Conceptualizations of writing in early years curricula and standards documents: international perspectives

Abstract

In this article, researchers in the field of early writing identify underlying beliefs and values about writing and learning to write for the beginning years of formal schooling in four jurisdictions: the American state of Connecticut, New Zealand, the Canadian province of Ontario, and Sweden, as reflected in the respective curricula and standards documents that guide instruction. Using Ivani?’s Discourses of Writing and Learning to Write to guide our text analysis, we found that curriculum developers have primarily been influenced by views of writing as a set of skills, processes, and genres. We found few references to the sociopolitical discourse which indicates a view among curriculum developers that sociopolitical literacy is not suitable for this age group. We argue, with support in previous research, that young children’s writing does not have to be politically neutral and that it can be developed under age-appropriate circumstances. Implications for policy and curriculum development include a need for greater consideration of the complexities of writing shown in research conducted across five decades. We propose a change to the model for early years, recognising that young children’s socio-political understandings lie within their home and school lives, rather than the broader community.     

MULTIMEDIA PEDAGOGY AND MULTICULTURAL EDUCATION FOR THE NEW MILLENNIUM

New technologies provide tools to reconstruct education as we begin a new millennium. In particular, multimedia technologies, like CD‐ROMs and Web sites, produce new resources and material for expanding education. In examining the Shoah Project—which documents the experiences of survivors of the Holocaust—we demonstrate how it provides important tools for historical and religious education, as well as making the reality of the Holocaust vivid and compelling in the contemporary moment. In this context we discuss how multimedia can provide an important supplement to multicultural education, bringing the experiences of marginal and oppressed groups to the mainstream. Yet we also argue that effective multimedia education requires historical contextualization, the skills of media literacy, and engaging pedagogical presentation in the classroom to make it effective as a supplement to traditional classroom and print‐based education. We show how educational technologies, such as those produced by the Shoah Foundation and the UCLA Film and Television Archives, can help reconstruct education for the twenty‐first century.     

OP-ED National testing in mathematics: One province's predicament

Ability grouping is a common practice in many mathematics classrooms. Its negative effects on students have been documented in research spanning two decades or more, and yet it is still widely implemented—in some countries even mandated. Using data from interviews with Australian students in the compulsory years of secondary schooling (14–16 year‐olds), and using the theoretical tools offered by Bourdieu, I argue that the objective practices of school mathematics create an environment through which students internalize the practices to develop a sense of self, a habitus. This habitus potentially is more or less empowering, depending on the experiences within these streamed settings.     

Entropic depletion of DNA in triangular nanochannels

Using Monte Carlo simulations of a touching-bead model of double-stranded DNA, we show that DNA extension is enhanced in isosceles triangular nanochannels (relative to a circular nanochannel of the same effective size) due to entropic depletion in the channel corners. The extent of the enhanced extension depends non-monotonically on both the accessible area of the nanochannel and the apex angle of the triangle. We also develop a metric to quantify the extent of entropic depletion, thereby collapsing the extension data for circular, square, and various triangular nanochannels onto a single master curve for channel sizes in the transition between the Odijk and de Gennes regimes.     

Modeling the relaxation time of DNA confined in a nanochannel

Using a mapping between a Rouse dumbbell model and fine-grained Monte Carlo simulations, we have computed the relaxation time of λ-DNA in a high ionic strength buffer confined in a nanochannel. The relaxation time thus obtained agrees quantitatively with experimental data [Reisner et al., Phys. Rev. Lett. 94, 196101 (2005)] using only a single O(1) fitting parameter to account for the uncertainty in model parameters. In addition to validating our mapping, this agreement supports our previous estimates of the friction coefficient of DNA confined in a nanochannel [Tree et al., Phys. Rev. Lett. 108, 228105 (2012)], which have been difficult to validate due to the lack of direct experimental data. Furthermore, the model calculation shows that as the channel size passes below approximately 100 nm (or roughly the Kuhn length of DNA) there is a dramatic drop in the relaxation time. Inasmuch as the chain friction rises with decreasing channel size, the reduction in the relaxation time can be solely attributed to the sharp decline in the fluctuations of the chain extension. Practically, the low variance in the observed DNA extension in such small channels has important implications for genome mapping.     

The attitudes and opinions of high school sports participants: an exploratory empirical examination

Sport scholars and public commentators have long held both positive and critical opinions about the influence of athletic involvement on participants and their perceptions of the social world. Yet for all of the strong claims and deeply held assumptions, relatively little empirical data or social scientific analysis have been available. This study begins to address this deficiency using new data from a nationally representative survey of American high school students. We compare sports participants and their peers in terms of concern for social problems, interracial contact and attitudes, views of gender roles and sex-based discrimination and political orientation. We find participants and non-participants differ very little in their social concern and views of gender roles and sex-based discrimination, while significant differences were found in levels of interracial contact, views on race relations and political orientation. In view of these findings, we make some general conclusions about the social influence of sport in the lives of American youth and how this topic may be further explored in subsequent work.