Language in Science Education as a Gatekeeper to Learning,Teaching, and Professional Development

In this study, I used a feminist poststructural perspective to explain how language is a gatekeeper in learning science, in achieving professional honors in teaching science, and in teaching science to English language learners. The various uses of language revealed interesting dynamics related to the culture of power of language and the culture of power of science along race–ethnicity, gender, and class dimensions for teachers. Teachers did not necessarily see language as having distinct purposes and uses. This further maintained the gatekeeping nature of language and discourse in science education. I discuss implications for looking at language in science education for teacher professional development and student learning.

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When does the Forename End and the Surname Begin? Saints’ Names as Compound Forenames in Spanish

Abstract

While cataloging colonial-era Spanish-language materials, the investigator encountered personal names in which the forename, given in honor of a saint, includes a phrase-like qualifier such as a place name or attribute. In these situations, catalogers occasionally mistake the qualifier as part of the surname. Cataloging rules provide guidance in establishing compound surnames but not so much with forenames. For this article, 28 such forenames were searched in the Library of Congress Name Authority File to identify problematic authorized access points. Familiarity with naming customs in Spanish-speaking societies and with saints’ names is needed when creating or revising these access points.     

Observing collaborative problem‐solving processes and outcomes

This study examined the problem of assessing group process in a collaborative problem‐solving situation. Students in seven collaborative groups worked on a two‐part math and logic problem—first individually, then in groups, and finally, individually again. Groups engaging in behaviors that facilitated collaboration obtained higher group and individual accuracy scores on a challenging problem set. High‐achieving students were influential in group problem‐solving outcomes. Group scores did not reflect the individual achievement of low‐achieving students. Examining collaborative group process and outcomes offers a new direction in functional and contextualized assessment for school psychologists. © 2001 John Wiley & Sons, Inc.