A comparison of year 1 and year 6 students' conceptions of evaporation and condensation: dimensions of conceptual progression

A range of challenging activities centred on evaporation and condensation were explored with year 1 and year 6 children. Their explanations in group discussion, written responses and interview were analysed, using NUD*IST qualitative analysis software, to explore the nature and coherence of their conceptions. The data was used to critically evaluate previous claims in the literature concerning the characteristics of progression in understanding of evaporation, and to identify the main dimensions that characterize the differences in children's explanations. The older children displayed a surer sense of ontological categories, greater epistemological sophistication including their ability to link explanations and evidence, greater precision in the use of conceptual language, and a greater range of associations they could make.     

‘Does it answer the question or is it French fries?’: an exploration of language supports for scientific argumentation

ABSTRACT

Reform initiatives around the world are reconceptualising science education by stressing student engagement in science practices. Yet, science practices are language-intensive, requiring students to have strong receptive and productive language proficiencies. It is critical to address these rigorous language demands to ensure equitable learning opportunities for all students, including English language learners (ELLs). Little research has examined how to specifically support ELL students’ engagement in science practices, such as argumentation. Using case-study methodology, we examined one middle school science teacher's instructional strategies as she taught an argumentation-focused curriculum in a self-contained ELL classroom. Findings revealed that three trends characterized the teacher’s language supports for the structural and dialogic components of argumentation: (1) more language supports focused on argument structure, (2) dialogic interactions were most often facilitated by productive language supports, and (3) some language supports offered a rationale for argumentation. Findings suggest a need to identify and develop supports for the dialogic aspects of argumentation. Furthermore, engaging students in argumentation through productive language functions could be leveraged to support dialogic interactions. Lastly, our work points to the need for language supports that make the rationale for argumentation explicit since such transparency could further increase access for all students.     

Unhomely spaces and deviant subjectivity: The sociohistorical homelessness of female juvenile offenders

The girls inhabiting the deviant subject position of female juvenile offenders have no home in normalized total social institutions. This paper wonders about and wanders through various historical and contemporary studies "about" female juvenile offenders and discusses the intersections of the unhomely spaces (Bhabha, 1994) that exclude and even abandon those in this subject position. The juvenile female offender seems to be "outside" of culture, existing in an impossibly homeless space. This is vital work to interrupt and complicate the assumptions that limit the spaces of being for the girls studied. Using critical discourse analysis (Fairclough, 1995) and deviant historiography (Terry, 1991) in a hybrid methodology, the discursive spaces of im/possible being will be highlighted. A recent report from the American Bar Association and the National Bar Association highlights the gaps and failures of the system when it comes to girls. By analyzing the intersections of historical discourses constructing the female juvenile offender as deviant, this paper highlights the im/possibility of "home", that is the "unhomely spaces" of the social institutions catering to these girls and the homelessness of the deviant girl within and against the hegemonic discourses - thus troubling what it means to research the "homeless".     

Orientalism(s), world geography textbooks,and temporal paradox: questioning representations of Southwest Asia and North Africa

In this critical discourse analysis of six high-school world geography textbooks, we explore how constructions and representations of North Africa and Southwest Asia have served to reinforce Orientalist discourse in formal curriculum. Visual and written representations in these textbooks were overwhelmingly confounded by a traditional/modern dichotomy that constructed a paradoxical “Muslim world.” Gender and religion coding perpetuated the temporal paradox with women and Islam used as symbols of the traditional in need of western modernization. This paper begins with a contextualization of the study of textbooks and addresses investigations of media portrayals of Muslims, Arabs, and Islam. We then describe our theoretical grounding in criticalist perspectives and detail methods of analysis. Lastly, we present the three themes revealed through analysis and conclude with recommendations for enhancing geographic literacy in schools.     

INCREASING TEACHER TREATMENT INTEGRITY THROUGH PERFORMANCE FEEDBACK PROVIDED BY SCHOOL PERSONNEL

When implementing behavioral interventions in educational settings, some implementers need support to maintain high levels of treatment integrity. Performance feedback has a large body of research supporting it as a strategy for improving teachers’ implementation of classroom interventions. However, in most prior studies, performance feedback has been delivered by a researcher, not by a school staff member, which limits generalizability of results to applied settings. In this study, school personnel (i.e., internal consultants) assessed teachers’ treatment integrity when implementing a classwide behavioral intervention and, when low, provided performance feedback. Further, researchers assessed internal consultants’ treatment integrity and provided performance feedback as needed. Results indicate that internal consultants are able to assess and briefly increase teachers’ treatment integrity with performance feedback, although some teachers needed more support than did others. Likewise, internal consultants’ treatment integrity was fairly high initially, but required consistent performance feedback to increase treatment integrity levels toward the end of the study. Implications for research and practice are discussed.     

