A case example of one state's efforts to measure and address the critical shortage of school psychologists

Despite persistent calls for school psychologists to provide comprehensive and integrated services, school psychologists may have difficulty providing these services because of critical shortages in the profession. This practical action research study involved surveying district supervisors of school psychologists and training program directors in the state to identify the current and projected shortages in Florida. This multimethod, multi‐informant case example also focused on facilitators of and barriers to addressing the critical shortage. How the data have been used to inform recruitment, retention, and advocacy efforts to identify school psychology as a critical shortage legislatively are provided as well as recommendations for future research.     

A developmental constructivist approach to pre-service teachers' ways of knowing

The purpose of this study is to apply the Women's Ways of Knowing (Belenky, Clinchy, Goldberger, & Tarule, 1986; New York: Basic Books) conceptualization to the thinking exhibited in interviews of preservice teachers. Thirty two students (24 female, 8 male; aged 20–53 years) near the end of their teacher education program at an urban university were interviewed and their thinking was classified as predominantly received, subjective, procedural, constructed, or a mixture of two categories. More than half the students demonstrated significant amounts of procedural or constructed thinking. Examples of how students used different kinds of thinking in their teacher education program are provided and implications for teacher educators are suggested. The implications for teacher education of the Women's Ways of Knowing approach is also discussed.     

A test to measure problem-solving skills in science of children in grades one,two, and three

The aim of this study was to develop a reliable and valid group test that would evaluate some of the science problem-solving skills of children in grades one, two, and three. The primary grade children used in this study were from three different socio-economic areas: Area I has been described as a low-income urban section; Area II is characterized as a middle-income outlying-urban area; and Area III is a high-income suburban region. The problem-solving skills identified for use in this instrument are: (1) the ability to recognize the problem presented; (2) an understanding of science principles needed to solve the problem; (3) the ability to collect data; and (4) the ability to reason with “if-then” statements. The findings from the preliminary testing were used to clarify ambiguities in test directions and format and to calculate the difficulty and discrimination of each test item. After an item-by-item analysis of student performance, a final form of the instrument was constructed. The data from this final form was used to determine time limits, scoring procedures, test validity, reliability, and norms.     

中长跑训练中不容忽视的因素:"集中注意力"

中长跑动动训练采用"集中注意力"这一训练方法,可避免各种不良因素的影响,能快速地使运动员进入运动训练和竞赛的最佳状态,使身体各系统功能加强,为取得较好运动成绩创造有利条件,是一种有效的心理训练法.     

Pragmatic epistemology: ways of knowing as ways of being

A personal epistemology is more than a framework for knowing and understanding reality; epistemic assumptions cultivate corresponding behaviours and actions. In other words, an individual's way of knowing predisposes a way of being. This inquiry explores the lifeworld of epistemology experienced by 14 women in Malaysia. Based on constant comparative analysis of in-depth interviews with Malaysian women from various ethnic backgrounds, the paper proposes a personal model of self-in-practice that enacts an individual's pragmatic epistemology—the experience of epistemology in everyday life. Previous research identified ways of knowing as personal models of self; this study explores how these ways of knowing are demonstrated in the everyday lifeworld, or pragmatic epistemology. For the women in this study, pragmatic epistemology manifests itself two ways: everyday decision-making and emotional disposition. Thus, the personal model of self reflects both culture and cognition, resulting in behaviours and actions framed by personal epistemology.     

制约提升高职“知行合一”质量关键影响因素分析

教育部办公厅2016年11月发出了关于做好《高等职业学校专业教学标准》修(制)订工作的通知,知行合一的教育理念被突出强调,体现的是工学结合从情景转向实战的教育思想。本文在这一时代背景下,将高职教育的教学优化聚焦在知行合一上。一方面,分析了制约当前高职教育知行合一教学质量的关键因素。另一方面,分析了基于提升高职知行合一教学质量的可控性影响因素。探索推动高职教育的优化升级,提升高职学生的综合能力。     

Birth stories: a way of knowing in childbirth education

Birth stories have a lasting impact on expectant mothers. The purpose of this paper is to recognize the influence of birth stories as a key component of informal communication of knowledge about childbirth for expectant mothers. The review of literature and research is related to childbirth education, anthropological thinking, and applied learning theory with foundational concepts from Vygotsky, Bruner, and Bandura. Implications for childbirth educators are included.     

The heart of pedagogy: on poetic knowing and living

In this essay I offer a series of autobiographical ruminations and poems for inviting readers to reflect on poetic possibilities for conceiving and fostering the well‐being of teachers. As an educator, I am confronted daily with challenges. In order to sustain my spirit and energy, I turn to poetry, both reading and writing poetry, and I find in poetry a location of wisdom, sustenance and hope. One of my great concerns about teaching is that the demands are so relentless that even the most dedicated teachers often experience burnout, dissatisfaction, ennui, hopelessness and despair. Therefore, I claim that teachers, both beginning and experienced, should learn to know themselves as poets in order to foster living creatively in the pedagogic contexts of classrooms and the larger pedagogic contexts outside classrooms. I invite both new and experienced teachers to consider the significance of a phrase like ‘living poetically’. I seek to contextualize the more practical and pragmatic considerations of teaching in an understanding of pedagogy as a poetic, emotional, personal, spiritual commitment and experience. My claim is simply that transformative learning can be effectively promoted by giving attention to poetry and poetic knowing and poetic living. I am learning to live poetically, and I am learning that the heart of pedagogy is revitalized and sustained by poetic knowing, being and becoming. Poetry engages us with language, nurtures the inner life, acknowledges the particular and local, encourages us to listen to our hearts, fosters flexibility and trust, and invites creativity and creative living.     

