Big books: How to make them and use them

Big — bold — beautiful — they're called big books, and preschool teachers are regularly discovering their exciting educational potential. Traditionally, using books with children is a practice that adults have used since they were first developed in the sixteenth century. Indeed, most preschool classrooms include centers which are called by a variety of names — book nook, book corner, book center, storytime center, reading center, or some other title. It's rare to find a child who does not respond to book reading or storytelling, and teachers of young children routinely plan time each day to read a book to their youngsters. Educationally, their use is acceptable practice for children of all ages. Laverne Warner is a professor of early childhood education at Sam Houston State University, Huntsville, TX. This article draws on material published by the author in Texas Child Care Quarterly,(Summer, 1990), 13:4, 3–8.     

Concoctions: Creative mixtures to make and enjoy

A concoction is something you cook up on the spur of the moment with a bunch of ingredients and only an idea of what it will turn out to be. Kids are always concocting — in the kitchen, the sandbox, the mud, the bathtub. Concocting is their science — the way they explore and experiment and learn about the world around them.This article features recipes that young children can cook up on the spur of the moment — if the right ingredients are available. The cook who originally concocted them guarantees the final product will look something like the original, but notexactly like it, since most amounts are approximate and no two concoctions are exactly alike anyway.The only essential ingredient that happens not to appear on any list is imagination — the impulse or vision to throw in a dash of this or a dollop of that when it's not called for. With this magic ingredient, kids are truly concocting.Excerpted from the bookConcoctions, by Susan Pinkerton. ©1987 Monday Morning Books, Inc., P.O. Box 1680, Palo Alto, CA 94302.     

Applying Lakatos' theory to the theory of mathematical problem solving

In this paper, the relation between Lakatos' theory and issues about mathematics education — especially issues about mathematical problem solving — is reinvestigated by paying attention to Lakatos' methodology of a scientific research programme. By comparing the same findings about mathematical problem solving with the discussion in Lakatos' theory — e.g. research programmes' hard cores, their negative and positive heuristics, and their goals — we establish the correspondence between research programmes and solver's structures of a problem situation, i.e. structures given by a solver to a problem situation. After establishing this, the implications of Lakatos' theory, i.e. the nature of selection from competing programmes and the social origins of the cores of programmes, are applied to the discussion about mathematical problem-solving, with indications of the related evidence in the theory of mathematical problem solving which seems to support the application of those implications. Such an application leads to one view of mathematical problem solving, which reflects the irrational nature and social aspects of problem-solving activities, both in solving problems and in selecting better solutions.     

Connecting Children's Stories to Children's Literature: Meeting Diversity Needs

Combining children's natural storytelling abilities with quality multicultural literature serves to enhance their language skills and students' appreciation of cultural differences. Narrative abilities—particularly stories—are a natural vehicle for building on children's oral language skills and develop literacy with print. If the stories have a multicultural focus, it is only natural that readers and participants will develop an appreciation of both cultural similarities and differences.     

Legal Issues Relating to Higher Education Personnel Handbooks

Courts have frequently interpreted a universitys personnel handbook as a contract that can be violated if the university fails to abide by its terms. Such lawsuits may occur when a university threatens to take adverse action against an employee and often arise in three kinds of circumstances—when situations develop that are not addressed in the handbook, when the university fails to follow handbook procedures for handling a particular personnel matter, or when written expectations for employees are poorly drafted or are subject to differing interpretations. When drafting or reviewing a personnel handbook, university administrators should makes sure the handbook conforms to legal and constitutional requirements. In addition, the handbook should make clear what parts—if any—constitute a contract between the university and the employee and the means whereby the handbook can be amended. In addition, university officials should make sure that the university does not engage in practices that are at variance with the handbook language.     

Using Wordless Picture Books to Support Emergent Literacy

Wordless books—picture books that rely entirely on illustrations to tell a story—are an excellent resource for educators of young children. This article provides a research-based rationale for using wordless books, offers a developmental sequence for introducing children to stories told through pictures, suggests a general strategy and wide array of early literacy activities based on books without texts, and recommends ways of communicating with parents/families about the value of wordless books. Outstanding wordless books and examples of children's responses to this growing genre of children's literature are also included.     