Graduate study and research

Speech Correction on the Contract Plan. By Ruth B. Manser. New York: Prentice‐Hall, Inc., 1935; pp. xix + 333.

Leadership in a Changing World. Ed. by M. David Hoffman and Ruth Wanger. New York: Harper and Bros., 1935 ; pp. xv + 418.

Your Telltale English. By Sophie C. Hadida. New York: G. P. Putnam's Sons, 1935 ; pp. 419. $2.00.

Propaganda; Its Psychology and Technique. By Leonard W. Doob. New York: Henry Holt and Co., 1935; pp. x + 424. $3.00.

The 1932 Campaign: An Analysis. By Roy V. Peel and Thomas C. Donnelly. New York: Farrar and Rinehart, 1935; pp. viii + 242. $1.50.

A B C of Reading. By Ezra Pound. New Haven: Yale University Press, 1934; pp. xii + 197.

Lotteries. Compiled by Helen M. Muller. New York: H. W. Wilson Co., 1935 ; pp. 128. $0.90.

Old Age Pensions. Compiled by Julia E. Johnsen. New York: H. W. Wilson Co., 1935 ; pp. 295. $0.90.

Socialized Medicine. A debate reprinted from the University Debaters’ Annual for 1933–1934. New York: H. W. Wilson Co., 1935 ; pp. 31: $.35.

Road To War: America 1914–1917. By Walter Millis. Boston and New York: Houghton Miffiin Company, 1935 ; pp. ix + 466. Index. $3.00.

Speech Therapy. By Emil Fröschels. Translated from the German by Joseph Noyes Haskell. Boston: The Expression Company, 1933 ; pp. 252.

Speech in Childhood: Its Development and Disorders. By George Seth and Douglas Guthrie. New York: Oxford University Press, 1935 ; pp. x + 224. $3.50.

A Study of Illiteracy in C.C.C. Camps. Washington: Bulletin 110068 of the United States Office of Education, Department of the Interior, 1935.

Propaganda and Promotional Activities. An Annotated Bibliography. By H. D. Lasswell, R. D. Casey, and B. L. Smith. Minneapolis: University of Minnesota Press, 1935 ; pp. 450.

World Politics and Personal Insecurity. By H. D. Lasswell. New York: Whittlesey House, 1935 ; pp. 307.

Fox. By Christopher Hobhouse. Boston and New York: Houghton Mifflin Company, 1935; pp. 320. $3.50.

Architecture for the New Theatre. Edited by Edith J. R. Isaacs. Published for the National Theatre Conference. New York: Theatre Arts, Inc., 1935 ; pp. 125. $2.50.

Directing for the Amateur Stage. By Leslie Crump. New York: Dodd, Mead &; Co., 1935; pp. xi + 235. $2.50.

Freedom of the Press. By George Seldes. Indianapolis: The Bobbs‐ Merrill Co., 1935 ; pp. 380. $2.75.

Psychology of Acting. By Lorenz Kjerbühl‐Petersen, translated by Sarah T. Barrows. Boston: Expression Company, 1935 ; pp. 255. $3.50.

Congress or the Supreme Court. Edited by Egbert Ray Nichols. New York: Noble &; Noble, Inc., 1935; pp. 476. $2.00.

Aphasia: A Clinical and Psychological Study. By Theodore Weisenburg and Katherine McBride. New York: The Commonwealth Fund, 1935 ; pp. 634. $5.00.

Current English. By Arthur G. Kennedy. Boston: Ginn &; Co., 1935; pp. xiii + 737. $3.50.

The Development of Modern English. By Stuart Robertson. New York: Prentice‐Hall, Inc., 1934; pp. vii + 559. $2.50.

The Politician: His Habits, Outcries, and Protective Coloring. By James Harold Wallis. New York: The Frederick A. Stokes Co., 1935; pp. x + 333. $3.00.

Play Production. By M. V. C. Jeffreys and R. W. Stopford. London: Methuen &; Co., New York: E. P. Dutton &; Co., 1933; pp. xviii + 199. $2.50.

The Genesis and Growth of English. By J. S. Armour. New York: Oxford University Press, 1935; pp. xi + 182. $1.25.

The Neutrality Policy of the United States. Compiled by Julia E. Johnsen. The Reference Shelf, vol. X, no. 7. New York: The H. W. Wilson Company, 1936; pp. 267. $0.90.

How to Conduct Group Discussion. By A. F. Wileden and H. L. Ewbank. Madison: Extension Service of the College of Agriculture, University of Wisconsin, 1935; pp. 64.

Who Should Pay the Doctor Bills. By H. L. Ewbank and Martin P. Anderson. Madison: Extension Service of the College of Agriculture, University of Wisconsin, 1936; pp. 38.

Effective Speech: First Course. By Lousene Rousseau and Mary E. Cramer. New York: Harper &; Bros., 1936; pp. xii + 300. $1.20.

