Feel the Fear: Learning Graphic Design in Affective Places and Online Spaces

This article explores the idea of pedagogic affect in both onsite and online graphic design learning spaces, and speculates on the role that this affect plays in the formation of the design student. I argue that embodied design knowledge is built by interactions with design professionals, activities that mimic the daily work of designers, and practices of display such as exemplar student work galleries within design schools. Therefore bodies in motion, and the places they move within, take on more importance in the making‐up of a graphic design student than we may expect. This idea has obvious implications for online design learning. Drawing on concepts from both Actor‐Network Theory (ANT) and Non‐Representational Theory (NRT), this article works three empirical instances of affect. The analysis presented is targeted towards exploring the contribution of affect to teaching in onsite and online learning spaces. As the practices described here carry through time and space to other design schools, the findings put forward have implications for a broad suite of practices in design education. Thinking through how affect plays out in the onsite design school points the way towards the creation of more vibrant online learning spaces.     

The Effect of Ignoring Classroom‐Level Variance in Estimating the Generalizability of School Mean Scores

Contemporary educational accountability systems, including state‐level systems prescribed under No Child Left Behind as well as those envisioned under the “Race to the Top” comprehensive assessment competition, rely on school‐level summaries of student test scores. The precision of these score summaries is almost always evaluated using models that ignore the classroom‐level clustering of students within schools. This paper reports balanced and unbalanced generalizability analyses investigating the consequences of ignoring variation at the level of classrooms within schools when analyzing the reliability of such school‐level accountability measures. Results show that the reliability of school means cannot be determined accurately when classroom‐level effects are ignored. Failure to take between‐classroom variance into account biases generalizability (G) coefficient estimates downward and standard errors (SEs) upward if classroom‐level effects are regarded as fixed, and biases G‐coefficient estimates upward and SEs downward if they are regarded as random. These biases become more severe as the difference between the school‐level intraclass correlation (ICC) and the class‐level ICC increases. School‐accountability systems should be designed so that classroom (or teacher) level variation can be taken into consideration when quantifying the precision of school rankings, and statistical models for school mean score reliability should incorporate this information.     

Significant research in the Eastern states

Lindsley, Charles F., Radio and Television Communication, N. Y.: McGraw‐Hill Book Co., 1952, 492 pp. $5.50.

White, Melvin R., Beginning Television Production, Minneapolis: Burgess Publishing Co., 1953, 107 pp. $2.50.

Chinn. Howard, Television Broadcasting, N. Y.: McGraw‐Hill Book Co., 1953, 700 pp. $10.00

Hahn, Elsie, et. al., Basic Voice Training for Speech, N. Y.: McGraw‐Hill Book Co., 253 pp. $4.25.

Raubicheck, Letitia, Your Voice and Speech, N. Y.: Prentice‐Hall, Inc., 1953, 376 pp. $4.05.

Irwin, Ruth S., Speech and Hearing Therapy, N. Y.: Harper and Brothers, 1953, 202 pp. $2.50.

Gruver, Bert, The Stage Manager's Handbook, N. Y.: Harper and Brothers, 1953, 202 pp. $2.50.

Krutch, Joseph Wood, "Modernism”; in Modern Drama, Ithaca, N. Y.: Cornell University Press, 1953, 138 pp. $2.75.

Kokeritz, Helge, Shakespeare's Pronunciation, New Haven: Yale University Press, 1953, 516 pp. $7.50.

Stevenson, Burton. The Standard Book of Shakespeare Quotations, N. Y.: Funk and Wagnalls Co., 1953, 766 pp. $7.50.

Lowrey, Sara and Johnson, Gertrude E., Interpretative Reading, N. Y.: Appleton‐Century‐Crofts, Inc., 1953, 595 pp. $3.75.     