Reconsidering assessment: From checklist to dialectic

When composition teachers evaluate student essays, how well-aligned is their grading practice with what those teachers profess is important about writing? How do instructors discover this alignment? This article describes the consequences of inadvertent misalignment by analyzing a document typically found in many writing programs—an instructor's essay evaluation checklist. A critique of this common assessment instrument reveals that, in trying to promote evaluative consistency, the checklist privileges product over process, the authority of academic discourse over the autonomy of students' own voices, and an analytic predisposition to student writing as opposed to an instructor's reader-response. In so doing, the checklist undercuts the kind of composition pedagogy instructors claim to espouse in their classroom practice. Perhaps these conflicts cannot be overcome, but, in response to this precarious predicament, this essay poses this question: Can assessment find its direction and vitality by acknowledging such conflicts? A dual heuristic, of sorts, is proposed for locating assessment techniques that directly address the conflicts inherent in the checklist. This heuristic seeks out in assessment what the checklist clearly lacks: dialogic and dialectic dimensions. Defining which assessment methods best fulfill this heuristic—and in so doing more honestly align pedagogy with evaluation—is the purpose of the concluding remarks in this essay.     

Ethnic minorities in higher education adapting to a new social system

This paper presents preliminary findings of a longitudinal study that focuses on the dynamic interaction between an individual of a minority culture and a new social system. Observations and clinical implications are reviewed within a cognitive/psychosocial model.Students of Mexican extraction (nth generation citizens of the United States) are a distinct minority at the University of California, Berkeley. Of the approximately 30,000 students enrolled in 1980 — when this study was begun — only about 660 (2.2 percent) were identified as being Mexican-Americans.     

A constructive response to `Where mathematics comes from'

Lakoff and Nuñez's bookWhere mathematics comes from: How the embodied mind brings mathematics into being (2000) provided many mathematics education researchers with a novel, and perhaps startling perspective on mathematical thinking. However, as evidenced by reviewers' criticisms (Gold,2001; Goldin, 2001; Madden, 2001), their perspective — though liberating for many,with its humanistic emphases — remains controversial. Nonetheless, we believe this perspective deserves further constructive response. In this paper, we propose that several of the book's flaws can be addressed through a more rigorous establishment of conceptual distinctions as well as a more appropriate set of methodological approaches.This revised version was published online in October 2005 with corrections to the Cover Date.     

Recognising and exploring action-theories: A reflection-in-action approach to facilitating experiential learning

Outdoor education has typically presented itself as a specific approach to experiential learning. This article proposes that experiential learning can be understood as a process in which learners recognise and develop their action-theory and that the aim of outdoor development programs — whether in mainstream education, corporate training or therapy — is to facilitate this process. After introducing the notion of action-theory, I will present a particular approach to facilitation, which can be understood as a reflection-in-action approach. I conclude by situating this approach in the wider range of facilitation models in the literature on outdoor education and adventure therapy.     

An analysis of diverging approaches to simple arithmetic: Preference and its consequences

Earlier research by the author indicated that many below average attainers do not remember number facts and use alternative strategies to obtain solutions to basic arithmetical problems. These alternatives were frequently seen as the best way of finding a solution.This paper considers the relationship between the various strategies used by mixed ability children aged 7 to 12. An analysis of alternatives suggests that the selection is not underpinned by regression through the learning sequence, but by regression dominated by the child's preference for certain strategies over others. Through the evaluation of a hierarchy of preferences, divergence between the strategies available to the less able and the more able child is revealed. The alternative strategies used are based either on counting — procedural strategies, or on the use of selected known knowledge — deductive strategies. Above average children have both available as alternatives; evidence of deduction is rare amongst below average children. The more able child appears to build up a growing body of known facts from which new known facts are deduced. Less able children — relying mainly on procedural strategies — do not appear to have this feedback loop available to them.The paper contends that, for some children, procedural methods do not encourage the need to remember; the procedure provides security. On the other hand, deductive methods initially enhance the ability to remember other basic facts and eventually help children make extensive use of facts that are known to remove the need to remember new ones. More able children appear to be doing a qualitatively different sort of mathematics than the less able.     

Back to beginnings: Credentialism,productivity, and Adam Smith's division of labour

The aim of this article is to examine critically—through a review of human capital and screening theories—the foundation of factional pressures for upgrading educational credentials in the labour market. The article refers back to the writings of Adam Smith to show that not only do the claims of the beneficial and productive social effects of educational upgrading need questioning but that these have been so questioned for more than 200 years.While accepting full responsibility for the views expressed in this article, I would like to acknowledge the advice given to me in the final preparation of the draft by Professors M. Blaug and P. J. Foster.     

Student Motivation to Learn via Computer Conferencing

This study investigates why some university students appear motivated to learn via computer conferencing (CC) whereas others do not, exploring the correlations of three key aspects of student motivation—reasons for engaging in academic learning (goal orientation), beliefs that they can acquire the ability to use CC (self-efficacy), and beliefs that learning to use CC will help them learn the course material (outcome expectations)—with satisfaction and with the frequency of CC contributions. Participants (n = 79) came from 4 graduate-level face-to-face courses and 1 undergraduate DE course. The results suggest that students who believe that CC will help them learn the course material are more likely to express satisfaction and to be active online, that students who believe that they are capable of learning how to use CC are more likely to be active online, and that students who are concerned about their relative performance compared to others tend to send fewer messages to conferences where online activity is not graded. Practical implications for instructors and suggestions for future research are described.     

