Dual Audiences, Double Pedagogies: Representing Family Literacy as Parental Work in Picture Books

Narrative for a dual audience of children and adults is a field of expanding interest among children’s literature scholars. A great deal of the extant research is implicitly or explicitly informed by longstanding anxieties about the status of children’s fiction, a context that shifts the parameters of the analysis to questions of literary sophistication. Whilst some attention is paid to the reader-subject position of the child reader, rather less is given to the positioning of the adult reader in relation to the pedagogical agendas of such texts. This article examines picture books featuring parents reading to preschool children. In the context of family literacy, it is an instance in which the pedagogical address to the adult reader is as significant as the address to the child. Drawing on distinctions between double and dual address, the article examines the ways in which representations of parents reading to children position adult and child reading-subjects to understand reading as work and leisure, respectively. We conclude with some observations about how the dual address might in fact subvert the literacy agendas in these texts.     

The arts,Bohemian scenes,and income

ABSTRACT

Where and how does arts activity drive neighbourhood revitalization? We explore the impact of arts establishments on income in US zip codes, nationally and across quantiles (from four to seven subgroups) of zip codes stratified by disadvantage (based on income and ethnicity/race). We focus on what is new here: how neighbourhood scenes or the mixes of amenities mediate relationships between the arts and income. One dramatic finding is that more bohemian/hip neighbourhoods tend to have less income, contradicting the accounts from Jane Jacobs, Richard Florida and others. Arts and bohemia generate opposing effects, which emerge if we study not a few cases like Greenwich Village, but use more careful measures and larger number of cases. Some arts factors that distinctly influence neighbourhood income include the number of arts establishments; type and range of arts establishments; levels of disadvantage in a neighbourhood; and specific pre­ and co­existing neighbourhood amenities. Rock, gospel and house music appeal to distinct audiences. Our discussion connects this vitalizing role for arts activity to broader community development dynamics. These overall results challenge the view that the arts simply follow, not drive, wealth, and suggest that arts-led strategies can foster neighbourhood revitalization across a variety of income, ethnic, and other contexts.     

Effects of structural features on word recognition development of hispanic and non-hispanic second graders

Reading and Writing - Do Hispanic and non-Hispanic second graders acquire knowledge ofstructural features of words in the same order and at the same rate? Doesthe order and rate of acquisition of...     

Prospective elementary science teachers and biomythographies: An exploratory approach to autobiographical research

This study explores an approach to autobiographical research based on a notion of “outlaw genre” autobiography referred to as biomythography. Outlaw genres of autobiography resist the tendency of western autobiography to craft narratives that will ultimately link the life of an individual to a universalised person—someone to whom all readers can relate. In this study, photo essays are used to learn about prospective elementary teachers' stories of science and science education. The photo essays and the theoretical framework of “biomythography” helped us reflect on layers mediating teaching and learning in our courses. Implications of the study call for us to examine hegemonies extending from our students' personal histories as science learners, and through mythologies of teacher education. Alternative research frameworks and approaches, such as those represented in this study, might help science teacher educators explore myths undermining the preparation of future science teachers and learners.     

Exploring novice and experienced elementary teachers' science teaching and learning referents through videocases

In recent years, science educators have become increasingly interested in the use of classroom cases as instructional material, vehicles for inservice education and as raw data for research on teacher cognition (e.g., Abell et al., 1996; Colburn & Tillotson, 1998; Fetters, 1997). Although wide-spread interest in classroom videocases is a relatively new phenomena, case-based instruction has been a tradition in fields such as law, medicine and business for many years (Christensen, 1987; Neufeld & Chong, 1984). In teacher education, classroom cases have been used for more than 50 years. An early text by Waples (1927),Problems in Classroom Method, consisted of 40 cases highlighting classroom problems with solutions proposed by inservice teachers. As the use of classroom cases in teacher education have evolved over the past 50 years, a variety of formats have emerged to illustrate problems or dilemmas in teaching and learning. These formats have included the critical incident, protocols, vignettes, simulations, and more recently, videocases.     

A Validity Argument in Support of the Use of College Admissions Test Scores for Federal Accountability

In 2018, 26 states administered a college admissions test to all public school juniors. Nearly half of those states proposed to use those scores as their academic achievement indicators for federal accountability under the Every Student Succeeds Act (ESSA); many others are planning to use those scores for other accountability purposes. Accountability encompasses a number of different uses and subsumes a variety of claims. For states proposing to use summative tests for accountability, a validity argument needs to be developed, which entails delineating each specific use of test scores associated with accountability, identifying appropriate evidence, and offering a rebuttal to counterclaims. The aim of this article is to support states in developing a validity argument for use of college admission test scores for accountability by identifying claims that are applicable across states, along with summarizing existing evidence as it relates to each of these claims. As outlined by The Standards for Educational and Psychological Testing, multiple sources of evidence are used to address each claim. A series of threats to the validity argument, including weaker alignment with content standards and potential influences in narrowing teaching, are reviewed. Finally, the article contrasts validity evidence, primarily from research on the ACT, with regulatory requirements from ESSA. The Standards and guidance addressing the use of a “nationally recognized high school academic assessment” (Elementary and Secondary Education Act (ESEA), Negotiated Rulemaking Committee; Department of Education) are the primary sources for the organization of validity evidence.     

A historical sketch of intercollegiate debating: II

Mediaeval Artes Praedicandi: A Hand‐List. By Harry Caplan. Ithaca: Cornell University Press, 1934; pp. 52. $1.50.

