Geometry, subjectivity and the seduction of language: the regulation of spatial perception

Following Husserl's speculations on how geometry originated, we suggest that spatial perception is seduced by language as a result of human attempts to capture, signify and share its concepts. And this language traps geometry and humans themselves in to the forms that have guided and regulated past practices, thereby obscuring possibilities for cultural growth and adjustments to new conditions. Some body movement exercises reveal student teachers' spatial orientations. The paper proposes that the very evolution of geometry, and the ontological status of its objects, relate to their representation in cultural forms referenced to human self-image. It is further argued that learning crucially relates to evolving mathematical or pedagogical understandings of spatial phenomena.     

Descendants of “Ruth:” black Girls Coping Through the “Black Male Crisis”

This article presents the complex relationship between how black male and female identities have been constructed dichotomously in response to the gender framed “crisis” in black America. The ethnographic research study was conducted in an secondary African American History course, located in an urban school district in the southern portion of the United States. A case study of one black female student in a class of fourteen black male students was developed to deconstruct opposition and the use of resistance and empowerment by the female student. The classroom interactions among the male students, teacher, and Nicole were presented and analyzed from Nicole’s perspective. Analysis centralizes how Nicole interprets the class community, social interactions, and language used reflecting the needs of the African American males at the expense of her own social, cultural, and gender identity.     

The effects of dyad reading and text difficulty on third-graders’ reading achievement

This study replicated, with modifications, previous research of dyad reading using texts at various levels of difficulty (Morgan, 1997). The current project measured the effects of using above–grade-level texts on reading achievement and sought to determine the influences of dyad reading on both lead and assisted readers. Results indicate that weaker readers, using texts at two, three, and four grade levels above their instructional levels with the assistance of lead readers, outscored both proficient and less proficient students in the control group across multiple measures of reading achievement. However, the gains made by assisted readers were not significantly different relative to the various text levels. When all assessments were considered, assisted readers reading texts two grade levels above their instructional levels showed the most robust gains in oral reading fluency and comprehension. Lead readers also benefited from dyad reading and continued their respective reading developmental trajectories across measures.     

Student self-assessment: why do they do it?

Abstract

This study explores factors that predict students’ self-assessment intentions and practices using a framework based on the Theory of Planned Behaviour (TPB). A total of 1425 Hong Kong students (Primary 4 to Secondary 3) participated in this study. Students’ intentions and practices pertaining to self-assessment and the predictors of their intentions and practices were assessed with 11 self-report scales aligned to the TPB constructs. The psychometric properties of scales were examined with Rasch analysis and the relations among the variables were investigated with path analysis based on Rasch-calibrated person measures. The results showed that attitude, subjective norms, self-efficacy, and perceived controllability were statistically significant predictors on intention to self-assess, while self-efficacy and intention had significant influence on self-assessment practice. Psychological safety was also found to have relatively weak but significant impact on both self-assessment intention and practice. This study lays a foundation for future investigations on how to promote meaningful self-assessment behaviour which is crucial for self-regulated and life-long learning.     

Alternative Perspectives on Playroom Practice Autres Perspectives sur les Pratiques en Salle de Jeux Perspectivas Alternativas sobre la Pra´ctica en el Cuarto de Juegos

