Preparing teachers as researchers in courses on methods of teaching science

The four standards for professional development of teachers of science from the National Science Education Standards (NRC, 1996) provided a frame for reflection upon ways in which prospective teachers engaged in research in my courses on methods of teaching science. Students learned both science content and science pedagogy by inquiry. An extended research project helped students to integrate knowledge of science, learning, pedagogy, and students, and to apply that to teaching science. Students built knowledge, skills, and attitudes for lifelong learning by participating in a research festival and presenting at conferences. I designed this science-teaching methods course in the context of a teacher education program that is attempting to implement reform approaches to instruction. © 1998 John Wiley & Sons, Inc. J Res Sci Teach 35: 791–809, 1998.     

Learning Culturally Relevant Practices: Facing Developmental Roadblocks

In the Filipino language, kuwento means “story,” but the concept itself encapsulates more than its literal meaning. Similar to talk story events in Hawaiian communities (Au &; Jordan, 1981 Au, K. and Jordan, C. 1981. “Teaching reading to Hawaiian children: Finding a culturally appropriate solution”. In Culture and bilingual classroom: Studies in classroom ethnography, Edited by: Trueba, H., Guthrie, B. P. and Au, K. H. 139–152. Rowley, MA: Newbury.  [Google Scholar]), kuwento serves as a tool to communicate everyday experiences within groups, especially among family and community members (Eugenio, 1981 Eugenio, D. L. 1981. Philippine folk literature: An anthology., Diliman, Quezon City: The University of the Philippines Folklorists.  [Google Scholar]). It is an abstraction of history, congealing experience into a chain of events. It is what Bakhtin (1981) Bakhtin, M. M. 1981. The dialogic imagination: Four essays by M. M. Bakhtin., Austin: University of Texas Press.  [Google Scholar] would call a unique speech experience—one that is shaped and developed in continuous and constant interaction with others. Kuwento is largely influenced by other people's words and ideas that eventually become incorporated into one's own. Like story and storytelling, kuwento takes many forms and can be used in the classroom during sharing time to construct and activate newer understandings (Cazden, 1994 Cazden, C. B. 1994. “What is sharing time for?”. In The need for story: Cultural diversity in classroom and community, Edited by: Dyson, A. H. and Genishi, C. 72–79. Urbana, IL: NCTE.  [Google Scholar]; Michaels, 1981 Michaels, S. 1981. “Sharing time”: Children's narrative styles and differential access to literacy. Language in Society., 10: 423–442. [Crossref], [Web of Science ®] , [Google Scholar]). In the case of paucity in classroom material, the teacher can engage students to learn through her/his own writing (Vascellaro &; Genishi, 1994 Vascellaro, S. and Genishi, C. 1994. “All things that mattered”: Stories written by teachers for children”. In The need for story: Cultural diversity in classroom and community, Edited by: Dyson, A. H. and Genishi, C. 172–198. Urbana, IL: NCTE.  [Google Scholar]) and her/his own construction of oral stories in different participant structures (Phillips, 1972 Phillips, S. 1972. “Participant structures and communicative competence: Warm Springs children in community and classroom”. In Functions of language in the classroom, Edited by: Cazden, C., John, V. and Hymes, D. 370–394. New York: Teachers College Press.  [Google Scholar]). As we shall see in the case of Filipino Heritage Studies, the teacher's use of reflective- and real-time stories conveys the importance of history and present-day realities both in his and his students' lives. Although kuwento is also present in other participant structures, this article focuses on the teacher's whole-class lecture during a unit on the Philippine American War.     

Autonomy and subordination in Thai history: the case for semicolonial analysis 1

ABSTRACT

Methods of postcolonial analysis can make a major contribution to refining understandings of modern Thai history and culture. However, the fact that Thailand was not colonised has incited a widespread resistance to postcolonial studies in the field. Conservative Thai studies scholarship dismisses the very possibility of postcolonial analysis of ‘never‐colonised’ Thailand. Even critical scholars who highlight similarities between Thailand and its once‐colonised Southeast Asian neighbours doubt that methods based on deconstructing the coloniser/colonised relation capture the specificity of a society whose history places it outside the strict contours of that binary. This study responds to both the conservative and critical objections to postcolonial analyses of Thailand by revisiting the originally Marxist notion of Thailand as a semicolony of Western empire. It is argued that a post‐Marxist reading of Thai semicolonialism can challenge conservative resistance to comparing Thailand to former colonies and also provide a basis for critical dialogue with postcolonial studies. While the Marxist frameworks that gave birth to the notion of semicolonialism lost influence after the end of the Cold War, the term is still widely used in critical Thai studies, although now in a theoretically impoverished form. The aim of this study is to reinvigorate semicolonialism with renewed theoretical force by investigating why the notion has outlived its Marxist origins and specifying the critical work that it continues to do, albeit implicitly, in post‐Marxist Thai studies. Such an understanding can provide a basis for a more comprehensive account of imperialism that incorporates the experiences of the empirically significant but still theoretically neglected category of non‐Western non‐colonies such as Thailand.     

Validity of the K-ABC for a black preschool population

The validity of the Kaufman Assessment Battery for Children (K-ABC) was investigated with a sample of Black low SES preschool children. The sample consisted of 38 Black children who were enrolled in a Head Start program. The Stanford-Binet Intelligence Scale (SB-LM) was used as a criterion against which to compare K-ABC scores. While some support was obtained for the convergent and construct validity of the K-ABC, the results of this study suggest it may be no more culture fair for Black preschool children than is the SB-LM.     

Known unknowns: research on Irish museums since 2008

ABSTRACT

In 2015–2016 the first comprehensive survey of museums in Ireland in a decade – the Irish Museums Survey 2016 – was undertaken as a collaborative project between the School of Art History and Cultural Policy, University College Dublin, and the Irish Museums Association. Since the Republic’s economic collapse in 2008 and the recession, museums have weathered significant shifts in governance and board structures, and drastic cutbacks that have affected programmes, staffing, and provision across the island. Yet, until recently we have not had an accurate picture of the “state of play” for Irish museums, hampering efforts to prioritise actions for museum support organisations, and preventing individual institutions to develop their own plans of advancement benchmarked against national data. Consequently, there has been a significant knowledge gap concerning the current state of Irish museums, stretching beyond the anecdotal, and bridging the border between the Republic of Ireland and Northern Ireland. This essay addresses the major findings of the Irish Museums Survey 2016, contextualised within the landscape of recent research on museums in the Republic and the North, and existing research infrastructures. In reviewing forms of museum provision and policy in both jurisdictions, it argues that the haphazard nature of data collection and the worrying findings of some aspects of the 2016 Survey require the enhancement of an all-island research culture, audit of national collections and institutions, and development of improved strategic planning for museums.     

Long and short measures of flow: the construct validity of the FSS-2, DFS-2, and new brief counterparts

Long and short flow scales are examined from dispositional (n=652 long; n=692 short) and state (n=499 long; n=865 short) perspectives. The long flow scales constitute a 36-item multidimensional assessment of flow and have previously demonstrated good psychometric properties. The short flow scales constitute new abbreviated versions of the long forms, contain 9 items, and provide a brief measure of flow from a dimensional perspective. In the current study, long and short flow scales are assessed across a large and diverse physical activity sample. With few exceptions, these flow measures demonstrated acceptable model fit, reliability, and distributions; associations with key correlates in parallel and hypothesized ways; and invariance in factor loadings. Together, the scales provide options for assessing flow in different contexts and when different goals or constraints are operating. Researchers wanting to capture an aggregate of the multidimensional framework might find the short scales a pragmatic alternative when constraints prohibit use of the full-length versions.