The Faculty of Language: What Is It, Who Has It, and How Did It Evolve?

We argue that an understanding of the faculty of language requires substantial interdisciplinary cooperation. We suggest how current developments in linguistics can be profitably wedded to work in evolutionary biology, an-     

Genuine Religious Tolerance: Is It a Thing of the Past in Public Schools?

The so-called Culture Wars have made the issue of religious tolerance in schools more confusing than ever. Where once free speech trumped nearly every concern in these wars in the public schools, there is now great concern about whether messages put out are politically correct. The preoccupation teachers now have with avoiding speech or themes likely to get them into trouble has led to a new form of censorship. The authors explain that free speech in the educational forum requires respect for every earnest attempt to get at a legitimate truth claim. In matters religious, this epistemic openness is no longer respected. The argument below does not encourage teachers to engage in debate among students in matters religious, or even to encourage it. Nor are the arguments below aimed at introducing religious discourse as a means of developing skills of critical thinking as the feminist, moral philosopher Nel Noddings has previously recommended. The argument simply concludes with the modest recommendation that teachers be more conscientious about indirectly censoring or trivializing student religious speculations.     

The Role of Working Memory in Multimedia Instruction: Is Working Memory Working During Learning from Text and Pictures?

A lot of research has focused on the beneficial effects of using multimedia, that is, text and pictures, for learning. Theories of multimedia learning are based on Baddeley’s working memory model (Baddeley 1999). Despite this theoretical foundation, there is only little research that aims at empirically testing whether and more importantly how working memory contributes to learning from text and pictures; however, a more thorough understanding of how working memory limitations affect learning may help instructional designers to optimize multimedia instruction. Therefore, the goal of this review is to stimulate such empirical research by (1) providing an overview of the methodologies that can be applied to gain insights in working memory involvement during multimedia learning, (2) reviewing studies that have used these methodologies in multimedia research already, and (3) discussing methodological and theoretical challenges of such an approach as well as the usefulness of working memory to explain learning with multimedia.     

Is It Worth the Risk?

<正>A number of years ago (1983- 1987), I had the opportunity to play the character of Ronald McDonald for the McDonald’s Corporation.One of our standard events was"Ronald Day."One day each month, we     

Minority Education in Georgia: Is It Delivering What Is Expected?

This article explores the issue of minority education in the nation of Georgia, and this research aims to identify the reasons for minority educational problems. The results of school exit exams, literacy research studies, and the 2009 Program for International Student Assessment were used to highlight the differences in educational achievements of minority and majority students. Content analysis and empirical analysis of focus group discussions form the methodological basis for this study. The research identifies two important factors that influence the quality of general education in minority schools: (a) national curriculum and school textbooks and (b) teacher certification and professional development. Based on these results, the article provides suggestions for the improvement of teacher qualification, school curriculum, and textbooks for non-Georgian schools in Georgia. The author will argue that without fundamental, long-term, and sophisticated national curriculum and textbooks, as well as professional development reforms for teachers, integration of society will remain a problem in Georgia.     

After Six Decades of Systematic Study of Creativity: What Do Teachers Need to Know About What It Is and How It Is Measured?

With creativity now being emphasized in schools, it is important for teachers to understand what it is and how it is measured. This review of the literature is an attempt to make sense of the many definitions and measures of creativity. As a result, this comprehensive review shows that most definitions agree that there are at least two criteria to judge whether a person or a product is creative or not, originality and usefulness. Organized according to Rhodes’s 3 P conceptualization of creativity—person, process, product, and press—more than 40 assessments used in creativity research were reviewed. Familiarity with the definitions, views of, and measurement of creativity can help teachers recognize and foster creativity in their students.     

How Old Is the Table?

你长得城快 呀，却和这 张桌了一样 高了。How Old Is the Table?@陈钲红$浙江省上虞市阳光学校 @钱金金$浙江省上虞市阳光学校~~     

How Old Is the Universe?

For years, astronomers struggled to calculate the age of the universe. Estimates ranged from 10 to 20 billion years old, a frustratingly large spread. But that was before the launch of the Hubble Space Telescope, named after the astronomer whose discovery 70 years ago began the quest to learn the universe's age.     

