Future themes of mathematics education research: an international survey before and during the pandemic

Educational Studies in Mathematics - Before the pandemic (2019), we asked: On what themes should research in mathematics education focus in the coming decade? The 229 responses from 44...     

Measuring styles of learning and motivation

The theoretical basis, the development and the use of an inventory designed to measure styles of learning and motivation are described. On the basis of previous research, items within the inventory were located on 20 sub-scales. The ten motivation sub-scales were derived from a theory of school motivation which was based on extensive interview and inventory work carried out in Hungary with children, their parents and teachers. The ten scales describing styles of learning were derived from concepts describing learning approaches and styles which emerged from interviews and experimental research with students in British and Swedish higher education. Versions were prepared in both English and Hungarian and given to samples of 614 British and 579 Hungarian pupils aged between 13 and 17 years. A remarkably similar factor structure was obtained in each sample. An analysis of mean scores indicated distinctive differences both between boys and girls, and between British and Hungarian pupils. Cluster analysis was used to investigate the possible existence of styles which combined both approaches to learning and aspects of school motivation. The potentiality of the inventory for use in conjunction with study skills courses is discussed.     

Addressing the Need for Management Processes for Higher Education Accreditation

The accreditation standards of the Association to Advance Collegiate Schools of Business (AACSB International) ask business schools to describe consistent processes that provide for operational consistency and continuous improvement in support of the schools' stated missions. Such practices are beneficial to all institutions of higher education seeking accreditation or reaffirmation. This article addresses the identification of requisite processes, describes an approach for defining them, and suggests a format for documenting their essential elements. We discuss the value of quality management practices to higher education and present caveats and considerations for successfully implementing this methodology.     

Divergent production in gifted adolescents using timed vs. untimed stimuli with creative prompting

Although creativity and expertise are related, they are nonetheless very different things. Expertise does not usually require creativity, but creativity generally does require a certain level of expertise. There are similarities in the relationships of both expertise and creativity to domains, however. Research has shown that just as expertise in one domain does not predict expertise in other, unrelated domains, creativity in one domain does not predict creativity in other, unrelated domains. People may be expert, and people may be creative, in many domains, or they may be expert, or creative, in few domains or none at all, and one cannot simply transfer expertise, or creativity, from one domain to another, unrelated domain. The domain specificity of creativity matters crucially for creativity training, creativity assessment, creativity research, and creativity theory. The domain specificity of creativity also means that interdisciplinary thinking, interdisciplinary collaboration, and interdisciplinary creativity are even more important than one would assume if creativity were domain general.     

New fast food debuts in U.S. fairs fried Coke

Around the globe,Christmas invariably offers tales of the wacky,wild and downright weird--and the 2007 festivities are certainly no exception.     

Bridging the Gap Between the Language of Science and the Language of School Science Through the Use of Adapted Primary Literature

In this paper we make the case that the language of school science and the language of science are widely divergent. We trace the divergence to a simple view of reading that prevails not only in science education but in most of schooling. Based upon the importance of language in science and the role of language in capturing the essential nature of scientific reasoning, we conclude that conceiving of reading as a form of inquiry could assist in bringing the two languages more into alignment. We recommend the use of adapted primary literature as one curriculum and instruction innovation that can be useful in illustrating the nature of reading as inquiry.     

Lesbian,gay, bisexual,and transgender college students with disabilities: A look at multiple cultural minorities

College students with disabilities who are lesbian, gay, bisexual, or transgender (LGBT) represent diverse cultural minorities with multiple service needs involving disabilities, identities, and adjustment strategies. These students are usually accommodated in the college environment because of their disability while simultaneously marginalized based on their sexual orientation. This article discusses LGBT college students with disabilities as multiple cultural minorities with a focus on educational environments, institutional issues, and strategies for university personnel. © 2002 Wiley Periodicals, Inc.     

The 2000 Cohort of New Assistant Professors of Counselor Education: Year 3

This article is the 3rd in a series that has been focused on the experiences of assistant professors of counselor education who were at the conclusion of their 3rd year in the profession. Thirty‐six participants provided information about their experiences, sources of pleasure and displeasure, professional contributions, areas of change, and expectations for tenure and promotion. Prominent themes that emerged from the data included mentoring, balance and family focus, and scholarship. Recommendations are presented for counselor educators‐in‐training, candidates, new counselor educators (CEs), and veteran CEs.     

A Garden of Ethics

Annemarie Roeper and Leta Hollingworth are the ethical bedrock of the field of gifted education. Though they never met, their legacies are intertwined. They gave us a child-centered perspective, in which ethical development plays a pivotal role. This article traces the similarities of their philosophies, exploring the life experiences that may have led them to see gifted children through the same lens. They both loved their gardens. The seeds of integrity and compassion that they planted inspire us to move beyond our expectations in order to see and nurture the beauty of each child.