Ideal knowing: logics of knowledge in primary school curricula

This paper is written to draw attention to the ideal knower and the logic of knowledge embedded in curricula. New logics and new knowers, I argue, are conjured with the hope they will be capable of succeeding in curriculum designers’ imagined future. I frame this discussion in terms of debates about the place of knowledge in the sociology of education. Knowledge and knowers are produced together in curriculum, and it is useful to keep them together in studying classrooms. The bulk of the paper is a detailed comparison of two curricula written for the Australian state of Victoria. I will show that one – the 2000 Curriculum Standards Framework, second edition – follows a logic of truth. The second – the 2007 Victorian Essential Learning Standards – follows a logic of realisation. These contrasting logics require and instantiate quite different types of knower.     

生命缺失体验与张爱玲的小说创作

张爱玲的创作离不开婚恋和家庭.然而她笔下的家庭总是残缺的,没有父爱和母爱,子女是畸形的;她笔下的恋爱也没有真爱,走进婚姻城堡中的男女都是各有目的.这一切都是她生命缺失体验的结果.于是,残缺的,凄凉的月亮,易碎的、苍凉的玻璃便成了她最爱表现的意象.     

Love:the one that behind all:A Discussion about the Theme of Franny and Zooey of J.D.Salinger

Died just last January,J.D.Salinger is an American writer widely beloved,mostly by adolescent readers.While his most famous novel,The Catcher in the Rye,was controversial at first when publicized,his other work Franny and Zooey is controversial even till today.While some people regard it as a true gem,others think it’s only a stinker.I will,in this article,bring its theme out of surface by citing extracts and analysizing them and give the reasons why I consider it a masterpiece.     

Communicative adaptability: A measure of social communicative competence

The purpose of this research was to reassess the validity and increase the variance accounted for by the Communicative Adaptability Scale (CAS). Previous research produced two factors, social confirmation and social experience, accounting for 28% of the variance. The present study tested the inclusion of four additional dimensions: social composure, articulation, wit, and appropriate disclosure. The Communicative Adaptability Scale was administered to adult and student populations. The relationships among the dimensions of the CAS, self‐esteem, and communication apprehension were investigated. This project indicated a stable factor structure and consistent results across samples.     

An effective measure of childhood adversity that is valid with older adults

Childhood adversity (CA) has life-long effects that we are just beginning to understand. The Midlife in the United States (MIDUS) data is a rich resource that could contribute to the knowledge of the impact of CA in the later years but, while a number of CA items are included in MIDUS, a cumulative CA scale based on those items has not been created. Development of a CA scale would create numerous research opportunities within MIDUS and overcome some of the challenges of using a secondary dataset. The present study aimed to demonstrate that a cumulative measure of CA that is valid with older adults could be created using retrospective MIDUS Refresher study data (Ryff et al., 2016); analysis included data collected from 2011 to 2014 from 2542 adults ages 23–76 (1017 adults 55–76). The present study provided a rationale for which measures of CA to include in a cumulative scale. The distribution of eight types of CA and the cumulative CA scale were consistent with findings from past studies of CA. The factor structure of the cumulative CA scale was similar to the original ACE study and included two factors: household dynamics and child abuse/neglect. Consistent with past studies, the CA scale predicted a negative association with life satisfaction and a positive association with number of chronic conditions. This study demonstrated that an effective cumulative measure of CA could be created that would be of value to other studies using MIDUS data to explore outcomes with older adults.     

Transforming knowledge to knowing at work: the experiences of newcomers

This paper explores how newcomers experience their transition to work as they strive to move from a position of ‘educational’ knowledge to professional knowing. Hence, we focus on how newcomers learn to transform knowledge to knowing at work. We do this through the analysis of two ethnographic case studies: one with a focus on new office workers and the other on newly employed paramedics. In our analysis, we approach knowledge as a question of knowing through practise. This enables us to recognize the complexities of learning at and for work and learning and knowing as integrated processes, where learning is situated, relational and mediated. We find that newcomers’ learning occurs through social interactions and participation, not simply by joining in but involving complex interactions to first find and grasp the pathways or the ‘codes’ (established organizational culture) that enable fruitful participation. Getting access to colleagues and thus, established practice is already considered important support for newcomers to learn to enact ‘educational’ knowledge professionally. However, we find that what is most important for newcomers is how they become knowledgeable as they recognize that it is not their educational knowledge, but working out how to engage and participate in the social practices, that counts.     

Curriculum forms: On the assumed shapes of knowing and knowledge

Historically, the logico-rational mode of argumentation co-evolved with particular mathematical systems and particular geometrically-informed manners of interpreting experience and perception. We examine some of the ways these geometries continue to shape the sensibilities, practices and structures of much of curriculum discourse, in spite of the well-developed critiques of their associated logics. We draw on fractal geometry, a new field of mathematical study, to illustrate the pervasiveness and the constraining tendencies of classical geometries. We develop the suggestion that fractal geometry is a mathematical analogue to such discourse fields as post-modernism, post-structuralism and ecological theory. We attempt to show how, through the visual metaphor of a fractal image, conventional theories of knowing and knowledge might be seen as not only compatible, but as nested in and suggestive of one another. We briefly examine how fractal geometry can complement and inform other emergent sensibilities in curriculum, in particular, those discussions critical of the linear structures associated with classical logic.