Education as Séance: Specters,Spirits, and the Expansion of Memory

In this essay I propose that education be conceived as séance: a place where ghosts are summoned in order that we may come to (speaking) terms with them. Against the backdrop of my own summoning of the ghosts haunting my childhood visits to a nearby castle, I draw on the work of Jacques Derrida to provide a theoretical rationale for the importance of spirits and ghosts. The concepts of inheritance and hospitality place a central role in understanding how to come to terms with ghosts. I conclude with a reflection on the summoning of ghosts in education, and the role of the curriculum as medium in this séance.     

Structural determinants of interinstitutional cooperation in higher education

Five interorganizational relationships among higher educational institutions, representing major structural and functional variations, were studied intensively using field research procedures to elucidate determinants of successful cooperative activities. Among the factors to be taken into account relative to the operational success of voluntary consortia are member institutional prestige, strength, developmental level, and climate. Further, problem solving and resource distribution, as two major benefits of cooperation, result in different interorganizational patterns.     

Peer Assessment Training in Teacher Education: Effects on performance and perceptions

The implementation of peer assessment receives much attention in teacher education. This paper reports the effects of peer assessment training on the performance of student teachers. Ninety-three student teachers were randomly assigned to control groups and experimental groups. The experimental groups were trained in defining performance criteria, giving feedback and writing assessment reports. This was done through peer assessment tasks that were embedded in a redesigned course. Analyses of data derived from peer assessment reports written by the students showed that the experimental groups surpassed the control groups in the quality of the assessment skill. As a result of the training, students from the experimental groups also scored significantly higher grades for the end products of the course than students from the control groups. The results of the questionnaire showed that all students were significantly more satisfied with the redesigned course.     

Different People in Different Places

This article presents the results of an exploratory study of students’ knowledge about scientists and countries’ contributions to science, aiming at answering two research questions: “In which ways are students aware of the history of scientific development carried out by different people in different places of the world? What can be influencing and shaping their awareness?” Thus, this study aimed at depicting students’ knowledge about History of Science (HOS), focusing on what they know about science being done by people and communities from different parts of the world and on how this knowledge is constructed through their engagement with school science. An exploratory research was carried out at two multicultural state secondary schools in London, UK, involving 200 students aged 12–15 (58.5% girls, 41.5% boys) and five science teachers. The method involved an initial exploration of students’ knowledge about HOS through an open-ended survey, followed by classroom-based observations and semi-structured interviews with the participants. Results showed a disconnection between remembering scientists and knowing about their work and background, hinting at an emphasis on illustrative and decontextualised approaches towards HOS. Additionally, there was a lack of diversity in these students’ answers in terms of gender and ethnicity when talking about scientists and countries in science. These findings were further analysed in relation to their implications for school science and for the fields of HOS, science education and public perception of science.     

Can High Titres of Anti Tissue Transglutaminase Antibodies Reduce the Need for Intestinal Biopsy for Diagnosis of Celiac Disease?

Traditionally small intestinal biopsy has been considered a gold standard for the diagnosis of celiac disease (CD). But now data has shown that serological markers like anti-tissue-transglutaminase antibodies (tTGA) can be used to make the diagnosis with great sensitivity and specificity. The objective of the present study was to evaluate whether patients with high probability of CD and high titre of tTGA, have a high probability of intestinal damage and may not require biopsy for final diagnosis. All the cases with tTGA levels ≥15 IU/ml and who subsequently underwent biopsy from July 2010 to June 2013 were selected. Histopathological findings graded as per Marsh classification were correlated with serum tTGA levels. Grade 3 lesions were considered diagnostic for the disease. Out of total 731 patients 470 had serum tTGA levels >100 IU/ml and 261 patients had <100 IU/ml. Highest levels of tTGA (219.3 IU/ml) were seen in grade 3c which was >12 times the normal cutoff value. Mean serum tTGA in higher histological grade i.e. 3 (3a, 3b, 3c) was 186.7 IU/ml (>12 times the normal cut off value) as compared to grade 1 which was 108.9 IU/ml (>7 times the normal cut off value). Using a tTGA cutoff value of 70 IU/ml, sensitivity was found to be 83.9% while specificity was 56.10% with an overall accuracy of 77.7%. This study confirms that a small intestinal biopsy is not always necessary for the diagnosis of CD in symptomatic patients with high tTGA levels (>70 IU/ml).