The NCAA’s Graduation Success Rate: How Successful Is It?

Research in Higher Education - The Graduation Success Rate (GSR) plays a critical role supporting the NCAA’s Collegiate Model of amateur college athletics. The NCAA created the GSR to correct...     

Critical Factors in On‐Campus Clinical Experiences: Perceptions of Preservice Teachers

In this paper, I present the findings of a self‐study into my teaching practices as a sociology‐of‐education lecturer working in the pre‐service teacher education programme of a regional university in New South Wales, Australia. The principal data source is a logbook of the teaching practices which characterised several tutorial classes taught in 2007. To understand these practices, the paper draws upon Aristotle's concepts of techne and praxis, and Bourdieu's understanding of practices as socially constructed and contested. The paper situates tensions between more technicist and praxis‐oriented teaching approaches to pre‐service teacher education, within the teacher education and university contexts in which these classes were undertaken. In doing so, the paper reveals tensions between assessment‐driven and more authentic teaching practices, and more student‐ and teacher‐centred teaching practices. The paper also shows how accountability pressures within tertiary settings have led to a more instrumental approach to tertiary teaching. I conclude that there is a need for greater attention to the conditions of work which influence teacher educators' practices, rather than fetishising individualistic instantiations of such practices.     

How Well Do Your Provider's Practices Match the Evidence?

The handout presented in this article can be used by expectant parents to compare the evidence-based, expected occurrence of routine interventions with the usual care given by their chosen provider and place of birth. The known occurrence of these routine interventions is derived from Listening to Mothers II: Report of the Second National U.S. Survey of Women's Childbearing Experiences. The evidence of harm or benefit is derived from both the Cochrane Collaboration and the Coalition for Improving Maternity Services.     

Understanding Vygotsky for the Classroom: Is It Too Late?

Determining the capability of Vygotsky’s cultural–historical theory to fulfill key functions of educational theory (such as revealing the complexity of apparently simple events) has been hindered primarily by the following factors: (a) inaccurate information about a minor discussion, the zone of proximal development (ZPD), attracted attention early on and became identified as a major aspect of his theory; (b) the unavailability of accurate translations of his complete theory for several years; and (c) the lack of key information in popular discussions of Vygotsky’s work on scientific (subject matter) concepts, a major factor in cognitive development. This article first describes the original misconception of the ZPD, current extrapolations, and discrepancies between Vygotsky’s thinking and those views of the ZPD. Then the pivotal role of subject matter concepts in cognitive development, their relationship to logical thinking, and levels of thinking (pseudoconcepts, preconcepts, true conceptual thinking) are discussed. Implications for education include (a) rethinking classroom practices (accurately assessing the ZPD, collaborative learning in the classroom), (b) providing a sound rationale for reducing the proliferation of content requirements, and (c) refuting the practice of introducing abstract ideas and complex intellectual capabilities in the early grades. Issues in constructing curricula according to Vygotsky’s perspective are also discussed.     

Reviewing the Family Unit as a Stakeholder in Talent Development: Is It Undervalued?

As elite youth sport becomes more organized and professionalized, the role of the family is increasingly acknowledged as being significant in the development of young talent. High-profile examples across a range of professional sports, both positive and negative, have drawn attention toward this important stakeholder. Accordingly, this review first examines the key issues in relation to family involvement in talent development in relation to what is perceived as good and bad practice on behalf of the family. Next the key theoretical underpinning is considered, Family Systems Theory, and how it may be integrated within elite youth sport. Finally, the article concludes with a summary of where the current literature leaves us and where we can progress from here. Two possible inputs are suggested that could benefit the effectiveness of family involvement: a focus on the family holistically and a second on the role different family members can play.     

What Is It?

江西省赣州市的李欣同学给我们出了个小小的谜语。不看完她的文章,恐怕你还猜不出呢?     

Where Is It?

Whereisit?东西放在哪里了?怎样回答?老T来教你几招!Whhereisthebook?书在哪儿?aremyjeans?我的牛仔裤在哪儿?It’sonchetabletotheleftofthebed.在床左边的桌子上。They’rehangingoverthebackofthechair.在椅背上挂着呢。