Language and content ‘integration’: the affordances of additional languages as a tool within a single curriculum space

‘Language across the curriculum’ has been pivotal in establishing a knowledge base on the role of language for accessing opportunities afforded by the curriculum. Yet, the ubiquity of language within all facets of human activity – not least of all the more abstract domains of thinking and relating with others – can easily obscure its perceptibility as an object for research relative to other priorities; especially when the curriculum focus is directed towards content-oriented areas, such as mathematics or the humanities. This paper uses an ecological framework to consider the place of language when the teacher’s focus is not solely on language, or content, but is equally attentive to both through a relatively new approach to theorizing learners’ non-native language within the curriculum: content and language integrated learning. In particular, it critically examines the notion of ‘integration’ as a pedagogical assumption for working with language in curriculum domains by focusing on teachers’ perceptions of the affordances of language as a meditational tool within the classroom space. Findings raise new implications for understanding the role of language(s) within the curriculum, and are significant for addressing the needs of a changing, globalized student demographic where the presence of multiple languages will increasingly shape learners’ engagement with the curriculum.     

“The approaching storm.” Ideology power and control: The national science teachers association curriculum development in the USA

This paper examines the ideology of one the best known figures in science education in the USA, and draws attention to the relationship between the political climate and curriculum in national curriculum developments. We are mindful of the forces shaping the schooling of science in Australia, and we present this analysis as an example of the social forces that dominate education both here and overseas. Paramount is our desire to open the door for a socially responsible Australian school science experience. Social Responsibility of Science in Science Education Group.Specializations: sociology of science education, the nature of science and the production of scientific knowledge, comparative science education and environmental education. Social Responsibility of Science in Science Education Group.Specializations: comparative education with particular reference to China, the nature of science and the production of scientific knowledge.     

Assessment as learning: Enhancing discourse,understanding, and achievement in innovative science curricula

An assessment‐oriented design‐based research model was applied to existing inquiry‐oriented multimedia programs in astronomy, biology, and ecology. Building on emerging situative theories of assessment, the model extends prevailing views of formative assessment for learning by embedding “discursive” formative assessment more directly into the curriculum. Three twenty‐hour curricula were designed and aligned to content standards, and three levels of assessments were developed and used to assess and enhance learning for each curriculum. These assessments included three or four informal “activity‐oriented” quizzes and discursive formative feedback rubrics supporting collective discourse, a “curriculum‐oriented” examination of individual conceptual understanding, and a “standards‐oriented” test measuring aggregated achievement of targeted standards. After two design‐research cycles, worthwhile scientific argumentation and statistically significant gains were attained for two of the three packages on the exam and test. Achievement gains were comparable to or larger than those of students in comparison classrooms. Many existing innovations could be enhanced and evaluated in this fashion; designing these strategies directly into innovations could have an even greater impact on discourse, understanding, and achievement. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 1240–1270, 2012     

The History of Chemistry. The Case of the Supposed Isomerism of the Hydrocarbon Ethane in the Construction of Knowledge: Implications for chemical education

We contend that Chemical education proposals for changing the conception of chemistry literacy should include making explicit the relationship between chemistry as science and chemistry as technology. The potential for increasing students' confusion about what these interconnected activities involve is significant. In this paper we illustrate the importance of distinguishing between scientific and technological activities by explaining the events and processes that are occurring, firstly between material objects (instruments, machines) and practical activities and ideas; and secondly between ideas (theory) which may be called explanations and those that we call knowhow. We illustrate this by exploring the controversy in the development of chemical theory in history - the supposed isomerism of ethane. The additional purpose of this article is to highlight the importance of the history of chemistry in the education of chemists.     

Race, ethnicity, and culture in child development: contemporary research and future directions

The editors of this special issue reflect on the current status and future directions of research on race, ethnicity, and culture in child development. Research in the special issue disentangles race, ethnicity, culture, and immigrant status, and identifies mediators of sociocultural variables on developmental outcomes. The special issue includes important research on normal development in context for ethnic and racial minority children, addresses racial and ethnic identity development, and considers intergroup processes. The methodological innovations as well as challenges of current research are highlighted. It is recommended that future research adhere to principles of cultural validity described in the text.     

Using Systems Theory to Understand and Respond to Family Influences on Children's Bullying Behavior: Friendly Schools Friendly Families Program

This article addresses Systems Theory as it applies to school-age children's bullying behavior. It focuses on the interrelationships, mutual influences, and dynamics of relationships within the family, and how these may affect children's behavior toward their peers. The theory helps to explain the ways family patterns are reflected in children's negative interactions with peers, particularly bullying behavior. As such, Systems Theory was used to guide development of the content and strategies that formed the family component of Friendly Schools Friendly Families, a whole-school bullying prevention intervention. The intervention was designed to systematically target parenting factors identified as protective of bullying behavior and other problem behaviors, including parent–child communication, parent modelling, parenting style, parent bullying attitudes and beliefs, normative standards about bullying, family management techniques, connectedness, and cohesion. This whole-school program thus actively engaged and enhanced the self-efficacy of both parents and teachers, and was found to be effective in reducing bullying behavior.