Supporting and inhibiting the well‐being of early career secondary school teachers: Extending self‐determination theory

This paper reports an original examination of the well‐being of early career secondary school teachers in England, which extends the evidence bases relating to early career teachers’ working lives, teacher well‐being, self‐determination theory and performativity, respectively. Drawing on a secondary analysis of qualitative data generated for four separate empirical studies between 2005 and 2013, in a context in which teachers’ work was subject to unparalleled external regulation, the authors examine the extent to which the well‐being of early career teachers can be explained by self‐determination theory, which posits that well‐being is enhanced when innate psychological needs for competence, relatedness and autonomy are satisfied. The findings suggest that satisfaction of these three basic psychological needs is a necessary but not sufficient condition for optimising the well‐being of early career teachers, which is dependent upon the interaction of a wider range of individual, relational and micro‐, meso‐ and macro‐environmental factors. Amongst the recommendations for policy and practice, policymakers and school leaders are urged to uphold their duty of care to newly and recently qualified teachers by doing their utmost to create conditions for the optimisation of such teachers' well‐being. Several specific means of bringing this about are proposed, together with a checklist for those concerned to support the well‐being of early career teachers.     

JET : Directions for the future

Researching can be viewed as a way of analysing issues of schooling by linking theoretical knowledge with perceptions of educational reality already during teacher education. Not only does practicing teaching provide a context for analysing instruction, learning, school culture, diversity, or any other issue related to schooling, also researching these issues provides future teachers opportunity to view schooling as complex and problematic. This case study surveyed and interviewed a group of recently graduated teachers who had worked as teachers during their education. The interest was on their experiences of M.A. thesis research as well as the integration of theory and practice during the education. The respondents had experienced researching as useful as well as meaningful, although they also had development ideas concerning it.     

Gendered communities of practice and the construction of masculinities in Turkish physical education

This paper analyses the construction of masculinities in Turkish physical education through Carrie Paechter's conceptualisation of gendered communities of practice. According to Paechter, educational communities of practice operate as sites of gendered activity. Membership within these communities contributes to the construction of a gendered identity. We suggest that this model is useful for conceptualising how Turkish young men come to engage with physical education classes which can be considered as masculine communities of practice. In one Turkish secondary class, we found that football was the most valued practice, determining boundaries of participation and differentiating levels of participation in the learning community. Young men who were immersed and excelled in football took up ‘full’ learning trajectories and became accepted as ‘fully masculine’ while those who were uninterested or non‐competitive in football took up marginalised learning trajectories. We suggest that these diverse learning trajectories came to reflect differentiated versions of masculinity.     

The 'new' politics of education in Britain's changing times

The British Labour Party has continued to make progress on education, following two broad policy paths and adopting a pragmatic approach that does not attempt to force these to cross or converge. One path is that of the quasi market inherited from the previous Conservative administration; the other is characterised as 'intervention' to support those for whom the market remains almost entirely irrelevant. Some observers regard this dual approach as 'opportunism' and Labour's education policy as a 'betrayal' of principle, by which is meant the principle of 'equal opportunity'. Of course, that principle provides equal opportunity to fail as much as to succeed. Rather than leaving education to the market, Labour has focused on the needs of those most likely to be failed by the principle of 'equal' opportunity in a quasi market.     

Reconsidering the 'nature of science' as a curriculum component

Although the nature of science has long been seen as an important, indeed central, component of science education during this century, efforts to integrate an authentic view of the nature of science into the curriculum have often met with little success. Work in the field of science studies since the 1960s has compounded this difficulty by presenting educators with various competing, often conflicting, views of the essence of scientific inquiry. I discuss previous attempts to come to grips with this fundamental issue of how to deal with the competing views of science and suggest an alternative approach for integrating nature of science issues into the school science curriculum. What is needed is for educators to accept that no single nature of science exists and to develop curricula that help students understand instead the diverse, local practices that are found within and across scientific disciplines.     

