Stability of Core Language Skill from Early Childhood to Adolescence: A Latent Variable Approach

This four‐wave prospective longitudinal study evaluated stability of language in 324 children from early childhood to adolescence. Structural equation modeling supported loadings of multiple age‐appropriate multisource measures of child language on single‐factor core language skills at 20 months and 4, 10, and 14 years. Large stability coefficients (standardized indirect effect = .46) were obtained between language latent variables from early childhood to adolescence even when accounting for child nonverbal intelligence and social competence and maternal verbal intelligence, education, speech, and social desirability. Stability coefficients were similar for girls and boys. Stability of core language skill was stronger from 4 to 10 to 14 years than from 20 months to 4 years, so early intervention to improve lagging language is recommended.     

Teaching Lean Six Sigma within A Supply Chain Context: The Airplane Supply Chain Simulation

Lean six sigma is a management methodology that firms can employ to achieve substantial improvement in supply chain performance. However, few pedagogical exercises facilitate students’ use of a comprehensive set of lean six sigma principles within a supply chain context. We describe the Airplane Supply Chain Simulation that helps students understand how lean six sigma concepts may be leveraged to improve supply chain performance. The basis of this simulation is a four‐tier supply chain, consisting of suppliers (two tiers), a manufacturer, and a customer, that produces three models of paper airplanes to meet randomly distributed customer demand. In the first of three successive runs, a highly structured simulation is executed in which supply chain roles are well defined, material flows are convoluted, and a “push” production strategy is followed. The first simulation as the “current state” and, for the second and third simulation runs, challenge competing student teams to leverage lean six sigma concepts to develop a “future state” that enables the fulfillment of all customer orders at the lowest cost. Results based on statistical analyses of survey response data from 194 MBA students show that the Airplane Supply Chain Simulation is an effective participative, team‐based learning tool.     

Spelling development in 6–11‐year‐old Greek‐speaking Cypriot children

The aim of the present study was to examine the spelling development of Greek‐speaking children in the early school grades. Although Greek orthography is regular for reading, it is much less transparent as far as spelling is concerned. Spelling development was investigated using a word spelling task designed to explore the effects of word length, familiarity and spelling regularity. One hundred and fifty normally developing primary school children living in Cyprus took part in the study. Results suggest that the children employed both phonological and lexical strategies in spelling Greek words. Results indicated that sub‐lexical procedures were more marked for younger children, whereas lexical processing was employed more widely by older children. The findings are interpreted in terms of stage developmental models.     

Designs of concept maps and their impacts on readers' performance in memory and reasoning while reading

From the perspective of the Fuzzy Trace Theory, this study investigated the impacts of concept maps with two strategic orientations (comprehensive and thematic representations) on readers' performance of cognitive operations (such as perception, verbatim memory, gist reasoning and syntheses) while the readers were reading two history articles that argue from different perspectives about a historical incident that had a profound impact on Taiwan. The results show that the design and focus of the concept maps may influence the formation of mental representations, and that this may be facilitative or constraining in regard to the readers' memory formation and reasoning about the reading materials. Based on these findings, the meaning of constraining effects of concept maps is discussed, and an instructional method involving the progressive elaboration of concept map systems is recommended.     

A lifecycle model of the scientific communication process

A formal model of the scientific communication process is presented using the IDEF0 notation. The model provides a roadmap for policy discussions and further research. In comparison to earlier models it is more detailed and hierarchical, and includes more modelling constructs. It includes the whole communication value chain, from initial research to the assimilation of research results to everyday practice. Although the model treats both informal and formal communication, as well as the publishing of data, its focus is on modelling the publishing and indexing of traditional peer‐reviewed journal articles, and finding and retrieving them. New developments enabled by the Internet, such as open access journals and e‐print repositories, are also included.     

International Education and Training at Ecole Nationale des Ponts et Chausées/La Formation a l'international a l'Ecole Nationale des Ponts et Chaussées

The programme of the Département de la Formation Internationale at Ecole Nationale des Ponts et Chausées (ENPC) was created in 1981 to address the ever‐increasing international role of today's engineer in the scientific, economic and social spheres. Each year, 75 ENPC students spend at least 3 months abroad, mainly in Europe. ENPC has double degree programmes in engineering studies with three European partners in Germany and Spain: TU Munich and TU Berlin; Universidad Politécnica de Madrid. Twenty per cent of the student curriculum is devoted to language study; the students are required to study English plus one of the following languages: German, Spanish, Italian, Russian, Japanese or Chinese. French courses for foreign students are also provided. Language teaching aims to provide students not only with the linguistic skills necessary for communication, but also to make them more sensitive to other cultures as well as their own.     

Counselor Educators' Experiences Preparing Preservice School Counselors: A Phenomenological Study

The authors conducted a phenomenological study to explore the experiences of 32 school counselor educators preparing preservice school counselors. Analysis of data from 3 focus groups revealed 3 themes: breadth versus depth, balancing specialties and professor partiality, and preparation versus practice. These results highlight the need for collaboration across counseling specialties at the preservice level.     

Writing and Reading Subjects: Fixing and Unfixing Identity through Close Literary Practices

For a number of years, Rebecca Luce‐Kapler and Dennis Sumara have been investigating the ways in which literary practices of close reading can help change how we think and how we remember. They have also considered how such practices might help make us more critical of normative representations of remembered experience. More recently, they have been joined by Claire Robson, who works with and investigates memoir writing. In 2009, Robson and Sumara were joined by their six older lesbian research participants at a conference held at the University of British Columbia entitled ‘Queerly Canadian: Changing Narratives’. The six women performed extracts from memoirs they had written as part of the research data and joined the researchers in offering theories and insights about the writing processes in which the group had engaged. That presentation and this paper represent the evolution of a two‐year collaboration between these researchers and the six women, who are listed as co‐authors on both the presentation and this paper.     

Cultural diversity in science education through Novelization: Against the Epicization of science and cultural centralization

Science educators are confronted with the challenge to accommodate in their classes an increasing cultural and linguistic diversity that results from globalization. Challenged by the call to work towards valuing and keeping this diversity in the face of the canonical nature of school science discourse, we propose a new way of thinking about and investigating these problems. Drawing on the work of Mikhail Bakhtin, we articulate epicization and novelization as concepts that allow us to understand, respectively, the processes of (a) centralizing and homogenizing culture and language and (b) pluralizing culture and language. We present and analyze three examples that exhibit how existing mundane science education practices tend, by means of epicization, towards a unitary language and to cultural centralization. We then propose novelization as a way for thinking the opening up of science education by interacting with and incorporating alternative forms of knowing that arise from cultural diversity. © 2011 Wiley Periodicals, Inc. J Res Sci Teach 48: 824–847, 2011