role groups play in defining the quality and nature of the girls relationships and their social networks at school. We further explore the impact that such social networks have for learning and the role the girls' teachers play in this process.     

Is This a Meaningful Learning Experience? Interactive Critical Self-inquiry as Investigation

What conditions enable educators to engage in meaningful learning experiences with peers and beginning practitioners? This article documents a self-study on our actions-in-practice in a peer mentoring project. The investigation involved an iterative process to improve our knowledge as teacher educators, reflective practitioners, and researchers. Data sets included: video-stimulated reflections; audiotaped reflexive dialogue; individual and shared reflective writings. Data analyzed through the iterative process revealed competing tensions that were not addressed by the triad, leading to a less than meaningful learning experience. We sought to name the dilemmas and document how they impeded meaningful learning; identifying tensions proved useful in data interpretation. The research led us to focus on the tension between collegiality and criticality. Managing this tension requires being authentic with and accepting of the other and working with cognitive dissonances. Collegiality and criticality together promote reflexivity and increase growth, leading to new professional knowledge.     

Who''''s This Car?

汉克买了一辆轿车,当他的邻居问他“这漂亮的新车是你的吗”时,汉克竟然回答说:“这车有时候是我的。”这“有时候”是什么意思?你猜得出来吗?要是猜不出来,读读下面的短文,你就能找到答案,试试,看看你猜得对不对,     

Addressing Child Maltreatment in New Zealand: Is Poverty Reduction Enough?

Jonathan Boston provides an insightful analysis of the emergence and persistence of child poverty in New Zealand (Boston, 2014, Educational Philosophy and Theory). His remarks on why child poverty matters are brief but, as he reports, “[t]here is a large and robust body of research on the harmful consequences of child poverty” (Boston 2014, pp. 10–11). One cost he does not explicitly mention is the increased risk of maltreatment faced by children living in poverty. Given the clear correlation between risk of abuse and poverty, Boston’s recommendations might be expected to go some way to addressing New Zealand’s appalling child maltreatment statistics. However, Boston himself identifies both fiscal and political barriers to the implementation of his proposed strategy. “Fundamentally”, he observes, “without adequate multi-party agreement, it will be hard to reduce child poverty on a durable basis” and “[c]urrently, such agreement is lacking” (Boston, 2014, p. 21). Even if we accept Boston’s strategies for child-poverty reduction, then, it is prudent to consider other responses to the consequences of child poverty. Significant and controversial aspects of New Zealand’s 2013 White Paper for Vulnerable Children can be read in this light, and one of them – the proposal to use predictive risk modeling (PRM) to identify children at risk of maltreatment – is the focus of this commentary.     

Whose nature of science?

Science education literature explicitly and implicitly advocates basic tenets (criteria) for “the nature of science.” The purpose of this study was to investigate whether the science education tenets are also held by philosophers of science (those who study purported tenets of science), and furthermore, to reveal possible related philosophical positions underpinning differences in responses among the philosophers. The philosophers of science expressed significant disagreements with the tenets, and different philosophers of science varied on their views about the tenets. In addition, relationships were found among the philosophers' views of the nature of science, their views of philosophy of space, and with their philosophy of science in general. Therefore, the tenets that are advocated as basic criteria for science education's “the nature of science” must be reconsidered so that more accurate criteria may be developed for future nature of science research. © 1997 John Wiley & Sons, Inc. J Res Sci Teach 34 : 39–55, 1997.