Life trajectories of youth committing to climate activism

This article draws from a study investigating the life trajectories of 17 youth climate activists from 14 countries through semi-structured, life memory interviews using Internet-based methods. The interpretations of the interviews focus on the ways in which participants constructed the meanings and functions of experiences and how they represented the nature of the process of their committing to climate activism. Included in the interpretations are the nature of moments of consciously committing, the role of both concern for nature and for social justice, the dynamic and ceaseless process of committing, and the role of the youth climate movement. The discussion highlights the uniqueness of youth and of climate change in the process of committing. The research contributes to the limited but important literature on the life trajectories of youth climate activists.     

Modifying socially withdrawn behavior: A playground intervention for students with internalizing behaviors

There is little research regarding interventions for children with internalizing behaviors in schools, both within classrooms and in nonclassroom environments. In response to this need, a nonclassroom treatment package, consisting of (a) social skills instruction, (b) mediated self‐management, and (c) a reinforcement system, was implemented to modify the socially withdrawn behavior of 3 elementary students. The effects of this treatment package were evaluated on the school playground—during recess—by recording both the number of communicative acts and the total time spent engaged in appropriate peer play for each target student. All target students showed marked improvement in their playground, social interaction. Future research should be conducted with similar populations, using variations of the described methods in other school settings. © 2007 Wiley Periodicals, Inc. Psychol Schs 44: 779–794, 2007.     

Shared thinking: metacognitive modelling in the literacy hour

This paper considers evidence from an ESRC funded study of twenty teachers, teaching the literacy hour. In 170 hours of observation only one instance of a teacher modelling her thinking about reading or writing was recorded: and this was unplanned. It is suggested here that, although there should be opportunities for metacognitive modelling within the literacy hour, teachers find it difficult to use these opportunities. Some ideas about the importance of metacognition are reviewed and an example of metacognitive modelling in shared writing is analysed. It is argued that concern for improved performance may cause more attention to be focused on what is to be achieved rather than how.     

Developing a Deeper Involvement with Science: Keith's Story

Much research in science education has focused on the conflicts that exist between individuals' ways of knowing the world and science. We have been left without an image of the compatibility or congruency that is necessary for science to occupy a fundamental position in a person's life. In this study we argue that Keith, a Jamaican American pre-service teacher, provides us with such an image. Using narrative, we trace the development of Keith's relationship with science over time and space in order to understand how Keith has constructed an identity through science amid the larger structures and contexts that comprise his life. We believe Keith's stories of practicing science in and out of the classroom illustrate how science, while taking an essential position in his lifeworld, extends and articulates Keith's subjective stances on experience. As part of his lifeworld, Keith finds a sense of value in science that turns it into a discipline that is part of the person he both is and wants to be and the world he wants to shape as a teacher. Richard Kozoll is an assistant professor of science education at the School of Education of DePaul University. His research interests include students' identity constructs as a means to understand engagement with and participation in science and inform inclusive science teaching practices. An additional line of research includes the use of narrative in science education research. Margery Osborne is an Associate Professor in the College of Education at the University of Illinois at Urbana-Champaign. She teaches early childhood and elementary science education courses. Her research interests, located within the intersections constructed between ideas of reflective practice and research on critical and feminist pedagogy, include exploring the dynamic and complex nature of teacher knowledge.     

International Counseling Traits: Identifying Counseling Traits Ranked most Important by International Counseling Professionals through Q-Sort Analysis

Research has shown an increase in the study and discussion of international counseling throughout the past decade in the mental health domain. The counseling profession continues to take steps to address the lack of access to and the quality of counseling support throughout the world. A Q-sort methodology was utilized in order to capture an understanding of what might be identified as the most important traits for counselors to consider when counseling in international settings. A uniquely constructed Q-sort model developed from a careful review of the literature resulted in 35 items that were evaluated by 43 participants in two phases of analysis. The results from the Q-sort led to fuller consideration of the 12 counseling traits ranked highest. Three core themes that emerged from the data included: valuing people, personal character, and multicultural intentionality. Discussion about the highest ranked traits and core themes provides consideration of research implications and future studies in international counseling as a whole.     

Search on surfaces: Exploring the potential of interactive tabletops for collaborative search tasks

Collaborative information seeking often takes place in co-located settings; such opportunities may be planned (business colleagues meeting in a conference room or students working together in a library) or spontaneous (family members gathered in their living room or friends meeting at a café). Surface computing technologies (i.e., interactive tabletops) hold great potential for enhancing collaborative information seeking activities. Such devices provide engaging direct manipulation interactions, facilitate awareness of collaborators’ activities, and afford spatial organization of content. However, current tabletop technologies also present several challenges that creators of collaborative information seeking system must account for in their designs. In this article, we explore the design space for collaborative search systems on interactive tabletops, discussing the benefits and challenges of creating search applications for these devices. We discuss how features of our tabletop search prototypes TeamSearch, FourBySix Search, Cambiera, and WeSearch, illustrate different aspects of this design space.     

Tomorrow we live: fascist visions of education in 1930s Britain

The present paper explores the fascist vision for education in 1930s Britain through the presentation of extracts from official publications of the British Union of Fascists (BUF), as well as from the writings of Party members. The paper presents a socio‐historical study of British adherents to fascism and provides an account of their thinking in relation to education and schooling, exposing a milieu of ideologues, Party functionaries and serving teachers who were animated by their political commitment. Following a brief outline of the early years of British fascism, there is an account of some key members and their educational ideas, followed by a discussion of the BUF’s educational policies and of its approach to internal education and training. The orientation of the BUF and its membership to education, and the Party’s formulated policies in this field present a modernist vision that was calculated to have particular appeal to educational professionals. There is a consideration, through memoirs, of the experiences of two BUF members who were teachers. The paper reveals a relatively hidden episode in the social history of British educational politics; one that contained paradoxes of intent and outcome, and of means and ends, when ostensibly progressive and socially elevating concepts were employed in ways that had an ultimately destructive impact on individuals, both personally and professionally, as well as on whole societies.     

简历为何石沉大海

你满怀期望寄出的简历和求职信,为什么总是收不到满意答复?职场专家来为你揭开这个谜题。     

When information wanted to be free: Discursive bifurcation of information and the origins of Web 2.0

In the 1990s the aphorism “information wants to be free” reigned supreme, limiting our thinking in consequential ways. In actuality this aphorism was a fragment of a much more nuanced statement by Steward Brand, who also talked about “information wants to be expensive.” It seemed for quite a while that there was no resolution to the contradiction: information as both free and expensive. Eventually Web 2.0 resolved this contradiction by providing an architecture where information could be both free and expensive. Web 2.0 was not a product of technological advances: social media, wikis, big data platforms, and so forth. It was borne out of the understanding that free information on media platforms could yield profitable data on users. This article lays bare the discursive moves through which this understanding came about.