On the differentiation of achievement goal orientations in physical education: a Rasch analysis approach

In two cross‐sectional studies, we investigated to what extent elementary (Study 1) and middle school (Study 2) students pursue similar, yet distinct, mastery‐related and performance‐related goals in physical education. We found that students were more likely to endorse outcome goals in conjunction with mastery‐related goals and ability goals in conjunction with normative goals. Rasch modelling suggested that students tended to endorse mastery‐approach goals than learning and outcome goals and that they tended to favour ability goals than performance‐approach goals. Differential item functioning analyses showed that autonomously motivated students were more likely to endorse learning goals and mastery‐approach goals and less likely to endorse outcome goals than less autonomously motivated students. They were also more likely to endorse ability goals and less likely to endorse normative goals than controlled motivated students. Results are discussed within the achievement goal framework and the self‐determination theory.     

What really matters for students’ school satisfaction in Bangladesh?

School satisfaction is the reflection of students’ comprehensive evaluation of their school experience. This study reports the level of school satisfaction among students in Grades 6 and 8 in Bangladesh to perceive and the factors that might contribute to it using a cross‐sectional research design. A 61‐item survey questionnaire was utilized to collect data. The students’ mean score on the school satisfaction subscale of the Multidimensional Students’ Life Satisfaction Scale equated to a slightly positive attitude towards school. Three demographic factors including students’ academic achievement, gender, and grade level; and two school climate factors of perceived teacher–student relationship, and perceived academic support, emerged from the multiple regression analysis. The study findings are discussed from the perspective of self‐determination theory with implications for practice and avenues for future research offered.     

Ethical dilemmas in designing collaborative research: Lessons learned the hard way

In this article I use my own problematic experience as a well-intentioned educational researcher to highlight some of the dilemmas and complexities of collaboration with classroom teachers. Engaged in an otherwise pleasant and productive research project in partnership with a primary grade teacher, I experienced deep methodological difficulties linked to the ethical heart of collaborative research. Given that this model - university-based researchers entering into "collaborative" research relationships with classroom teachers - is becoming an increasingly prevalent strategy, it is important to consider fully the potential challenges and obstacles we might face in these relational research contexts.     

论教育理论

在 2 0世纪的科学哲学中 ,存在“公认观点”、主观理论观和语义学理论观三种不同的“理论”界定 ,综合这三种界定的合理成分 ,便形成了一个可行的“理论”定义 :理论是表现为命题系统的理性认识成果。照此定义 ,能建立一个现实的理论评判框架 ,而根据这个框架对教育理论进行类型分析 ,表明教育理论也是一种合格的理论     

Exploring the complementarities between complexity and action research: the story of Technology Together

This paper takes up an ongoing dialogue in the educational literature regarding the relationship between complexity theories and action research. Recognising the contributions of other writers in this field and building on arguments made previously by the authors, this paper argues that there are multiple synergies between complexity and action research, and that action research can be a valuable and congruent meta‐methodology for those researching from complexity‐based perspectives. The paper illustrates these arguments through the example of a large action research initiative, Technology Together, which aimed to investigate the metacognitive influences on teachers' use of information and communications technology (ICT) and the implications of these for teacher professional development within a whole‐school context.     

Perceived competence and autonomy as moderators of the effects of achievement goal orientations

The primary purpose of this study was to investigate the roles of two moderators – perceived competence and perceived autonomy – in the relationships of achievement goal orientations with a broad range of learning‐related variables, including interest, effort, learning strategy use and academic achievement. Perceived competence and autonomy played roles as moderators by strengthening the positive effects of a mastery goal pursuit on outcome measures of adaptive use of learning strategies and effort, respectively. However, no moderating role of either perceived competence or perceived autonomy was found for the effect of a performance‐approach and performance‐avoidance goal pursuit. In addition, perceived competence played a significant role in determining the level of academic achievement in the context of multiple‐goal pursuit. For students with high perceived competence, the adoption of high performance‐approach goals resulted in a higher level of achievement regardless of the levels of mastery goals. In contrast, students with low perceived competence showed the highest achievement when high performance‐approach goals are paired with low mastery goals.     

