Filipino Pre‐service Education Students' Preconceptions of Teacher Roles Viewed through a Metaphorical Lens

Premised on the belief that students who enter teacher education programs bring with them a schema of teaching which serves as reference points for understanding new experiences, this study explored Filipino pre‐service teachers' preconceptions on teacher roles through a metaphorical lens, with 125 sophomore and junior students from a comprehensive university in the Philippines as its subjects. Data came from actual drawings and written explanations, which were done by the subjects to represent their ideas on what a teacher is. Each subject was allowed time to show his/her work to a group and to discuss it orally. The metaphoric images were listed, tallied, analysed and categorised to show meaningful patterns and themes. Results showed that preconceptions converged into five clusters: knowledge source, direction‐setter, character formatter, change agent and learner. Metaphors used were predominantly instructivist or teacher‐centered, with some emerging constructivist or learner‐centered leanings. The study offered possible explanations for these preconceptions, and their implications on teacher education programs.     

Local station liability for deceptive advertising

Banning alcoholic beverage commercials would be ineffectual and counterproductive; tightened restrictions and increased prevention information offer more promising approaches for addressing drinking problems.     

Learning theory and gifted education

Teachers need to know the psychology of meaningful learning to understand how gifted children learn.     

Specificity of Individual Differences of Relationship between Forearm “Strengths” and Speed of Forearm Flexion

Abstract

Forearm flexion strength of 65 college men was measured at two distances from the elbow at each of three angles of the forearm. The speed of forearm flexion movement was measured through an arc of 85°. Ebel intraclass reliabilities for strength and speed were high, i.e., .95 to .99. The extremely low correlations between limb strength and speed of movement, which ranged from —.06 to .14, are in agreement with the majority of the low correlations reported in earlier studies. The findings of this study support the theory of specificity in that individual differences in the speed of a limb involving a single joint are predominantly independent of strength measures associated with that limb and joint.     

Proceedings of the 42nd Annual Conference of the National Council for Jewish Education

The challenge to the smaller community Jewish school in the 1990's is that it will be the object of increased expectations and at the same time less able to employ the educational professionals traditionally associated with quality Jewish education. The shape of the challenge is already apparent. Many communities are already experiencing the social trends in which the challenge is created.     

The barriers to achievement for White/Black Caribbean pupils in English schools

Pupils of White and Black Caribbean descent make up the largest category of mixed heritage pupils in the United Kingdom. As a group they are at risk of underachieving and are proportionally over‐represented in school exclusions. Yet little is known to date about the barriers to their achievement. The common‐sense explanation for their underachievement is often in relation to the perception that mixed‐heritage people are more likely to have ‘identity problems’ and low self‐esteem because of their mixed backgrounds. In some cases, this view is further compounded by low teacher expectations associated with the socio‐economic background and household structure of some mixed heritage pupils. By drawing on qualitative data from recent research, ¹ 1. See Tikly et al. (2004 Tikly, L., Caballero, C., Haynes, J. and Hill, J. 2004. Understanding the educational needs of mixed heritage pupils, London: DfES.  [Google Scholar]). View all notes this article will explore the barriers to achievement faced by White/Black Caribbean pupils in English schools. We argue that although White/Black Caribbean pupils are likely to experience a similar set of barriers to achievement as Black Caribbean pupils, there are important distinctions to be made. The specific barriers to achievement identified for White/Black Caribbean pupils derive from socio‐economic disadvantage, low teacher expectation linked to misunderstandings of mixed heritage identities and backgrounds, and the behavioural issues and attitudes towards achievement linked to peer group pressures.     

Developing Democratic Dispositions and Enabling Crap Detection: Claims for classroom philosophy with special reference to Western Australia and New Zealand

Abstract

The prominence given in national or state-wide curriculum policy to thinking, the development of democratic dispositions and preparation for the ‘good life’, usually articulated in terms of lifelong learning and fulfilment of personal life goals, gives rise to the current spate of interest in the role that could be played by philosophy in schools. Theorists and practitioners working in the area of philosophy for schools advocate the inclusion of philosophy in school curricula to meet these policy objectives. This article tests claims that philosophy can aid in the acquisition of democratic dispositions and develop critical thinking and considers to the extent to which these aims are compatible with each other. These considerations are located in the context of certain policy statements relating to the curricula of Western Australia and New Zealand.     

Shame: Does it have a place in an education for democratic citizenship?

Shame, shame management and reintegrative shaming feature in some restorative justice literature, and may have implications for schools. Restorative justice in schools is effective when perpetrators of wrong-doing can accept and take ownership of their wrongful acts, are appropriately remorseful, and seek to make amends. Shame may be understood as an ethical matter if it is regarded to arise because of the contradiction between the wrongful act and the individual’s sense of self and self-worth. Shame management (that is, seeking reintegrative over stigmatising shaming) can be regarded to reflect a form of social responsibility as it contributes to community restoration by repairing ruptured social relationships. The notion of shaming and acknowledgement of harm thus assumes norms of acceptable community behaviour, attitudes and relationships, and is therefore also an ethical matter. Successful restorative practices in schools depend on the school-wide existence and practice of such norms, and mesh with virtues education, stimulated by the contemporary demand of many national curricula to promote so-called key competencies. Although the concepts of restorative justice and reintegrative shaming serve as a context for this article, its chief impetus was provided by an evaluative study of a group of New Zealand schools, in the course of which notions such as shame, reintegration and exclusion became evident. The chief purpose of this article is to consider and problematise shame from the perspective of the philosophy of education, and ask whether the concept of shame has a place in schools, whose important aims ought to include the development of democratic citizenship.