Oral English in the high school

The rise of cognitive approaches to the study of human communication demands an analysis of standards for evaluating such accounts. Three sets of standards are detailed in this essay: necessary requirements, aspects of an explanation needed to advance falsifiable predictions concerning cognitive structures and processes; sufficiency requirements, principles for assessing an explanation with respect to its relationship to relevant data; and aesthetic requirements, matters of quality which concern the intuitive power and appeal of explanations.     

Uplift,climate and biotic changes at the Eocene–Oligocene transition in south-eastern Tibet

The uplift history of south-eastern Tibet is crucial to understanding processes driving the tectonic evolution of the Tibetan Plateau and surrounding areas. Underpinning existing palaeoaltimetric studies has been regional mapping based in large part on biostratigraphy that assumes a Neogene modernization of the highly diverse, but threatened, Asian biota. Here, with new radiometric dating and newly collected plant-fossil archives, we quantify the surface height of part of the south-eastern margin of Tibet in the latest Eocene (∼34 Ma) to be ∼3 km and rising, possibly attaining its present elevation (3.9 km) in the early Oligocene. We also find that the Eocene–Oligocene transition in south-eastern Tibet witnessed leaf-size diminution and a floral composition change from sub-tropical/warm temperate to cool temperate, likely reflective of both uplift and secular climate change, and that, by the latest Eocene, floral modernization on Tibet had already taken place, implying modernization was deeply rooted in the Palaeogene.     

Rubric Rating with MFRM versus Randomly Distributed Comparative Judgment: A Comparison of Two Approaches to Second-Language Writing Assessment

The purpose of this study is to explore the reliability of a potentially more practical approach to direct writing assessment in the context of ESL writing. Traditional rubric rating (RR) is a common yet resource-intensive evaluation practice when performed reliably. This study compared the traditional rubric model of ESL writing assessment and many-facet Rasch modeling (MFRM) to comparative judgment (CJ), the new approach, which shows promising results in terms of reliability. We employed two groups of raters—novice and experienced—and used essays that had been previously double-rated, analyzed with MFRM, and selected with fit statistics. We compared the results of the novice and experienced groups against the initial ratings using raw scores, MFRM, and a modern form of CJ—randomly distributed comparative judgment (RDCJ). Results showed that the CJ approach, though not appropriate for all contexts, can be as reliable as RR while showing promise as a more practical approach. Additionally, CJ is easily transferable to novel assessment tasks while still providing context-specific scores. Results from this study will not only inform future studies but can help guide ESL programs in selecting a rating model best suited to their specific needs.     

Rethinking assumptions of demographic privilege: Diversity among White preservice teachers

In this study, White preservice teachers engaged in a dialogue circle around issues of race and racism in the classroom. Evidence indicated a need to reevaluate and diversify the ways in which each participant embodied and enacted Whiteness. The participants are compared to generalizations of White preservice teachers found in the literature. Findings are presented in the form of racial development biographies co-written with the participants. Implications include being more specific and individual in the preparation of White preservice teachers and rethinking assumptions in the field of Multicultural Teacher Education.     

Values and Imagination in Teaching: With a Special Focus on Social Studies

Both local and global issues are typically dealt with in the Social Studies curriculum, or in curriculum areas with other names but similar intents. In the literature about Social Studies the imagination has played little role, and consequently it hardly appears in texts designed to help teachers plan and implement Social Studies lessons. What is true of Social Studies is also largely reflected in general texts concerning planning teaching. Clearly many theorists and practitioners are concerned to engage students' imaginations in learning, even though they use terms other than 'imagination' in doing so. This article suggests that a more explicit attention to imagination can make our efforts to engage students in learning more effective. We provide, first, a working definition of imagination, then show how students' imaginations can be characterized in terms of the 'cognitive toolkits' they bring to learning. We look at such 'cognitive tools' as stories, images, humor, binary oppositions, a sense of mystery and how these can be used to engage students' imaginations in learning Social Studies and other content from kindergarten to about grade four. We then consider 'cognitive tools' commonly deployed by students from about grade four to grade nine, including a sense of reality, the extremes of experience and limits of reality, and associating with the heroic. We also provide examples of how using such tools could influence planning and teaching Social Studies topics.