Making do with media: teachers,technology, and tactics of media use in American classrooms, 1919–1946

In the last century, teachers have come under pressure to incorporate new media technologies into their lessons. Comparing educational research, press coverage, and teachers' firsthand accounts of mediated instruction between 1919 and 1946, this article highlights a historic discrepancy between anticipated and actual uses of media in classrooms. Drawing on de Certeau's theory of “making do,” the author argues that teachers' efforts to balance high technologies with simpler, more do-it-yourself varieties of media in their lessons constituted critical forms of participation in educational media culture and small acts of resistance against industrial, top-down efforts to streamline, modernize, and technologize their work.     

Latinas’ heritage language as a source of resiliency: impact on academic achievement in STEM fields

Cultural Studies of Science Education - This article highlights how the preservation of heritage languages is essential in the construction of three Georgia Latina participants’ cultural...     

Corporal Punishment and Elevated Neural Response to Threat in Children

Spanking remains common around the world, despite evidence linking corporal punishment to detrimental child outcomes. This study tested whether children (M_age = 11.60) who were spanked (N = 40) exhibited altered neural function in response to stimuli that suggest the presence of an environmental threat compared to children who were not spanked (N = 107). Children who were spanked exhibited greater activation in multiple regions of the medial and lateral prefrontal cortex (PFC), including dorsal anterior cingulate cortex, dorsomedial PFC, bilateral frontal pole, and left middle frontal gyrus in response to fearful relative to neutral faces compared to children who were not spanked. These findings suggest that spanking may alter neural responses to environmental threats in a manner similar to more severe forms of maltreatment.     

Early Effects of North Carolina’s Comprehensive Articulation Agreement on Credit Accumulation Among Community College Transfer Students

Research in Higher Education - Community college transfer pathways, whereby students begin their postsecondary enrollment at a 2-year institution, are an increasingly popular option for students...     

收养，你准备好了吗

汶川大地震使很多孩子失去了父母,也失去了原本温馨幸福的家。许多富有爱心的人都希望通过收养的方式给这些孩子一个家。但大多数打算收养的父母却在收养的知识上预备不足。     

Youth Disciplinary Identification During Participation in Contemporary Project-Based Science Investigations in School

Recent science educational policy reform efforts call for a shift toward practice-focused instruction in kindergarten–Grade 12 science education. We argue that this focus on engaging students in epistemic practices of science opens up new possibilities for the design of learning environments that support the stabilization of learners’ science-linked identities. Learning environments often assume that youth come to them without relevant identity resources to contribute or that the learning environment has no bearing on the disciplinary identification of individuals. We conducted this research while developing a year-long course to teach high school biology by engaging youth in interest-driven projects focused on contemporary topics. We explored how engaging youth in the epistemic practices of science in culturally expansive ways supported their science-linked identification. We propose a model grounded in social practice theory that describes aspects of students’ stabilization of disciplinary identities. We found that (a) deepening participation in scientific practices is linked to whether or not youth have opportunities to coordinate their engagement with their existing identities; and (b) material, relational, and ideational identity resources and qualities of the learning environment mediate how youth stabilize disciplinary identities in interactional moments.     

Dynamic assessment: supporting educational psychologists’ practice through the use of video during supervision

ABSTRACT

Dynamic assessment (DA) is appealing to educational psychologists (EPs) due to: its flexibility, allowing EPs to adjust materials and processes to fit the assessment context; its usefulness, revealing ideas about how the next steps for learning might be achieved; and its focus on strengths. In Feuerstein’s words, “it is the instances of success of the individual that are the focal point for analysis for the reasons of success and failure”. Given the appeal of DA, it is frustrating that it has not been taken up more by practitioners. This paper will explore what DA is, and what it is not, summarise its advantages, consider why it is not more widely used, and introduce one way in which EPs can receive support for DA; using video of an EP “doing” DA within supervision in order to reflect on “good” DA.     

Theorizing Communication Orientations of Privilege: How White Discourses (De) Construct Australian Aboriginals

We conducted a discourse analysis of Australians' conversations about race, exploring communication that (re)produces and decenters whiteness. We identified 23 communication practices, organized into four orientations (unity, separation, monologue, and dialogue), describing how those with power talk about those without power and (fail to) balance tensions between similarity and difference. Orientations of unity, monologue, and separation serve antidialogic functions by obstructing transformative thinking, de-legitimizing Aboriginal experiences, and reifying whiteness. Findings suggest it is possible, but rare, for individuals to engage in intercultural dialogue about race. Understanding communication orientations of privilege is a step towards facilitating talk that disrupts whiteness.