“The Four Senses of Scriptural Interpretation and the Mediaeval Theory of Preaching,”; Speculum, IV, No. 3, July, 1929.

“Classical Rhetoric and the Mediaeval Theory of Preaching,”; Classical Philology, XXVIII, No. 2, April, 1933.

“ ‘Henry of Hesse’ on the Art of Preaching,”; Publications of the Modern Language Association, XLVIII, No. 2, June, 1933. All by Harry Caplan.

The Making of a Pulpit Orator. By John A. McClorey, S.J. Macmillan, 1935. $2.00.

Public Speaking. By Donald Hayworth. New York: The Ronald Press Company, 1935; pp. 442.

The Debaters’ Workbook: State Medical Service. Prepared by A. W. Heath. Waverly, Ill.: Waverly Forensic Press, 1935; pp. 82. $.75.

Language and Its Growth. By H. F. Scott, W. L. Carr, and G. T. Wilkinson. Chicago: Scott, Foresman &; Co., 1935; pp. 389. $2.00.

A Dictionary of Modern American Usage. By H. W. Horwill, New York: Oxford University Press, 1935; pp. ix+360. $3.25.

The Thorndike‐Century Junior Dictionary. By E. L. Thorndike. Chicago: Scott, Foresman and Co., 1935; pp. x+970. $1.32.

On the Teaching of Junior High School English. By Emma Glaser. New York: D. Appleton‐Century Co., 1935; pp. 307.

Stammering and Allied Disorders. By C. S. Bluemel. New York: The Macmillan Company, 1935; pp. 182.

The Gentleman from New York: a Life of Roscoe Conkling. By Donald Baer Chidsey. New Haven: Yale University Press, 1935; pp. 438.

How to Win a Sales Argument. By Richard C. Borden and Alvin C. Busse. New York: Harper and Bros., 1935.

Public Speaking for Everybody. By Charles W. Mears. New York: Harper and Bros., 1935.

French Pronunciation. By Jeanne S. Marie. Philadelphia: Plank Printing Co., 1935; pp. 70.

The Best English. By H. C. Wyld. New York: Oxford University Press, 1934.

So‐o‐o‐o You're Going on the Air. By Robert West, M.A. New York: Rodin Publishing Co., 1934; pp. 215.

The Professional Discussions—of the Ninth Annual Convention of the American Speech Correction Association, 1934. Edited by Robert West, Ph.D. Madison, Wisconsin: College Typing Co., 1935.

A Guide to Play Selection. By Milton Smith. New York: D. Appleton‐Century Co., 1934. $1.25.

The Art of the Drama. By Fred B. Millett and Gerald Eades Bentley. New York. D. Appleton‐Century Co., 1935; pp. 253. $2.25.

Parliamentary Law and Procedure. By John Q. Tilson. Washington: Ransdell, Inc., 1935; pp. xv+176. $2.50.

Speech Making. By F. J. Griffiths. New York: Oxford University Press, 1935; pp. 96.

The Technical Man Sells His Services. By Edward Hurst, S.B. New York: McGraw‐Hill Book Company, 1933; pp. 239.

Scenery Simplified. By Glenn R. Webster and William Wetzel. Eldridge Entertainment House, Franklin, Ohio, 1934; pp. 167. $1.50.     

Transforming the Social Practices of Learning with Representations: A Study of Disciplinary Discourse

This study used an interactive dynamic simulation of action potential to explore social practices of learning among first year undergraduate biology students. It aimed to create a learning environment that fosters knowledge building discourse through working with multiple concept-specific representations. Three hundred and eighty-nine students and twenty-four tutors from different tutorial classes in Queensland, Australia participated in the study. Students were randomly allocated to two experimental groups and a comparison group. In the experimental groups, pairs of students used the interactive simulation to explore action potential. Only one of the experimental groups received instruction that modelled the scientific and visual language conventions of the representations within the simulation. In the comparison group, small groups of students used a traditional paper-based activity. Students across all groups were audio recorded using a think-aloud protocol while completing the group activity. Individual learning gains in the experimental groups and the comparison group were similar. However, the experimental groups showed a significantly greater frequency of knowledge construction discourse that included explanatory answers, evaluations, interpretation, testing and synthesis compared to the comparison group, indicating a deeper understanding of action potential. Analysis of misconceptions on the post-test and tutors’ reflections revealed that the experimental group receiving instruction modelling the scientific and visual language conventions around the representations had a better grasp of the terminology associated with the concepts compared with the other groups. The findings suggest that instruction focussing on the language conventions of concept-specific representations fosters the development of disciplinary discourse by transforming students’ social practices of working with scientific knowledge.     

Building a space to dream: Supporting indigenous children's survivance through community-engaged social and emotional learning

Indigenous communities practice survivance and challenge social and political systems to support their children's identity and well-being. Grounded in transformative social-emotional learning (SEL) and tribal critical race theory, this 3-year community-based participatory research study (2019–2021) examined how a SEL program co-created with an Indigenous community in Flathead Nation in Montana supports anti-racism and anti-colonialism among Indigenous children. Critical reflexivity and thematic analyses of Community Advisory Board meetings and journals written by 60 students (M_age = 10.3, SD = 1.45; 47% girls; 60% Native American) during the SEL program revealed themes on Indigenous identity, belonging, wellness, and colonialism. These results shed light on challenging the racist and colonial roots of education to support Indigenous children's survivance and social-emotional well-being.