The pupil as philosopher

Discussion of the need for an understanding of the philosophy of science to inform classroom practice is mostly directed at clarifying the nature of science, the history of science, the nature of scientific evidence, and the nature of scientific method for curriculum developers and teachers. The discussion assumes no input from pupils. The constructivist perspective, however, assumes that pupils do not come to lessons with blank minds. What insights and questions do students bring to lessons about issues relevant to the philosophy and history of science? Can these be used to develop understanding? Classroom discussions about the energy concept imply that students have valuable ideas and questions related to the exploration of philosophical issues. Rather than developing curricula to tell students about the philosophy and history of science, this paper argues for exploration of student’s ideas and questions when abstract concepts are being discussed in the classroom.     

Database choices in endocrine systematic reviews

Objective

The choice of bibliographic database during the systematic review search process has been an ongoing conversation among information specialists. With newer information sources, such as Google Scholar and clinical trials registries, we were interested in which databases were utilized by information specialists and systematic review researchers.

Method

We retrieved 144 systematic reviews and meta-analyses from 4 clinical endocrinology journals and extracted all information sources used during the search processes.

Results

Findings indicate that traditional bibliographic databases are most often used, followed by regional databases, clinical trials registries, and gray literature databases.

Conclusions

This study informs information specialists about additional resources that may be considered during the search process.     

INFLUENCES OF MOTIVATION AND APTITUDE ON LEARNING ELEMENTARY ACCOUNTING IN A JUNIOR COLLEGE THROUGH INDIVIDUALIZED SELF‐PACED AND TRADITIONAL INSTRUCTIONAL METHODS

The purpose of this study was to compare two teaching methods in elementary accounting: an individualized self‐paced method and a traditional method. One hundred students enrolled in an individualized self‐paced elementary accounting class and 150 students enrolled in traditional elementary accounting classes were used in this study. The pre‐experimental equivalence of age, sex, college grade point average, business courses previously taken on the college level, and previous work experience were compared for the two groups. All of the students were administered the American Institute of Certified Public Accountants Orientation Test and the Mehrabian Measures of Achieving Tendency at the beginning of the courses. Students in both groups completed the first 14 chapters in the same textbook. Students were then given the American Institute of Certified Public Accountants Achievement Test, Level 1, Form GS. A significant relationship was found between students’ aptitude as measured by the AICPA Orientation Test and students’ age. Average age was significantly higher for those students in the individualized self‐paced accounting laboratory class. Age, along with aptitude, was found to be a significant predictor of success in the individualized self‐paced laboratory class but not the traditional classes. A multiple regression analysis showed that aptitude was found to be the best single predictor of students’ achievement in elementary accounting. Only 17 of the 100 students in the self‐paced class completed the course; 16 of those had high aptitude and high achievement motivation scores. A general conclusion of the study was that if individualized self‐paced accounting laboratories are to be used in teaching elementary accounting, counselors should select students who have high scores in both motivation and aptitude. Students with other than a combination of high aptitude and motivation scores should be provided with remedial work in order to raise their achievement and retention level or they should be advised to take traditional courses.     

Netball team members, but not hobby group members, distinguish team characteristics from group characteristics

Research on groups is often applied to sport teams, and research on teams is often applied to groups. This study investigates the extent to which individuals have distinct schemas for groups and teams. A list of team and group characteristics was generated from 250 individuals, for use in this and related research. Questions about teams versus groups carry an a priori implication that differences exist; therefore, list items were presented to new participants and were analyzed using signal detection theory, which can accommodate a finding of no detectable difference between a nominated category and similar items. Participants were 30 members from each of the following: netball teams, the general public, and hobby groups. Analysis revealed few features that set groups apart from teams; however, teams were perceived as more structured and demanding, requiring commitment and effort toward shared goals. Team and group characteristics were more clearly defined to team members than they were to other participant groups. The research has implications for coaches and practitioners.     

Exposing Privilege and Racism in The Great White North: Tackling Whiteness and Identity Issues in Canadian Education

As social justice–oriented teachers and teacher educators, it can seem as if we are fighting a losing battle against neoliberal education policies designed to disrupt and dismantle our field. In this article we draw upon traditions of critical race theory, counterstorying, and critical hope to examine the complex realities of contemporary teacher education and envision an alternate reality in which our profession develops and thrives. To do so, we first present a series of autoethnographic critical case studies that highlight dilemmas of practice. We then invite readers to examine each case through multiple lenses, as they grapple with the complexities of a visionary path forward. In so doing, we offer tools for critical professional development that articulate, deconstruct, and reimagine social justice–oriented teacher education and activism in this changing landscape. We close with recommendations to increase our collective capacity as social justice teacher educators, placing a central emphasis on the need for community, critical professional development, and hope.     

Internationalisation and distance education: a Hong Kong case study

The accelerating globalisation of world economic relations has been paralleled by a progressive internationalisation of higher education, including the use of distance education. But the modification of distance education materials and the provision of local tutorial support are only rarely undertaken, despite the fact that in social science and the humanities such materials are culturally saturated. This Hong Kong case study in teacher education examines the issues, describes the opportunities and difficulties involved, and argues that cultural adaptation merits a higher priority than at present.     

Punished by Rewards? A Behavioral Perspective

The other articles in this special issue of PIQ deal directly with HPT and its practice. This set of articles does not. It does deal with the relationship between intrinsic motivation and external incentives–questions critical to the practice of HPT. The articles provide reaction to Alfie Kohn's latest book, Punished by Rewards, which ignited something of a firestorm. His article in the Harvard-Business Review, excerpted from the book (Kohn, 1993a) elicited printed responses ranging from reasoned rejoinders to accusations of preaching a brand of communism (Kohn. 1993b). Obviously, right or wrong, he has struck a forest of raw nerves. This set of articles attempts to use Kohn's work as a springboard for exploring the topic of rewards and punishments. It begins with a short review of the book; the review concentrates mostly on Kohn's arguments as they concern the workplace and ignores the large amount of the book devoted to child rearing and schools. The review is followed by two assessments of Kohn's work from the point of view of organizational behavior analysis. They are by Tom Mawhinney of the University of Detroit, Mercy, and Alyce Dickinson of Western Michigan University. Then Richard Pearlstein. the immediate past Vice-President for Research and Development of NSPI, concludes the series by relating the discussion specifically to the way managers actually manage. Our goal in this endeavor is to help lay bare some basic issues underlying human performance in the workplace. We hope you find it useful.