Sir Philip Ben greet produces

HERMENEUTICS: INTERPRETATION THEORY IN SCHLEIERMACHER, DILTHEY, HEIDEGGER, AND GADAMER. By Richard E. Palmer. (Northwestern University Studies in Phenomenology &; Existential Philosophy). Evanston: Northwestern University Press, 1969; pp. xviii+283. $9.00.

VALIDITY IN INTERPRETATION. By E. D. Hirsch, Jr. New Haven and London: Yale University Press, 1967; pp. xii+287. $6.50.     

Collaborative learning: More is not necessarily better

Abstract

What are the effects of distance on collaboration and learner interaction as it relates to women learners in feminist courses? Through personal interviews with nine women from a variety of backgrounds and personal circumstances, I discovered that interaction as an educational issue, strategy, and process is not of primary concern to women distance learners. Significantly less interaction occurred among students and tutors than was anticipated, and the majority of students endorsed the relatively solitary nature of distance study as appropriate and useful for them. Because of the importance of the principle of collaboration to feminist pedagogy, distance educators should clarify, broaden, and adapt their understanding of the concept of learner interaction. We should question our assumptions about the nature, prevalence, and utility of learner interactions, resist applying traditional classroom models to distance contexts, and creatively structure and moderate interactions between learners, tutors, and technology.     

Children's use of analogy during collaborative reasoning

This microgenetic study examined social influences on children's development of analogical reasoning during peer-led small-group discussions of stories about controversial issues. A total of 277 analogies were identified among 7,215 child turns for speaking during 54 discussions from 18 discussion groups in 6 fourth-grade classrooms (N = 120; age M=10.0, SD=0.6). Use of analogy was found to spread among the children in discussion groups and occur at an accelerating rate, primarily because of the increasing use of novel analogies. Relational analogies with shared surface features triggered purely relational analogies during the next 2 speaking turns, showing a trend of relational shift. These results provide distinctive new evidence for the importance of social interaction in an aspect of cognitive development.     

Digitisation of the WA Welcome Wall collection: a case study

This article is focused on the partnership between the WA Museum Maritime History Department and Curtin University’s Information Studies Department on a retrospective digitisation project in 2012. The aim was to digitise the Welcome Wall project’s paper records and link these records to the museum’s online maritime history collection. The paper outlines and discusses the key business process questions that were considered prior and during the embarkation on the digitisation project. The conclusion shares lessons learnt from the project.     

Teachers’ learning in a research and development work project

This article focuses on teachers’ learning in a research and development (R&D) work project. The teachers are working in a lower secondary school, and the cooperation between them and the researcher lasted for two years. The aim of this article is to show what teachers can learn and how they can learn during such a project. In the qualitative study conducted within this R&D project, observations, reflection dialogues and log‐book entries were key data collection strategies. This material shows that teachers want to reflect together to learn, but both the form and content of these collective reflections have a major impact on their learning. Before the teachers are ready to challenge each other, they have to have confidence in each other. Once they have this confidence, the form of the reflection dialogues can change. During the R&D work the teachers learn how reflections become part of the planning process for their next teaching sessions, and after a while theories become a tool that can help them with their reflections.     

The researcher reflecting on her own role during action research

This article focuses on the challenges and opportunities a researcher may encounter in practice, and presents four narratives that take the reader into situations which may arise when the researcher steps into the practice field. Episodes that challenge the researcher both cognitively and emotionally are depicted in the narratives. The authors describe their experiences, the prior understanding they have when they enter the situations and the reactions these lead to. Experiences that are close to practice are placed in a theoretical context so they can be analysed and understood through the lens of theory. This text may function as a thinking tool for researchers about to enter the same researcher role, and it is thus relevant for other researchers who wish to be part of close research partnerships. Hopefully, the article will contribute to discussions that may prepare researchers for unpredictable events.