Cross-Institutional Collaboration: (Co)Constructing Knowledge About Teaching and Learning in the Middle-Level Classroom

Utilizing technology to connect three geographically separate institutions within the same state and drawing on Bhabba, and Zeichner’s notions of third space, four teacher educators developed an opportunity for the middle-level teacher candidates from each university to simultaneously observe a live classroom teaching event virtually while participating in a backchannel conversation about the lesson. Upon completion of the live teaching event, candidates engaged in a debriefing session with the classroom teacher. This promising practice allowed candidates to discuss a lesson from multiple perspectives, broadening their views of teaching and learning at the middle level and enabling middle-level teacher educators an opportunity to scaffold (co)construction of knowledge about young adolescents and effective classroom practices.     

Really Trying or Merely Trying

We enjoy first-person authority with respect to a certain class of actions: for these actions, we know what we are doing just because we are doing it. This paper first formulates an epistemological principle that captures this authority in terms of trying to act in a way that one has the capacity to act. It then considers a case of effortful action – running a middle distance race – that threatens this principle. And proposes the solution of changing the metaphysics of action: one can keep hold of the idea that we have first-person authority over what we are doing by adopting a disjunctive account of action.     

Disturbing stories: Literature as Pedagogical Disruption

Literature's power to consider moral and ethical issues to expand and reflect on our own lives has long been considered a vital dimension of subject English. Moreover, critical perspectives ask how texts and pedagogies serve particular interests and beliefs, leaving other perspectives silent. ‘Safe’ elements of teaching are reinforced by discourses established through experience, while popular narratives can distort the complexities of teaching. Initial teachers witness little in their field experience to challenge inscribed ways of thinking, which marginalises the role of critical theory in classroom practice. In this article, we use a pedagogy of discomfort to explore how an adolescent novel can challenge initial teachers' notions of literature teaching. We discuss the ways in which unsettling fiction based on fact serves to dislocate certainties, and suggest possibilities for reconstructing initial teachers' approaches to literature and pedagogy.     

Counseling a Student Presenting Borderline Personality Disorder in the Small College Context: Case Study and Implications

This case study examines the dynamics and challenges associated with counseling a client experiencing borderline personality disorder in the small college institutional context. The work of counseling centers at small private institutions has been relatively unexplored in the extant college counseling literature. To help fill this gap, the current case study explores a counselor's work with a student at a private, Catholic women's college.     

Kieferchirurgische Operationsplanung mit Hilfe von Techniken der virtuellen Realit?t

Für ein vollst?ndig computergestütztes Planungssystem zum Zwecke der kieferchirurgischen Operationsplanung ist die Bereitstellung von virtuellen Werkzeugen für den Chirurgen eine grundlegende Voraussetzung. Ausgehend von den Volumendaten mit Sch?del- und Kieferknochen des Patienten erm?glicht ein einfaches Interface unter Verwendung einer geeigneten Visualisierung und haptischer Eingabeger?te die interaktive Definition und Manipulation einzelner virtueller Knochensegmente. Wir haben moderne kraftrückgekoppelte Ger?te aus dem Niedrigpreisbereich eingebunden und auf ihre F?higkeit untersucht, das dreidimensionale Verst?ndnis im Planungsproze?durch Anlehnung an die Vorg?nge bei der chirurgischen Prozedur zu erh?hen. Durch diese Eingabeger?te ist es m?glich, die Knochensegmentierung für eine Osteotomie des Unterkiefers intuitiver und schneller durchzuführen. Die definierten Teilvolumina ergeben zusammen mit ihrer r?umlichen Neuanordnung auf Grundlage einer kephalometrischen Analyse einen Operationsplan. Nach erfolgter Planung werden die Planungsergebnisse in den Operationssaal übertragen. Die intraoperativen Techniken beinhalten die Visualisierung der Planungsergebnisse, die Steuerung der Anwendung über Sprache und die Bestimmung der Patientenposition mittels eines elektromagnetischen 3D-Trackingsystems.     

An Example of the Use of Microfiches as an Aid to the Teaching of First-Year University Engineering Mathematics

This paper is a report on the introduction of microfiches to replace conventional pre-prepared handouts for solutions to exercises in the first-year engineering mathematics course at Nottingham University. Details of the arrangement of material on the microfiches are described, as is the system of labelling the frames of the microfiches and the equations. Some general comments on the preparation of material are also made. The microfiches are very popular with the students and their cost compares very favourably with that of the production of large numbers of photocopies of conventional handouts. The system may be easily adapted for use in many other subjects.     

The mediating effect of task presentation on collaboration and children’s acquisition of scientific reasoning

There has been considerable research concerning peer interaction and the acquisition of children’s scientific reasoning. This study investigated differences in collaborative activity between pairs of children working around a computer with pairs of children working with physical apparatus and related any differences to the development of children’s scientific reasoning. Children aged between 9 and 10 years old (48 boys and 48 girls) were placed into either same ability or mixed ability pairs according to their individual, pre-test performance on a scientific reasoning task. These pairs then worked on either a computer version or a physical version of Inhelder and Piaget’s (1958) chemical combination task. Type of presentation was found to mediate the nature and type of collaborative activity. The mixed-ability pairs working around the computer talked proportionally more about the task and management of the task; had proportionally more transactive discussions and used the record more productively than children working with the physical apparatus. Type of presentation was also found to mediated children’s learning. Children in same ability pairs who worked with the physical apparatus improved significantly more than same ability pairs who worked around the computer. These findings were partially predicted from a socio-cultural theory and show the importance of tools for mediating collaborative activity and collaborative learning.     

Do physical maturity and birth date predict talent in male youth ice hockey players?

The aim of this study was to examine the relationships among biological maturity, physical size, relative age (i.e. birth date), and selection into a male Canadian provincial age-banded ice hockey team. In 2003, 619 male ice hockey players aged 14-15 years attended Saskatchewan provincial team selection camps, 281 of whom participated in the present study. Data from 93 age-matched controls were obtained from the Saskatchewan Pediatric Bone Mineral Accrual Study (1991-1997). During the initial selection camps, birth dates, heights, sitting heights, and body masses were recorded. Age at peak height velocity, an indicator of biological maturity, was determined in the controls and predicted in the ice hockey players. Data were analysed using one-way analysis of variance, logistic regression, and a Kolmogorov-Smirnov test. The ice hockey players selected for the final team were taller, heavier, and more mature (P < 0.05) than both the unselected players and the age-matched controls. Furthermore, age at peak height velocity predicted (P < 0.05) being selected at the first and second selection camps. The birth dates of those players selected for the team were positively skewed, with the majority of those selected being born in the months January to June. In conclusion, team selectors appear to preferentially select early maturing male ice hockey players who have birth dates early in the selection year.