斯巴里德·佐安尼奥帝斯（希腊） 年龄越大,就越出色

希腊选手斯巴里德.佐安尼奥帝斯将要征战他本人的第四次奥运会。他在上海金山举行的第14届国际泳联世锦赛公开水域男子10公里的比赛中打败了令人生畏的德国选手托马斯.鲁尔兹（Thomas Lurz）,以1：54.24.7的成绩获得冠军,比鲁尔兹快2.5秒。     

Relationship of College Students' Current Attachment to Appraisals of Parental Conflict

This study assessed the relationship of parental attachment and gender to appraisals of conflict with parents in an effort to clarify the psychological mechanisms that mediate the relationship between attachment and psychological well-being. Appraisals of conflict with parents were found to be related to level of attachment and gender.     

Reflecting on three creative approaches to informed consent with children under six

In an era when children’s rights are paramount, there are still few practical examples to guide us when seeking informed consent from children. This article therefore makes a significant contribution to the field by examining three practical approaches to negotiating informed consent with young children under 6 years old. We draw on researcher field notes, images and observations from four research projects that employed creative methods for seeking informed consent from young children. We take a reflexive approach, considering how successful the three techniques have been in facilitating young children’s decision-making around research participation. Our findings suggest that innovative approaches to informed consent create spaces for children to engage in dialogue and questioning about the research project. However, in order for the approaches to be meaningful, they need to be pedagogically appropriate to the maturity and capabilities of the children. We also demonstrate that, irrespective of the approach devised, researchers have a responsibility to ensure consent is continuously negotiated throughout the project through reflexive questioning.     

Pictures are necessary but not sufficient: Using a range of visual methods to engage users about school design

It has been argued by both educationalists and social researchers that visual methods are particularly appropriate for the investigation of people’s experiences of the school environment. The current and expected building work taking place in British schools provides an opportunity for exploration of methods, as well as a need to establish ways to achieve this involvement of a range of school users, including students. This article describes a consultation that was undertaken in a UK secondary school as part of a participatory design process centred on the rebuilding of the school. A range of visual methods, based on photographs and maps, was used to investigate the views of a diverse sample of school users, including students, teachers, technical and support staff and the wider community. Reported here is the experience of using these tools, considering the success of different visually-based methods in engaging a broad cross section of the school community and revealing useful information. Using a range of visual methods allows a complex, but coherent, understanding of the particular school environment to be constructed and developed. It is further argued that such a range of visual and spatial methods is needed to develop appropriate understanding. The study, therefore, contributes to knowledge about specific visual research methods, appreciation of the relationship between tools, and a general methodological understanding of visual methods’ utility for developing understanding of the learning environment.     

Rethinking our underlying assumptions about what we do and why we do it: academic development as a case

In this paper, academic developers from universities in three countries explore underlying assumptions about what we as developers do and why we do it in relation to evaluating development programs. Through addressing three questions, key ideas emerge that highlight what is often overlooked in day-to-day practice: the fact that academic development has a ‘signature pedagogy’ defined by the ‘learning paradigm’; the potential role of different stakeholders in setting criteria for evaluation; and the inclusion of non-traditional academic development literatures (e.g., adult education, educational change, organizational development) to avoid perpetuating established practices. Our intent is to intellectually challenge ourselves and others to move beyond sharing program and evaluation activities to explore ideas and literature not often considered in our day-to-day work. While the context is academic development, we believe the questions and the answers that emerged are of value to all involved in staff and professional development.     

That’s Not For Our Kids: The strange death of philosophy and ethics in a low socioeconomic secondary school

Abstract

This article reflects on the successes and failures of a new Philosophy and Ethics course in a low socioeconomic context in Perth, Western Australia, with the eventual demise of the subject in the school at the end of 2010. We frame this reflection within Deleuzian notions of geophilosophy to advocate for a Philosophy and Ethics that is informed by nomadic thought, as this offers a critical freedom for students to transform themselves and their society and suggests practical ways both of overcoming the prejudices which led to its demise and of student reluctance to engage in open discussion in class. We consider the demise of the course a ‘missed opportunity’ because it had so much potential to be transformative of student subjectivities in schools.     

Validity and participation: implications for school comparison of Australia’s National Assessment Program

The National Assessment Program – Literacy and Numeracy (NAPLAN) in Australia is a series of literacy and numeracy tests that are used for purposes of school comparison. This paper argues that a key question for this use lies in whether or not this is a reasonable, or valid, use of the test data. Using Kane’s argumentative approach to validity, this paper argues that the comparisons of the quality of student achievement made available on the My School Website have low validity due to the lack of regard to rates of participation in schools. In bringing together the literature that addresses the ‘new governance’ of education through testing and an approach to validity that addresses the technical aspects of test score interpretation, with the ethics of how test scores are used and applied, this study identifies validity as an important consideration in comparative analyses of student achievement data. The identification of the need to consider participation in such comparisons through the application of the argumentative approach to validity highlights the contribution of this article not only to the testing field but also to critical policy literature.     

Supporting families: a nurturing teacher education strategy in Nauru

There has been little recent documentation concerning Pacific family support for family members locally involved in university study in their Pacific home country and how such responses affect both parties. Some studies dealing with family support for student family members, including Pacific families residing in the USA, have been published. A New Zealand Ministry of Education report on Pasifika students’ educational success rates raised the need for effective family support contexts. Another study researched the family support negotiation patterns of mature-age part-time students in Australia, Hong Kong and Papua New Guinea. Only one University of the South Pacific research focused on Pacific family and community expectations of family members studying and residing with their families in their Pacific home countries. This Nauru-based study describes mixed support responses from Nauruan families towards their teacher education student family members and Nauru Department of Education student engagement and well-being development strategies.     

Impact of Adaptive Materials on Teachers and their Students with Visual Impairments in Secondary Science and Mathematics Classes

Science, technology, engineering, and mathematics (STEM) fields, important in today’s world, are underrepresented by students with disabilities. Students with visual impairments, although cognitively similar to sighted peers, face challenges as STEM subjects are often taught using visuals. They need alternative forms of access such as enlarged or audio‐converted text, tactile graphics, and involvement in hands‐on science. This project focused on increasing teacher awareness of and providing funds for the purchase of supplemental adaptive resources, supplies, and equipment. We examined attitude and instructional changes across the year of the programme in 15 science and mathematics teachers educating students with visual impairments. Positive changes were noted from pretest to posttest in student and teacher perspectives, and in teacher attitudes towards students with disabilities in STEM classes. Teachers also provided insights into their challenges and successes through a reflective narrative. Several adolescent students resisted accommodations to avoid appearing conspicuous to peers. Teachers implemented three strategies to address this: providing the adaptations to all students in the class; convincing the student of the need for adaptation; and involving the class in understanding and accepting the student’s impairment. A variety of teacher‐created adaptations for various science and mathematics labs are reported. Another finding was many adaptations provided for the student with visual impairment benefitted the entire class. This study supports the claim that given knowledgeable, supportive teachers, and with appropriate accommodations such as tactile or auditory materials, students with visual impairments can be as successful and engaged as other students in science and mathematics.