Chinese and Canadian Children's Evaluations of Lying and Truth Telling: Similarities and Dfferences in the Context of pro-and Antisocial Behaviors

The present study compared Chinese and Canadian children's moral evaluations of lie and truth telling in situations involving pro- and antisocial behaviors. Seven-, 9-, and 11-year-old Chinese and canadian children were presented 4 brief stories. Two stories involved a child who intentionally carried out a good deed, and the other2 stories involved a child who intentionally carried out a bad deed. When story characters were questioned by a teacher as to who had committed the deed, they either lied or told the truth. Children were asked to evaluate the story characters' deeds and their verbal statements. Overall, Chinese children rated truth telling less positively and lie telling more positively in prosocial settings than Canadian children, indicating that the emphasis on self-effacement and modesty in Chinese culture overrides Chinese children's evaluations of lying in some situations. Both Chinese and canadian children rated trugh telling positively and lie telling negatively in antisocial situations, reflecting the emphasis in both cultures on the distinction between misdeed and truth/lie telling. The findings of the present study suggest that, in the realm of lying and truth telling, a close relation between sociocultural practices and moral judgment exists. Specific social and cultural norms have an impact on children's developing moral judgments, which in turn, are modified by age and experience in a particular culture.     

The professional learning needs and priorities of higher-education-based teacher educators in England,Ireland and Scotland

Against a rapidly changing policy landscape for teacher education, exacerbated by ‘Brexit’ in the UK, findings are presented from an electronic survey of 272 higher-education based teacher educators in England, the Republic of Ireland and Scotland about their experiences of, and priorities for, professional learning. While the data generated were mainly quantitative data, qualitative features were embedded within the survey design. Both types of data have been used to draw out complexities that emerge when exploring a professional group of educators responsible for the preparation of a future generation of teachers. The findings are presented and discussed in relation to the professional demographics of the sample, research expectations placed on them and teacher educators’ priorities for professional learning. Given the unique occupational position of teacher educators, their importance in the quality of teacher education and the lack of formal focus on their professional development, our starting point for teacher educators’ professional development lies in their practice situated and positioned within global, regional, national and local policy contexts.     

Static to Dynamic: Professional Identity as Inventory,Invention, and Performance in Classrooms and Workplaces

Although self-assessment is an important genre in both the academy and the workplace, it is often static. The resulting fixed identities are problematic in a creative economy that requires fluidity. Drawing on the work of Carruthers and Goffman, among others, we argue that memory and meditation, encompassing inventory and invention and coupled with rhetorical performance, constitute dynamic self-assessment.     

Gender Effects in School Subject Preferences: a research note

Rankings of liking for nine curriculum subjects were obtained from 93 middle school pupils aged 11‐13 years, who also completed the Children's Sex Role Inventory. Statistically significant gender differences in the rankings of English and humanities were found, which were both preferred by girls, and for physical education (PE) and science, which were preferred by boys. Some statistically significant associations between subject rankings and sex typing measures also emerged. Higher rankings of music and humanities were associated with higher Femininity scores, while higher rankings for PE were associated with lower Femininity scores. The only significant association with Masculinity was for English, where higher rankings were associated with lower Masculinity. No significant associations with Masculinity or Femininity were found for science, a traditionally male‐stereotyped curriculum area. Associations found between the rankings of the different subjects indicated a tendency for pupils to prefer either more academic or more practical subjects, but there was no indication from the limited data available on their performance that this could be related to their academic ability. The implications of these preliminary findings for future investigations are discussed.     

网络时代的课程，学与教

网上的学与教是全球关注的一个教育热点，这种关注大致体现在：（1）课程本身的问题，即我们将要教什么？（2）学习自身的性质。（2）学习以及他们所需要的学习环境，（4）对教育提供的影响。（5）不同的国家为规范远程学习和网上学习所采取的的不同方式。（6）我们一旦选择这种方式所存在的大量的合作机会，其中也存在同样多的健康或不健康的竞争，（7）与那些在网络时代所提供机遇面前落伍的人们有关的。     

Investigating Students’ Learning Through Co-designing with Technology

Involving students in the co-design of educational curricula and practices can benefit both students and teachers. Students who participate in co-design may show better learning or increased agency or engagement. In the present study, we investigated what kind of science knowledge or practices can be learned by student co-designers while engaging in co-design practices and how that learning happens with six high school students. We created a model to guide the analysis of students’ learning with technology in co-designing processes. The results revealed that students learned engineering design process even if no explicit instruction on engineering learning was given. Also, our analysis suggested that co-designing with technology enabled learning of the engineering design process and potentially furthered learning of science because it promoted knowledge integration. The results have implications for understanding and enhancing engineering design and science learning through co-designing with technology.

     

"Reality" birth: marketing fear to childbearing women

In this column, the authors examine the effect of "reality" television shows on expectant parents' fears of childbirth.     

From Network Learning to Classroom Teaching

In this period of designing controls to producegreater teacher accountability, the NationalWriting Project (NWP) stands as an importantcontrast, teaching us what it means to developthe capacity of teachers. We undertook atwo-year study of the NWP by looking intenselyat two sites, an urban and a rural site. Wesought to understand and document what teacherslearned from their induction to the WritingProject, what they took back to their classroomand how they stayed involved in various localnetwork activities. By looking at the five weeksummer invitational seminar held on thecampuses of their respective sites, we foundcore activities as well as other ancillary onesthat helped teachers gain a set of principlesand ways of working that they took back totheir classrooms. We also found a welldeveloped set of activities run in networkfashion that gave teachers numerousopportunities to stay connected, to leadprofessional development in their localcontexts, to explore special interest groups,and to become members of a powerful learningcommunity. We highlight two of six teachersthat we studied who provide an example of hownetwork learning is linked to classroomteaching. The success of the NWP as aprofessional development network rooted inteachers' work with teachers teaching teachersas a core element, suggests that networks suchas these may be well suited to the rapid changein our society as well as to the growingcomplexity of teachers' work.