Preparing our students to publish: Lessons learned

Doctoral students' inexperience in publication writing poses a challenge to higher education faculties. The approach detailed here to collegial writing—professors and students working as colleagues—offers one response. The assumptions guiding the course are followed by an elaboration of its key structuring components. The article concludes with a discussion of five lessons essential to the replication of a similar publication writing workshop in other settings. Among them are adopting a process model, electing a nontraditional course mode, employing cooperative learning as the dominant strategy, and drawing on schoolwide faculty to broaden perspectives on publication.Margo A. Figgins, Assistant Professor of English Education at the University of Virginia, directs the University's Young Writers Workshop, co-directs the Central Virginia Writing Project and, as a poet, works with Virginia students and teachers through the state's Artists-in-Education program.Harold J. Burbach is Associate Professor of Education at the University of Virginia.     

Authoritative schools: A test of a model to resolve the school effectiveness debate

School effectiveness research has fueled debate on the importance of a press for academic excellence versus communal values. Research on parenting styles offers a theoretical framework that may resolve the debate. We hypothesized that dimensions of parenting styles—demandingness (academic press) and responsiveness (communal values)—predict students’ mathematics achievement, engagement, and locus of control. HLM analyses of NELS: 88 data on 19,435 eighth-graders partially supported the hypothesis: Students’ perceptions of school responsiveness predicted their engagement and internal control. In addition, students in responsive schools had smaller differences in mathematics achievement and internal control attributable to SES, suggesting that responsive schools may increase equity. We offer suggestions for further investigation of the model in hope of resolving the debate.     

Color research and its application to the design of instructional materials

This paper is divided into three major sections: Color as Seen—Physiological; Color as Seen—Psychological; and Color and Learning. The first section deals with color adaptations and the effects of color on acuity and relates these to the design of instructional materials. The second section covers color meanings and preferences, as well as color harmony and the relationships of these factors to the design of instructional materials. The third section provides an overview of research on color and learning. It includes the effects of color on attention, search tasks, other objective and non-objective measures of learning, and the use of color for cathode ray tube (CRT) displays. Although the measurable effects of color may be slight, colored materials are preferred and they are used almost universally. Therefore, designers of instructional materials need to use color wisely by paying attention to the physiological and psychological effects of color and the effect of color on learning.     

Conceptions of text and textuality: Critical perspectives in literary theory from structuralism to poststructuralism

In attempting to explain the relationship between reader and text, theorists have alternated focus upon either the reader or the text, to clarify and validate perspectives on epistemological problems of hermeneutics—or interpretation—as the logical culmination of the reading act. Beyond facilitating comprehension, the essence of teaching reading in language education is the determination of cross-cultural aspects of communication and language competence wherein the heart of hermeneutics lies. Therefore, this paper surveys a diverse field of cross-discipinary research incorporating both philosophical and empirical methodology in literary theory, semiotics, reading theory, philosophy, cognitive psychology, and linguistics, in order to more clearly define an approach to investigation of hermeneutics in relation to the reading act and literature (or written text).     

A clause-relational approach to English texts: A study of some predictive lexical items in written discourse

This paper re-examines the linguistic basis for the distinction between two kinds of word: open-system words and closed-system words. Specifically, it looks at a class of traditionally open-system words — lexical items like nouns, verbs and adjectives — and suggests that they can function as exponents of a clause relation, and as such can have a predictive effect on the organisation of written discourse. This class of words is contrasted with two other, established, means of text organisation, the subordinators and the sentence connectors. Four criteria are presented to support the delimitation of this class. Finally, the implications of this class of words are considered for a linguistic theory of reference.     

The computer as a tutor — can it adapt to the individual learner?

Educational literature indicates that computers have not yet completely fulfilled the promise for systematic individualization of instruction. We offer here a partial explanation for this, based on observations of elementary-school children doing computer-managed drill and practice in arithmetic in four different CAI systems. A general model for adaptation of instruction to the learner, using computerized management of practice, is presented. Our data show that the key elements of this process — the software-based students' evaluations and the subsequent decisions — are sometimes inaccurate or even totally wrong and result in presentation of inappropriate material or feedback to the learner. We suggest the incorporation of human teachers into the evaluation and decision-making process.This paper was presented at the annual meeting of the American Educational Research Association, Boston, April, 1990.