Graded Achievement,Tested Achievement,and Validity

Twenty-eight studies of grades, over a century, were reviewed using the argument-based approach to validity suggested by Kane as a theoretical framework. The review draws conclusions about the meaning of graded achievement, its relation to tested achievement, and changes in the construct of graded achievement over time. Graded achievement reflects students' broad accomplishment of classroom and school learning goals, including goals about how to learn. Both high school and elementary grades contain information about school achievement that includes being socialized into the way learning happens in classrooms. Graded achievement reflects specific course learning goals and therefore varies according to subject; academic course grades align more closely with tested achievement than noncore course grades. Graded achievement also reflects individual teachers' grading practices and emphases about what is important to learn. Report card grades can be reliable and valid measures of graded achievement, but may not be depending on individual teachers' grading practices.     

Narratives,Identity, and Transformation

In attempt to honor the legacy of Dudley Allen Sargent and address our current concerns in kinesiology in a transformative manner, this article examines both our collective and individual narratives with respect to kinesiology and examines how this relates to our identity. In the language of anthropologist Clifford Geertz, we need to examine the kind of stories we tell about ourselves and the kind of stories others tell about us. I contend that we need to not only share our own individual and collective narratives but also make space to listen to the narratives of others.     

Sibling-directed Internal State Language, Perspective Taking, and Affective Behavior

This study examined relations among preschoolers' sibling-directed internal state language, perspective-taking abilities, and sibling-directed affective behaviors in 32 sibling dyads (aged 14 months and 3-4 years) during naturalistic home observations. Preschooler references about internal states (emotions, wants, abilities) were significantly more likely to be (a) about the toddler than the self, and (b) made in the mother's absence and during sibling conflict and play. Relative to poor perspective takers, skillful perspective takers (a) engaged in more instances of internal state discourse and (b) talked more frequently about both the toddler and themselves. Preschoolers engaging in high levels of positive affective behavior also spoke more frequently about internal states than children engaging in low levels of positive affective behavior. Discussion of results highlights the notion that internal state language may be one way of regulating sibling interaction and also a potential means for siblings to construct shared meanings about their world.     

Children's sexual play and behavior in pre-school settings: staff's perceptions, reports, and responses

OBJECTIVES: The aims of this study were to learn about the nature, frequency, and patterns of young children's observed sexual play and behavior in pre-school settings, and staff responses to them. METHOD: Fifty eight staff in 11 pre-school settings were interviewed and data obtained about their recall of observed sexualized play and behaviors of children in their care. Responses were sought both to an open question and to 20 different hypothetical scenarios describing children's behaviors with a genital or sexual content. They were asked about the proportion of children observed and the frequency of the behaviors. They were also asked for their predicted responses to encountering each of these scenarios. RESULTS: Children's curiosity about genitalia, looking and limited touching were more commonly observed, and drawing or modeling of genitalia and simulating sexual intercourse were also reported. Children inserting anything into another child and oral-genital contact had only rarely been observed. Rare behaviors always caused concern and led to some intervention. Concern about the more common behaviors was related to additional factors such as frequency, manner and talk accompanying the behavior and to other information known about the child. CONCLUSIONS: The results confirm findings from studies in other countries about the reported prevalence of more and less commonly observed sexual and genitally orientated behaviors in young children. They lend justification for concerns about children showing rarely observed behaviors or showing preoccupation with genitalia and indicate the need for a search for an explanation of these behaviors when observed.     

Globalisation,Effectiveness and Improvement

It is argued that globalisation is imposing pressures upon the nature of education, internationally. A case is made that school effectiveness research has contributed to these global pressures but should be concerned to establish more knowledge about the complex interactions between culture and schooling. A series of questions are asked about the extent to which schools of the future should be different from historic models, and about the potentially important role of educational researchers in furthering education advance and building a more just society.     

On rhizomes,lines of flight,mangles, and other assemblages

This article describes the discourses working‐class students at a university in Britain have about learning. The discourses include ideas about who is a good student, education as an investment, and marking. Students incorporate, in part, both neo‐liberal and neo‐conservative economic and political views into their perceptions of who should succeed or fail in higher education, but these notions sit contradictorily alongside their more social democratic principles of social justice.     

Moles,Porcupines, and Children's Moral Reasoning: Unexpected responses

This article concerns two classroom conversations about a moral dilemma presented in a fable. The conversations were studied as part of a larger research project on the moral understandings of young children. Two groups of primary-aged children (6 and 7 years old) in two different cultural settings discussed the conflict between a porcupine and a family of moles in ways that differed from other student discussions recorded by the author. In the first classroom discussion, students objected to the terms of the dilemma itself; in the second, students expressed concern for the character who is typically perceived by children as unsympathetic The two conversations raise questions for researchers and teachers about the relationship between individual and group deliberations about moral problems, and these lead to a broader discussion about the goals and means of moral education for young students.     

Evolutionary Perspectives on Mind,Brain, and Education

Understanding about human origins informs our understanding of what it means to be human. It is reasonable, therefore, to consider that an evolutionary perspective can provide insight into the nature and processes of human learning and education. This article reviews how ideas about evolution have influenced educational thinking in the past. It then considers how understanding of brain development and function is helping to inspire “new thinking” about evolution. The review converges on a range of benefits that may arise from the inclusion of evolutionary concepts within the field of mind, brain, and education. These benefits include scrutiny of evolutionary neuromyth, reconsideration of the cultural and political status of education, insight into notions of individual difference, and help with stimulating and directing research efforts aimed at improving educational outcomes.     

