Dialogic practice in primary schools: how primary head teachers plan to embed philosophy for children into the whole school

The Philosophy for Children in Schools Project is an ongoing research project to explore the impact of philosophy for children (P4C) on classroom practice. This paper reports on the responses of head teachers, teachers and local educational authority (LA) officers in South Wales, UK, to the initial training programme in Philosophy for Children carried out by the University School of Education. Achieving change in schools through the embedding of new practices is an important challenge for head teachers. Interviews and qualitative questionnaires were used to explore perceptions of and attitudes towards the dialogic practice of P4C and the related challenges for school leaders. The results provide an insight into how head teachers planned to embed the new practice of P4C in their schools. Results from the interviews and questionnaires have been subject to iterative analysis and categories derived under which to discuss the findings. There are many similarities in the ways in which different head teachers go about planning change n their schools as well as differences. The results provide insight into the role of initial continuing professional development (CPD) in school development and the processes by which individual heads plan to embed change in practice across the whole school.     

Teacher Clarifying Behaviors

High school social studies students (N = 448) were each assigned to one of 16 groups defined by possible combinations of two teacher uncertainty conditions (uncertainty vs. no uncertainty), two teacher “bluffing” conditions (bluffing vs. no bluffing), two lesson discontinuity conditions (discontinuity vs. no discontinuity), and two lecture notes conditions (notes handouts vs. no notes handouts). Each group was presented a lesson about the geography, politics, history, and economy of Botswana. The lessons were the same except for variations in the four conditions stated above. After the lesson, each group was tested on comprehension of the material, and then each group completed a lesson evaluation. Teacher uncertainty negatively affected achievement, and notes handouts positively affected achievement. Both teacher bluffing and lesson discontinuity negatively affected student evaluation of the lesson. Several significant interactions were obtained. These findings are discussed in relation to previous research on low-inference behaviors related to teacher clarity.     

Development and Psychometric Testing of the Dogs and WalkinG Survey (DAWGS)

Purpose

Dog owners represent 40% of the population, a promising audience to increase population levels of physical activity. The purpose of this study was to develop and test the psychometric properties of a new instrument to assess social-cognitive theory constructs related to dog walking.

Method

Dog owners (N = 431) completed the Dogs and WalkinG Survey (DAWGS). Survey items assessed dog-walking behaviors and self-efficacy, social support, outcome expectations, and outcome expectancies for dog walking. Test–retest reliability was assessed among 252 (58%) survey respondents who completed the survey twice. Factorial validity and factorial invariance by age and walking level were tested using confirmatory factor analysis.

Results

DAWGS items demonstrated moderate test–retest reliability (ρ = .39–.79; k = .41–.89). Acceptable model fit was found for all subscales. All subscales were invariant by age and walking level, except self-efficacy, which showed mixed evidence of invariance.

Conclusions

The DAWGS is a psychometrically sound instrument for examining individual and interpersonal correlates of dog walking.     

Spaced Retrieval Practice Imposes Desirable Difficulty in Calculus Learning

Educational Psychology Review - After being taught how to perform a new mathematical operation, students are often given several practice problems in a single set, such as a homework assignment or...     

How Community Colleges Can Help Prevent Financial Hardship Among Student Borrowers

The utilization of loans by community college students is a contentious issue. In this article we broadly examine issues related to borrowing by community college students, giving attention to how loans can help, as well as hinder, borrowers at these institutions. Despite increased rhetoric about the perceived student loan crisis, caution is warranted before jettisoning student loans as a tool for access and completion at community colleges. Instead, we suggest that a more nuanced approach, aimed at helping students understand and manage their loans, is in the best interest of students and the college. Our recommendations are intended to help community colleges increase the number of borrowers who earn a credential and reduce the number who default.     

Embracing the UNCRC in Wales (UK): policy,pedagogy and prejudices

Most countries are signatories to the United Nations Convention on the Rights of the Child (UNCRC). In 1999, the Government of Wales was devolved from the UK, and in 2011 the “Children and Young Persons Rights Measure” put the UNCRC as the basis of all its work. Any programme introduced in schools should therefore promote the UNCRC. To address this, we implemented the Philosophy for Children (P4C) in Schools Project in 64 schools and monitored teacher and pupil responses. This paper reports on a meta-analysis of quantitative and qualitative data that suggests that the models of childhood held by teachers impacts on how they respond to the UNCRC. Teachers who held models of children as “innocent”, “evil”, “blank slates” or “developing” found it hard to embrace the UNCRC. Teachers who were authoritarian, punitive and epistemologically directive also questioned the UNCRC. In contrast, teachers who practised rational authority and restorative approaches to wrongdoing and held a social competency model of the child embraced P4C, a democratic, community of inquiry approach to learning that puts pupil voice centre stage. We argue that P4C can provide a practical pedagogic tool to support the implementation of the UNCRC and has the potential to address barriers that arise from widely held deficit models of childhood.     

History of Computers and Computing

JOHN VON NEUMANN AND THE ORIGINS OF MODERN COMPUTING by William Aspray (Cambridge: MIT Press, 1990—$35.00, ISBN 0-262-01121-2, 376 pp.)

A HISTORY OF SCIENTIFIC COMPUTING edited by Stephen G. Nash (New York: Association for Computing Machinery [ACM) Press; co-published by Addison-Wesley, 1990—price not given, ISBN 0-201-50814-1, 359 pp.)

GLORY AND FAILURE: THE DIFFERENCE ENGINES OF JOHANN MULLER, CHARLES BABBAGE AND EDVARD SCHEUTZ by Michael Lindgren, translated by Craig G. McKay (Cambridge: MIT Press, 1990—$45.00, ISBN 0-262-12146-8, 414 pp.)

IBM'S 360 AND EARLY 370 SYSTEMS by Emerson W. Pugh, Lyle R. Johnson, and John H. Palmer (Cambridge: MIT Press, 1991—$37.50, ISBN 0-262-16123-0, 819 pp.)     

OD as muddling: Implications for communication consultants

This paper posits that communication consultants, in becoming grounded in the theory and practice of OD interventions, must recognize the subtle, potentially unforeseen problems inherent in most interventions. This argument is developed in three stages. First, OD as a problematic process is discussed by comparing it with Lindblom's analysis of “Muddling Through.” Second, each of the problem areas suggested by this comparison is developed. Finally, implications are derived on the basis of this comparison.     

Narrative understanding: Developing a theoretical context for understanding how children make meaning in classroom settings

Drawing on research in several disciplines, I examine recent developments in social and cultural approaches to understanding child development. I argue the case for considering narrative understanding as a key aspect of meaning-making. The implications of this case are discussed in the context of educational research and classroom practice.