The Science and Art of Speech. By Charles Robert Walsh. New York: Benziger Bros., 1935; pp. xvii + 193. $2.60.

Mediaeval Artes Praedicandi: A Supplementary Hand‐List. By Harry Caplan. Ithaca: Cornell University Press, 1936; pp. 36.

Masks and Marionettes. By Joseph Spencer Kennard. New York: The Macmillan Company, 1935; pp. ix + 129. $3.50.

The Public Speaker's Scrapbook. By William G. Hoffman. New York: Whittlesey House, 1935; pp. xi + 269. $2.50.

For Stutterers. By Smiley Blanton, M.D., and Margaret Gray Blanton. New York: D. Appleton‐Century Co., 1936; pp. xi + 191. $2.00.

Basic Speech and Voice Science. By L. S. Judson and A. T. Weaver. Madison: The College Typing Company, 1933; pp. iv + 218. $4.25.

Anecdotal History of the Science of Sound, to the Beginning of the 20th Century. By Dayton C. Miller. New York: The Macmillan Company, 1935 ; pp. xi + 114. $2.50.

Lucius Q. C. Lainar. By Wirt Armistead Cate. Chapel Hill: The University of North Carolina Press, 1935 ; pp. xiii + 594. $5.00.

Disorders of Speech and Voice, 4th ed. By Robert West. Madison: College Typing Co., 1935; pp. 144. $2.75.

Bibliography of Disorders of Speech and Voice. By Robert West. Madison: College Typing Co., 1934; pp. 21. $0.50.

Signals and Speech in Electrical Communication. By John Mills. New York: Harcourt, Brace and Company, 1934; pp. 281. $2.75.

Something About Words. By Ernest Weekley. New York: E. P. Dutton and Co., 1936; pp. 233. $1.75.

A History of the Philadelphia Theatre 1835–1855. By Arthur. Herman Wilson. Philadelphia: University of Pennsylvania Press, 1935 ; pp. 724. $6.00.

How to Develop Your Speaking Voice, By E. H. Baxter Rinquest. Denver: Frank J. Wolf Publishing House, 1935; pp. 228.

An Experience Curriculum in English. A Report of a Commission of the National Council of Teachers of English. W. Wilbur Hatfield, Chairman. New York: D. Appleton‐Century Company, Inc., 1935; pp. x + 323. $1.50. (To members of the N.C.T.E. $1.00.)     

The rhetorical theory of isocrates

In the lexicon of contemporary liberal‐democratic legal practice, to “think like a lawyer” is to have mastered the fundamental, rational principles of “the law, “ a mastery which confers a technical, professional understanding of legal practices unavailable to ordinary, untrained people. This essay invites critics to take a different approach to jurisprudence, one that looks at the ways in which laws are negotiated within the broader rhetorical culture and then transformed into legal edicts. Using a case study of the “Separate But Equal” doctrine, the authors offer a set of characteristics that demarcate the rhetorical substance of legal practices within American rhetorical culture.     

“'Are we going to now govern by anecdote?’: Rhetorical constructions of welfare recipients in congressional hearings,debates, and legislation, 1992–1996”

Through a rhetorical analysis of the welfare reform hearings and debates from the 102nd, 103rd, and 104th Congresses, all of which led to President Clinton's historical August 22, 1996 signing of the Personal Responsibility and Work Opportunity Reconciliation Act, P.L. 104–193, this essay contributes to our developing knowledge of deliberative hearings and debates as precursors to legislation. Relying on a narrative approach, this study challenges the liberatory and participatory functions of the narrative paradigm as conceived by Walter Fisher. The central argument developed in this essay is that some narrative forms facilitate elite discourse, discourage the inclusion of alternative public views, and delegitimize particular public voices.     

THE USE OF PICTURES IN THE CHURCH SCHOOL

The official development of a curriculum of religious studies for secondary schools, based on a new Pennsylvania Law consistent with Supreme Court decisions, is of great significance. The process is described here with accuracy and humor     

Book reviews and notes

CRITICS OF SOCIETY: RADICAL THOUGHT IN NORTH AMERICA by T. B. Bottomore. New York: Pantheon Books, 1968. viii + 150 pp. $4.95

TWO WORLDS OF CHILDHOOD by Urie Bronfenbrenner. New York: Russell Sage Foundation, 1970. x+ 190pp. $7.95.

JACQUES BARZUN ON WRITING, EDITING, AND PUBLISHING by Jacques Barzun. Chicago: The University of Chicago Press, 1971. xi + 130pp. $1.35.

STUDENT HOUSING: ARCHITECTURAL AND SOCIAL ASPECTS by William Mullins and Phyllis Allen. New York: Praeger Publishers, 1971. vii+248pp. $25.00.

ARCHITECTURE FOR THE EDUCATIONAL THEATRE by Horace W. Robinson. Eugene, Oregon: University of Oregon, 1970. 147 pp. $7.50.