<Emphasis Type="Italic">Mathematical sophistication</Emphasis> among preservice elementary teachers

This study explores the ways in which eleven preservice elementary teachers used a web-based teacher resource to apply a mathematical definition, to correct a procedural error in arithmetic, and to make sense of a story requiring the multiplication of fractions. In our analysis we propose a framework to compare the behaviors and values expressed by our participants with the values and norms of the mathematical community. This analysis suggests that many preservice elementary teachers are profoundly mathematically unsophisticated. In other words, they displayed a set of values and avenues for doing mathematics so different from that of the mathematical community, and so impoverished, that they found it difficult to create fundamental mathematical understandings.     

Cultural and Sport Economics: Conceptual Twins?

Is there a role for sports economics in arts research? Despite references to similarities between the arts and sports (especially community impacts, demand interdependencies, and the presence of superstars), the two burgeoning literatures operate in near isolation from one another. This parochialism is not justified by legitimate distinctions; arts labor analysis, in particular, could benefit from sports research. This paper demonstrates this proposition with a focus on: team production functions and income dispersion; unions and rent distribution; managerial and director productivity; earnings functions and changing talent distributions related to competing superstar theories; and career development, screening and human capital theory.     

Competition and the Non-Profit Arts: The Lost Industrial Organization Agenda

The recent industrial organization focus on transaction costs and vertical contracting within the cultural industries (Caves, R.E. 2000, Creative Industries: Contracts between Arts and Commerce. Harvard University Press, Cambridge) stands in contrast to the near abandonment of an earlier literature on horizontal firm interaction and competitive conditions within the performing arts (e.g., Throsby, C.D. and Withers, G.A. 1979, The Economics of the Performing Arts. Edward Arnold, London.; Gapinski, J.H. 1986, J.H. American Economic Review 76(2): 20–25). That incomplete but promising agenda was overwhelmed by the emphasis on non-profit arts firms acting as near natural monopolies, as reflected by Throsby himself (Throsby, D., 1994, Journal of Economic Literature 32: 1–29) and Blaug's survey (Blaug, M., 2001, Journal of Economic Surveys 15: 123–143). This paper resuscitates these earlier inter-firm hypotheses, identifies surprising contrasts with Caves' less frequent horizontal observations, and encourages a revival of interest in studying the effects of competition in the non-profit arts.     

Student teachers report on the influence of cultural values on classroom practice and community involvement: Perspectives from the Navajo reservation and from abroad

Abstract

Student teachers in schools on the Navajo Reservation and seven foreign nations reported on the influence of host culture values, beliefs, and traditions on their classroom practice and community involvement. Among the values they identified were traditional lifestyle, clan/family, sharing/reciprocity, superstitions/taboos, sports/competition, and education. Furthermore, the student teachers described their application of these values in a range of professional, social, and personal ways. The combined data demonstrate that cultural study and learning can and should be an integral part of teacher education programs, including the field‐based components. Requiring student teachers to examine the values operating in their placement communities and to seek ways in which they can incorporate these values into their own actions prepares them to become culturally responsive educators who will embrace the diversity in schools and communities.     

Fictive kinship as it mediates learning, resiliency, perseverance, and social learning of inner-city high school students of color in a college physics class

In this hermeneutic study we explore how fictive kinship (kin-like close personal friendship) amongst high school students of color mediated their resiliency, perseverance, and success in a college physics class. These freely chosen, processual friendships were based on emotional and material support, motivation, and caring for each other, as well as trust, common interests, and goals. Such close bonds contributed in creating a safe and supportive emotional space and allowed for friendly, cooperative competition within the physics classroom. Friends became the role models, source of support, and motivation for the fictive kinship group as well as for each other, as the group became the role model, source of support, and motivation for the individuals in it. Because of their friendships with one another, physics talk was extended and made part of their personal interactions outside the classroom. These social relationships and safe spaces helped the students cope and persevere despite their initial conflicting expectations of their success in physics. Our research thus expands on the concept of social learning by exploring student friendships and how they frame and mediate such a process.     

Experimental determination of the flame temperatures of complex mixtures of combustible gases and a method for calculating them

The flame temperatures of mixtures of hydrogen, or methane, or carbon monoxide containing various amounts of nitrogen and carbon dioxide, with air, have been determined. The flame temperatures of a number of complex mixtures of combustible gases and industrial gases have also been determined. A method of calculating the maximum flame temperature of any mixed gas is described. Good agreement is found between the calculated and determined temperatures of the gases used in this investigation.     

Children’s rough and tumble play: perspectives of teachers in northern Canadian Indigenous communities

Ten teachers in kindergarten and grade one classrooms in remote northern Canadian Ojibway communities, and two consultants from a First Nations Student Success Program participated in focus group discussions about the place of rough and tumble and superhero play, and teachers’ roles in preventing relational and physically aggressive play in school. This paper reports on issues related to sociocultural influences on perceptions of play involving objects to which Indigenous children assign implicit roles as guns, and teachers’ concerns about external perceptions of teachers’ roles vis-à-vis rough and tumble play in school. Implications for teacher practice and for teacher education include establishing boundaries and negotiating rules and consequences with students, and teaching problem-solving approaches. Teachers’ expressed need for exposure to research on rough and tumble play in teacher education and professional development initiatives is consistent with the findings of previous research. This study provides perspectives from teachers in a non-mainstream teaching context on a controversial topic with mixed views coming from researchers and media reports.