Constructing the university: Towards a social philosophy of higher education

Almost 40 years ago, a book appeared by J.S. Brubacher entitled On the Philosophy of Higher Education. Today, we have neither its successor nor a sense as to what such a book might contain. The argument here is that we currently lack a recognised subfield of study that might be termed ‘the philosophy of higher education’. The paper attempts to begin to remedy this situation by assembling the main planks of such a field, and identifying broadly the kinds of resources that might be brought together. A particular approach is argued for that builds from a recognition of the university both as institution and as idea. This approach would understand both that the university possesses a social ontology and that the university is accompanied by a widening conceptual hinterland. An undue pessimism is noted, such that the contemporary university is sometimes seen as being subject to overwhelming global forces, which underplays the university’s potential as an agent. It is suggested that an adequate philosophy of higher education would seek to widen the conceptual landscape by identifying universal and imaginative concepts that can assist not merely in understanding the university or in defending the university but in changing it.     

The impact of three‐dimensional computational modeling on student understanding of astronomy concepts: a qualitative analysis

In this study, we explore an alternate mode for teaching and learning the dynamic, three‐dimensional (3D) relationships that are central to understanding astronomical concepts. To this end, we implemented an innovative undergraduate course in which we used inexpensive computer modeling tools. As the second of a two‐paper series, this report focuses on the qualitative differences of students' understandings of both spatial and declarative knowledge domains as reflected by their two distinct learning environments — a traditional astronomy classroom and an experimental astronomy course grounded in problem‐solving and modeling with dynamic, 3D, computational modeling software. We found that students who constructed 3D computational models tended to have a more scientifically sophisticated understanding of dynamic spatial relationships, whereas students in the traditional class developed more accurate understandings of the properties and general facts and figures regarding celestial bodies.     

Benefits of early childhood interventions across the world: (Under) Investing in the very young

This paper reviews the international (non-U.S.) evidence on the benefits of early childhood interventions. A total of 38 contrasts of 30 interventions in 23 countries were analyzed. It focuses on studies applying a quasi-experimental or random assignment. Studies were coded according to: the type of intervention (cash transfer, nutritional, educational or mixed); sample size; study design and duration; country; target group (infants, prekindergarten); subpopulations of interventions; and dosage of intervention. Cohen's D effect sizes were calculated for four outcomes: cognitive gains; behavioral change; health gains; and amount of schooling. We find children from different context and countries receive substantial cognitive, behavioral, health and schooling benefits from early childhood interventions. The benefits are sustained over time. Interventions that have an educational or stimulation component evidenced the largest cognitive effects.     

Emotion Regulation,Harsh Parenting,and Teacher Sensitivity Among Socioeconomically Disadvantaged Toddlers in Child Care

Research Findings: This study examined the transactional nature of harsh parenting and emotion regulation across toddlerhood, including the moderating role of teacher sensitivity in child care. Secondary data analyses were conducted with a subsample of families from the Early Head Start Research and Evaluation Project who participated in center-based child care. Autoregressive cross-lagged path models were used to examine stability and transactional associations between observations of mothers’ harsh parenting behaviors and observers’ ratings of toddler emotion regulation at 14, 24, and 36 months. Teacher sensitivity was observed in children’s child care classrooms and was hypothesized to attenuate the negative impact of harsh parenting on subsequent emotion regulation. Results suggested that poorer emotion regulation and increased harsh parenting at 14 months were particularly salient in setting the stage for worse parent and toddler outcomes at 36 months. Teacher sensitivity was not a significant protective factor. Practice or Policy: Results are discussed in terms of the importance of early parent–toddler interactions that match the developing regulatory needs of young toddlers as well as considering how teacher sensitivity is conceptualized and measured so programs such as Early Head Start can best meet the needs of socioeconomically disadvantaged parents and toddlers.     