How age and race affect the frequency,timing, and content of conversations about race with children

Anti-racist efforts require talking with children about race. The present work tested the predictors of U.S. adults' (N = 441; 52% female; 32% BIPOC participants; M_age = 35 years) conversations about race with children across two timepoints in 2019. Approximately 60% of adult participants talked to their children (3–12 years) about race during the preceding week; only 29% talked to other adults about race during the same period. This paper describes the content and predictors of conversations about race, revealing how conversations differ depending on the participant's race, a child's age, and whether the conversation occurs with children or another adult. These data have important implications for theorizing about when, why, and how adults actually talk about race with children and adults.     

Joseph Schwab,curriculum, curriculum studies and educational reform

The ‘Practical 1’ paper combines Schwab’s abiding concern, for the nature and quality of educational experience with another abiding concern, for how we think about what we do. The Practical 1 is the first of a set of four ‘practical’ essays. These in turn are the product of his thinking about college education and his ideas on the principles of scientific inquiry applied to education in the Practical 1. What Schwab said about education was considered provocative at its time. What Schwab was doing has continuing value. He would, no doubt, say different things in the current educational environment but what he was doing as he said them would remain close to the original.     

Stories,Studies, and Suggestions About Reading

This article is based on the presidential address I delivered at the 12th annual meeting of the Society for the Scientific Study of Reading, held in June 2005 in Toronto. I trace the development of my interest in instructional research in, first, beginning reading and, more recently, in comprehension, and I describe studies designed to improve the reading of children with learning disabilities and others at risk for academic failure. I conclude with reflections about what our field has accomplished over the last few decades and with suggestions about what might profitably be given further attention at the present time.     

Recognition,responsibility, and risk: Pre-service teachers' framing and reframing of lesbian,gay, and bisexual social justice issues

This paper presumes teachers play crucial roles in making more just societies and teacher educators must decide how they will participate in and/or shape a global dialog about LGB rights with pre-service teachers. This paper utilizes Fraser's theory of justice to consider curricular change. It examines the values and experiences pre-service teachers bring to their university education that shape their interaction with curricula. Analysis of classroom dialog suggests that pre-service teachers have a more complex understanding of structure and transformation than their nascent language around sexuality allows them to articulate. These optimistic findings lead to proposals for transforming how we teach about sexuality.     

Family Policy,Welfare, and Single Motherhood in the United States and Denmark: A Cross-National Analysis of Discourse and Practice

Family and child care policies in the United States and Denmark are discussed. Key issues in the article address the contrasting discourses that frame policies about the poor, about women and welfare, about single motherhood, and about the role and responsibility of government in providing for the welfare of children. The dismantling of entitlements and the shredding of the safety net in the United States is critically analyzed and contrasted with the Danish discourse of universalism and social citizenship rights.     

Writing, thinking and computers

The author reviews the potential of word-processors for changing the ways in which writers process written text and, indeed, think about writing. He draws distinctions between different kinds of writing software and discusses whether changing the processes of writing necessarily leads to improvements in writing quality. The review also raises questions about the use of word-processors in examinations.     

Family Policy, Welfare, and Single Motherhood in the United States and Denmark: A Cross-National Analysis of Discourse and Practice

Family and child care policies in the United States and Denmark are discussed. Key issues in the article address the contrasting discourses that frame policies about the poor, about women and welfare, about single motherhood, and about the role and responsibility of government in providing for the welfare of children. The dismantling of entitlements and the shredding of the safety net in the United States is critically analyzed and contrasted with the Danish discourse of universalism and social citizenship rights.     

Children,families, and feminism: Perspectives on teaching

Feminist theorists are raising questions about assumptions still common in the fields of family and child development which are relevant to early childhood educators. This article discusses why content and pedagogy work together in feminist classrooms and reviews research on the stages that many students and instructors move through as they learn about ways in which women continue to struggle for equal status in modern American society.     

Children's Metacognition About Reading: issues in Definition,Measurement, and Instruction

Metacognition has become a popular term in theories of cognitive development and reading. What children know about the goals, tasks, and strategies of reading can influence how well they plan and monitor their own reading. Despite the appeal of metacognition and the emphasis on executive management of reading, there have been relatively few empirical studies that measure or promote children's metacognition about reading. This article briefly reviews some key studies of children's knowledge about reading and identifies some difficulties in defining and measuring metacognition. An Index of Reading Awareness (IRA) is offered as an informal assessment of metacognition derived from both theory and empirical data that can be used to measure children's understanding of reading comprehension processes. Data are presented illustrating that the instrument is sensitive to developmental and instructional differences in children's metacognition about reading. It is argued that the usefulness of the term metacognition depends on the development of both formal and informal tests of children's knowledge about reading and effective instruction that promotes metacognition.     

虚实·情性·雅俗--浅论《国色》的艺术特质

《国色》是一部传记体小说，该文在探讨它的艺术特质的过程中，侧重于作者对历史真实与艺术虚构、人物形象的情爱与性爱、小说风格的雅与俗等关系的处理及其产生的基本风格，以便促进人们创作或阅读传记文学作品的思考。