This paper reports on research designed to explore alternative perspectives on playroom practice. Two perspectives on the role of practitioners were articulated. One was an outside, context-free perspective constructed in consultation with a group of experienced assessors of pre-school provision and presented as a Framework for Good Practice. Observations of acknowledged good practice (using the Framework as the observation tool) and interviews with practitioners supported its ready applicability to the range of pre-school settings typical in Scotland. The second perspective was an 'insider' view encapsulating the way in which practitioners think about their work in the playroom, their professional craft knowledge. The characteristics of each perspective and the insights that can be derived from each are discussed, along with the value of considering first the 'insider' perspective when staff are engaged in continuing professional development. Cet article fait état de recherches conçues dans le but d'explorer de nouvelles perspectives sur les pratiques en salle de jeux. Deux perspectives sur le rôle des praticiens ont été retenues. L'une consiste en une perspective externe, totalement dénuée de contextuatisation, élaborée en consultation avec un groupe d'inspecteurs d'établissements préscolaires expérimentés et présentée en tant que Structure de bonne pratique. Des observations de bonne pratique reconnue (se référant à cette Structure comme outil d'observation) ainsi que des entretiens auprès de praticiens sont venus étayer son application pratique dans la gamme d'établissement pré-scolaires typiques en Écosse. La seconde perspective représente une vue e interne f qui retrace la façon dont les praticiens réfléchissent àleur travail en salle de jeux, leurs connaissances professionnelles sur le terrain. Les caractéristiques de ces deux perspectives et les aperçus qui sont offerts sur chacune d'entre elles font l'objet de discussions. Est également débatue la validité d'introduire en premier la perspective e interne f dans le cadre d'un programme de formation continue éventuellement suivi par le personnel. Este artículo informa sobre una investigación diseñada para explorar las perspectivas alternativas sobre la práctica de los juegos en el aula. Se articulan dos perspectivas sobre el papel de los docentes. Una era una perspectiva externa, libre de contexto construida tras consultar a un grupo de asesores con experiencia en la disposición preescolar y presentada como un Marco para la Buena Práctica . Las observaciones de una reconocida buena práctica (usando el Marco como una herramienta de observación) y las entrevistas con los docentes apoyaron su pronta aplicación en el ámbito de los escenarios preescolares típicos en Escocia. La segunda perspectiva es una visión interna que engloba la manera en la que los docentes reflexionan sobre su trabajo en el aula de juego, el conocimiento profesional de su oficio. Se habla de las características de cada perspectiva y de las percepciones que pueden extraerse de cada una, junto con el valor que tiene considerar primero la perspectiva interna cuando los docentes están comprometidos con un continuo desarrollo profesional.     

The efficacy of embedding special education instruction in teacher preparation programs in the United States

This study examined the effects of embedding special education instruction into preservice general education assessment courses. Participants were teacher candidates in the United States enrolled in a required evaluation and measurement course (n=208). A self-report survey was developed assessing knowledge of and attitudes toward teaching students with learning disabilities. Results indicated that embedded instruction significantly increased teacher candidate's knowledge of inclusion terminology and assessment adaptations (p<.01), and improved confidence levels in meeting the needs of students with learning disabilities improved by 60% over the control group. These results suggest the need to provide faculty in the content area adequate professional development opportunities to ensure that current special education best practices are embedded across the curriculum of teacher candidates.     

Education for Australia's information future

Digital disruption and an increasingly networked society drive rapid change in many professions and a corresponding need for change in tertiary education. Across the world, information education has, to date, prepared graduates for employment in discrete professions, such as librarianship, records management, archives and teacher librarianship. However, contemporary information practices are less defined and are demanding of new professional skill-sets and understandings. This paper reports a study that consulted Australia's tertiary academics about the current circumstances of information education in the academy and elicited a vision and a concern for future directions in Australian information education.     

Transformative Learning Theory in Gerontology: Nontraditional Students

Mezirow (1978) applied and used Transformative Learning Theoretical (TLT) processes while studying women who reentered academics during the 1970s. Similar to Mezirow's original 1975 Mezirow , J. ( 1975 ). Education for perspective transformation: women's reentry programs in community colleges . New York , NY : Center for Adult Education, Teachers College, Columbia University . [Google Scholar] work, we identify “factors that impeded or facilitated” participants' progress to obtain their undergraduate degree during the traditional student time, but then returned later in life, after age 40, to pursue their doctorate. Through semistructured interviews, eight women describe their life course of education through the TLT phases of realization—or in Mezirow's terms, justification, critical reflection, and exploring rational discourse. The women discuss their concerns on technological challenges, rationalization to self and others concerning a return to school, and reactions of family, friends, peers, and professors, including ageist comments. As more women return to the educational system to pursue advanced degrees, specifically within gerontology or aging studies, this research is key to understanding the various events and meaning ascribed to their journey. Data analysis reveals overlapping thoughts to frames of reference in their meaning perspectives and themes when discussing their transformative process to new status as a PhD.