The coming of the ecological university

ABSTRACT

This paper aims to shed light on some of the issues raised in the often polarised debate around effective schooling by exploring the complexities involved in trying to uncover the determinants of the differential ‘success’ of schools. In doing so, the paper challenges the oversimplification which characterises many of the arguments around school improvement by demonstrating that it is not a question, of either management and teaching or the social context of schooling determining the success or otherwise of schools. Drawing on in‐depth qualitative research, the paper demonstrates the intricate and intimate connections between what school managers and teachers do and the socio‐economic and discursive environments within which they operate.     

Classwide consultation in preschools: A case study of comprehensive supports

Classwide supports were used to increase children's early literacy skills for Head Start morning and afternoon classrooms within a preschool Response to Intervention (RtI) model. Support included interventions to improve child outcomes for letter naming fluency (LNF) and teachers' instructional and managerial variables. Targeted activities included circle (a group instructional activity) and center times (also instructional time with children's choices about activities). Support for teachers included adding a “letter of the week” activity with active responding and other literacy activities and providing direct feedback to teachers about classroom managerial interactions. Results show positive classwide improvements for LNF, an increase in the prevalence of instruction, and improvements in positive and instructional managerial methods. Social validity appraisal indicated that the support methods were highly acceptable. © 2010 Wiley Periodicals, Inc.     

Towards the creative university: Five forms of creativity and beyond

The Creative University is susceptible to multiple interpretations which are moving in a fluid conceptual space. This conceptual openness can be adequately understood only as a set of discursive formations that reflect underlying societal changes. It is becoming a commonplace to suggest that creativity should no longer be seen as a matter of heroic individuals at work, for creativity is always a networked matter, but that reflection has to be widened to encompass a sense of underlying shifting societal forces, with the economy central stage and hence the emergence of the hybrid idea of the creative economy. Qua institution, the creative university sits uneasily between discourses of economicism and societal flourishing. The creative university, accordingly, has to be seen in this milieu, which is steering the university but which also is affording it new possibilities for creativity. Five levels of creativity are identified that serve as domains in which these forces and affordances coexist. One such level, university reflexive creativity, is singled out as the most significant of the five. The creative university, it follows, unfolds as sets of interactions between individuals, institutional structures and corporate agency. Even as the constraints multiply, so too ever‐wider possibilities for the creative university may be opening.     

Academic Engagement and Achievement Among Latina/o and Non-Latina/o Adolescents

This article presents an exploratory study of the relation between academic engagement and academic achievement for Latina/o and non-Latina/o adolescents attending a predominantly low-income, Latina/o urban middle school in Southern California. A sample of 61 students (37 Latinas/os and 24 non-Latinas/os) participated in the study. The Latina/o students’ mean grade point average was lower than the non-Latina/o students’ mean grade point average. The study results revealed a significant interaction between academic engagement and grade point average for Latina/o students but not for non-Latina/o students. Findings are discussed in regard to the promotion of Latina/o adolescent achievement through increased levels of academic engagement.     

Prevalence and correlates of resistance training skill competence in adolescents

The aim of this study is to examine the prevalence and correlates of adolescents’ resistance training (RT) skill competence. Participants were 548 adolescents (14.1 ± 0.5 years) from 16 schools in New South Wales, Australia. RT skills were assessed using the Resistance Training Skills Battery. Demographics, BMI, muscular fitness, perceived strength, RT self-efficacy, and motivation for RT were also assessed. The proportion demonstrating “competence” and “near competence” in each of the six RT skills were calculated and sex differences explored. Associations between the combined RT skill score and potential correlates were examined using multi-level linear mixed models. Overall, the prevalence of competence was low (range = 3.3% to 27.9%). Females outperformed males on the squat, lunge and overhead press, whereas males performed better on the push-up (p < .05). Significant associations were seen for a number of correlates, which largely differed by sex. Muscular fitness was moderately and positively associated with RT skills among both males (β = 0.34, 95%CIs = 0.23 to 0.46) and females (β = 0.36, 95%CIs = 0.23 to 0.48). Our findings support a link between RT skills and muscular fitness. Other associations were statistically significant but small in magnitude, and should therefore be interpreted cautiously.