Stalky & Co.: the Adversarial Curriculum

A comparison between two teachers drawn from fiction leads to an exploration of the issues between those whose concept of education is focused on the curriculum, and those who understand that pupils are active agents in their education and that therefore some beneficial outcomes can result from pupil subversion of the school. This is developed as a concept of an adversarial curriculum, with particular reference to moral education.     

Web of Dreams

Answering the question “How much theory does it take to read this month's bestseller?” Jackie Cook here demonstrates that a book like Web of Dreams by Virginia Andrews - one of secondary school students' favourite authors, according to a recently published APU survey¹— defies most teacherly prejudices about “formula” writing.     

An unembalmed cadaveric preparation for simulating pleural effusion: A pilot study of chest percussion involving medical students

Cadaveric simulations are an effective way to add clinical context to an anatomy course. In this study, unembalmed (fresh) cadavers were uniquely prepared to simulate pleural effusion to teach chest percussion and review thoracic anatomy. Thirty first‐year medical students were assigned to either an intervention (Group A) or control group (Group B). Group A received hands‐on training with the cadaveric simulations. They were instructed on how to palpate bony landmarks for identifying the diaphragm and lobes of the lungs, as well as on how to properly perform chest percussion to detect abnormal fluid in the pleural space. Students in Group B practiced on each other. Students in Group A benefited from the training in several ways. They had more confidence in their percussive technique (A = mean 4.3/5.0, B = 2.9/5.0), ability to count the ribs on an intact body (A = mean 4.0/5.0, B = 3.0/5.0), and ability to identify the lobes of the lungs on an intact body (A = mean 3.8/5.0, B = 2.3/5.0). They also demonstrated a greater ability to locate the diaphragm on an intact body (A = 100%, B = 60%) and detect abnormal pleural fluid (A = 93%, B = 53%) with greater confidence (A = mean 3.7/5.0, B = 2.5/5.0). Finally, the hands‐on training with the unembalmed cadavers created more excitement around learning in Group A compared with Group B. This study shows that simulating pleural effusion in an unembalmed cadaver is a useful way to enhance anatomy education. Anat Sci Educ 10: 160–169. © 2016 American Association of Anatomists.     

Cooperative learning: A successful college teaching strategy

Based on a review of the literature, cooperative learning strategies seem to be effective in raising the level of university student achievement and attitude. The few studies on commitment and retention show positive anecdotal evidence of the importance of small group structures with those undergraduates surveyed. Six features were found to be present in effective cooperative learning methodology: positive interdependence, individual accountability, a rationale for grouping, structured student interaction, instructor facilitation, and attention to social skills. Further study and review of the attitudinal and achievement potential of cooperative learning structures compared to traditional teaching methodologies seems indicated.She received her Ed.D. in 1989 from Pepperdine University, and her B.S. in 1963 from the University of Utah. Dr. Cook's research and writing focus on cooperative learning, the promotion of positive attitudes toward reading, and creating literate communities by infusing multicultural literature into secondary English courses.     

The Priority of Separable Perception in Stimulus Classifications of Children with Mental Retardation

Children (mean CA = 12 years) with mental retardation and adults without mental retardation classified tetrads of stimuli that could be grouped according to identities on separate dimensions or according to overall similarity. When color, size, and line orientation were varied (Experiment 1), both groups used separate dimensions for classification. When hue, saturation, and brightness varied (Experiment 2), both groups used overall similarity for classification. Test-retest correlations showed that the predominant classifications were reliable across 1-week testing intervals. Results support Garner's distinction between separable and integral stimulus structure but do not support an integral-to-separable shift in perceptual development. Comparisons of the tetrad task used in the present study and triads used in previous work are discussed as well as implications of the present data for developmental theories of perceptual classification and processing in children with mental retardation.