Human affection exchange: VII. Affectionate communication in the sibling/spouse/sibling‐in‐law triad

This study sought to investigate affectionate communication among members of sibHng/spouse/sibling‐in‐law triads as well as the influence of such communication on relational quality. Under the principles of Affectionate Exchange Theory, affectionate communication among these family members may ultimately serve the evolutionary mandates of viability and procreation. Three hundred twenty‐seven participants, comprising 109 sibling/spouse/sibling‐in‐law triads, completed surveys about their communication of affection, relational satisfaction, and closeness. Consistent with predictions, spouses reported communicating more affection to each other than did siblings, who reported communicating more affection than siblings‐in‐law. The communication of affection by spouses and siblings showed a significant correlation, as did the communication of affection by siblings and siblings‐in‐law, and these correlations were significant even when controlling for the affection communicated in the third relationship in the triad (except for nonverbal support communicated in the sibling and marital relationships). Finally, for all three relational types, affectionate communication was positively correlated with both relational satisfaction and closeness.     

E‐learning and the transformation of social interaction in higher education

This article examines the way in which e‐learning is transforming the nature of social interaction in higher education. In this new educational environment, radical societal transitions and the opportunities afforded by modern communication technologies together produce formidable challenges. Significant as these challenges may be, concentration upon problems of a practical kind draws attention away from the more theoretical concerns in understanding e‐learning. By drawing together developments in social, educational and communicational theory and Gilly Salmon’s hands‐on approach to teaching and learning online, this article reveals some unintended consequences: e‐moderation and the use of e‐tivities may perpetuate the very conditions that limit our chances of dealing successfully with the challenges posed by e‐learning. While theory may muddle what might otherwise be communicated meaningfully to those in search of practical answers, theoretical developments provide concepts and frameworks that can be placed in the service of a critical understanding of e‐learning and the transformation of social interaction in higher education.     

The split‐off narrator: coming to symptoms in stories of learning to teach

In this conceptual paper I draw on narratives from several contexts in my own educational history – a student‐teaching experience, a graduate course in educational theory, and my work as a preservice teacher educator – to consider, first, the Winnicottian notion of the split‐off intellect, in which individual subjectivity is skewed toward thinking and away from affect, and second, an inversion of that notion, in which affect splits off to form the central domain of experience, relationship, and defense against difficulty. Theorizing some of the ways in which thinking and affect can at times seem to get in each other’s way, and reflecting on what individuals might use that ‘getting in the way’ to do, I explore some ways in which educators in general, and teacher educators in particular, might facilitate the working‐through of intellect/affect splits with the aim of helping students integrate thinking and feeling as they begin or continue their work in the classroom.     

Examining the Reliability of Student Growth Percentiles Using Multidimensional IRT

Student growth percentiles (SGPs, Betebenner, 2009) are used to locate a student's current score in a conditional distribution based on the student's past scores. Currently, following Betebenner (2009), quantile regression (QR) is most often used operationally to estimate the SGPs. Alternatively, multidimensional item response theory (MIRT) may also be used to estimate SGPs, as proposed by Lockwood and Castellano (2015). A benefit of using MIRT to estimate SGPs is that techniques and methods already developed for MIRT may readily be applied to the specific context of SGP estimation and inference. This research adopts a MIRT framework to explore the reliability of SGPs. More specifically, we propose a straightforward method for estimating SGP reliability. In addition, we use this measure to study how SGP reliability is affected by two key factors: the correlation between prior and current latent achievement scores, and the number of prior years included in the SGP analysis. These issues are primarily explored via simulated data. In addition, the QR and MIRT approaches are compared in an empirical application.     

Constructing cultural‐historical tools for supporting young children's concept formation in early literacy and numeracy

Over the past 10 years, early childhood professionals have been increasingly influenced by cultural‐historical theory. In order to support professionals evolving their practice, the Australian government commissioned a set of cultural‐historical resources specifically designed to build literacy and numeracy experiences for children from birth to the age of five years. This paper reports on an investigation of how teachers and families used the tools for supporting concept formation in literacy and numeracy and how they came to understand cultural‐historical theory. A sample of 349 people (families, and qualified and unqualified early childhood professionals) were either surveyed online or interviewed in relation to the resources. The findings indicate that teachers focused more explicitly on cognitive outcomes for children as a result of using the resources, and most families interacted differently with their children in everyday situations after having piloted the resources.