Cultivating a Religiously Literate Society: Challenges and Possibilities for America's Public Schools

This article presents a rationale as well as a proposal for a religious literacy curriculum in U.S. public high schools. Relying on the Religious Education curriculum currently in use in the United Kingdom, the authors sketch a religious literacy curriculum designed to help students thrive in a pluralistic and democratic society. In order to help young citizens develop the skills, dispositions, and knowledge to thrive in an increasingly global, pluralistic, and democratic society, they need to become religiously literate. For students to be religiously literate they must learn to respect the religious other as well as understand the role of religions in contributing to civic life.     

Book review

Isaura Barrera, Robert M. Corso, Dianne Macpherson, Skilled Dialogue: Strategies for Responding to Cultural Diversity in Early Childhood, Paul H. Brookes, Baltimore, MD, 2003.     

Synchronic Tutoring of a Virtual Community

The role of tutors has changed over time, depending on models of learning and on the technology available. This article discusses the evolution of the tutor role and presents a new model concerning the tutoring functions in a synchronous virtual community. The definition of a virtual community starts from a theory of communities of learning and takes the features of the virtual environment into account. A project set in order to verify the tutors' features in a synchronous virtual community with an educational aim will be described in detail. The chats on-line are analyzed combining two analysis systems: (a) a category system describing the tutor's on-line functions; and (b) a discourse analysis exploring the dialogical and interactive dimensions of the tutor interventions. Results gathered from this study highlight typical features of tutoring on-line a virtual community. On-line tutorship appears to be a fluid, situated and dynamic process of meaning negotiation. Tutors are able to take over each others' specific roles and students act as tutors to each other.     

波尔多的葡萄采摘日

“波尔多的酒庄主．如果不是在中国推销葡萄酒．就在飞往中国的飞机上。”但无论他们一年往中国飞多少次．有一个日子他们一定会在自己的酒压待着——葡萄园的采摘日。     

Comparing firms’ triadic patent applications across countries: Is there a gap in terms of R&D effort or a gap in terms of performances?

This paper addresses the question of national differences as regard the number of triadic patents applied for by inventors from several OECD countries. The key idea is to determine whether such differences should be attributed to differences in R&D expenditures or rather to some other reasons, mainly institutional or behavioural ones. With this aim in view, both a macro-economic analysis, based on aggregate data for triadic patent counts and R&D expenditures and a micro-economic analysis based on firms’ data from three selected sectors are performed. In both cases, the methodological focus is made on the introduction, the definition and the estimation of a national index of relative efficiency in standard count data models. The main empirical findings are that there is a strong heterogeneity in terms of performance among European countries and a strong intra-country heterogeneity among sectors. This suggests that, in the field of innovation policies, there is a need for “tailored” solutions reflecting the specificities of each innovation system. Moreover, we show that European countries over-perform the United States in some high-tech sectors where the leadership of American firms is traditionally alleged, whereas European firms fail to keep up in more traditional sectors.     

Education for the Poor: Quality or relevance?

This article considers issues which affect the discussions relating to provisions of ‘education for all’ to children in less developed or poor countries. It considers critically, on the basis of socialist theories in the tradition of Gramsci, Freire, Heller and Habermas, the meanings given to education for the poor in these contexts. The article argues for a revised understanding of the concepts of quality and relevance as they are usually formulated in policy documents, and for consideration to be given to wider participation of various groups in the development of educational policies and practices concerned with quality and relevance.     

Different regions,diverse classrooms? A study of primary classrooms in China

Classroom experience is shaped by a number of factors. In this paper, we report a classroom observation study in China, illustrating regional variation in students' classroom learning experiences. Through comparing and contrasting observed classroom practices in three different regions in China (Chongqing, Hong Kong and Shanghai), the paper provides an analysis of the variation in classroom learning experiences of primary school students in China. Our empirical classroom observation data illustrates some key differences in the pedagogy, the use of classroom activities, and the implementation of the curriculum between individual schools. More substantial differences in classroom practices are found when comparing schools from different regions than those within a given city, leading us to conclude that regional impacts on student experience appear to be more important than within-city factors such as the location of a school or its level of facilities.     

Nation and National Museums,a Contested Relationship: An Analysis of U.S. National Museums in the Twenty‐first Century

The motivation for this article arose from the wish to share our outside perspectives on how national museums in the U.S. mediate ideas of national identity. We are four students out of a larger group of 15 German students in Cultural Studies at Leuphana University of Lueneburg. We conducted empirical research on various national museums within the Smithsonian Institution and also on the soon‐to‐be‐opened National September 11 Memorial Museum in New York City. The objective of our research was to explore the role that American national museums play in a globalized world by investigating how such museums address changing national identities over time.     

CRITICAL EXAMINATION OF CANDIDATES' DIVERSITY COMPETENCE: RIGOROUS AND SYSTEMATIC ASSESSMENT OF CANDIDATES' EFFICACY TO TEACH DIVERSE STUDENT POPULATIONS

The National Center for Educational Statistics (NCES, 2010) continues to report substantial underachievement of diverse student populations in the nation's schools. After decades of focus on diversity and multicultural education, with integrating field and clinical practice, candidates continue to graduate without adequate knowledge, skills and dispositions to teach diverse students. The National Council of Accreditation of Teacher Education (NCATE) requires teacher education programs to engage in assessment practices that examine candidates' competence to teach diverse students and to inform the unit. In this article the authors discuss the need to triangulate the results of performance-based assessment and to systematically examine the growth of candidates' competence to teach every student. They propose a rigorous and systematic unit (i.e., teacher education program unit) assessment practice, using reliable and valid instruments to measure candidates' efficacy to teach diverse students, which will provide effective data for teacher education programs to become proactive to improve programs.