Learning probability in the Kingdom of Tonga: the influence of language and culture

Educational Studies in Mathematics - Problems teaching probability in Tonga (in the South Pacific) led to the question on how language and culture affect the understanding of probability and...     

Pedagogical practices in non-formal adult literacy classes in Zambia

International Review of Education - In Zambia, adult literacy education is mainly provided in the form of non-formal literacy classes, with a general emphasis on the economic purpose of alleviating...     

Group peer assessment for summative evaluation in a graduate-level statistics course for ecologists

Peer assessment is often used for formative learning, but few studies have examined the validity of group-based peer assessment for the summative evaluation of course assignments. The present study contributes to the literature by using online technology (the course management system Moodle^?) to implement structured, summative peer review based on an anchored rubric in an ecological statistics course taught to graduate students. We found that grade discrepancies between students and the instructor were fairly common (60% of assignments), relatively low in value (mean = 3.3 ± 2.5% on assignments that had discrepancies) and proportionally higher for criteria related to interpretation of statistical results and code quality and organisation than for criteria related to the successful completion of analysis or instructional tasks (e.g. fitting particular statistical methods, de-identification of one’s submission). Students reported that the peer assessment process increased their exposure to alternative ways of approaching statistical and computational problem-solving, but there were concerns raised about the fairness of the process and the effectiveness of the group component. We conclude with some recommendations for implementing peer assessment to maximise student learning and satisfaction.     

Race,Reason and Reasonableness: Toward an “Unreasonable” Pedagogy

Starting from the contemporary critical-theoretical notion of an objective violence that organizes social reality in capitalism, including processes of systemic racism, as well as from phenomenological inquiries into processes of race and identity, this article explores the relationship between racism and reasonableness in education and society. The category of the reasonable connects the content of particular propositions with the inner truth of the form of thought. At the same time, the reasonable refers to what can be legitimated not only intellectually but practically and morally. I describe how the force of this category, working through neoliberal modalities of appropriation and penality, is an anchor for persistent processes of racial oppression in educational policy and curriculum. Furthermore, if the reasonable is a central figure for ideology, then a kind of thinking that would break with it will show up in the first instance as unreasonable. Thus, I argue that critical pedagogy in the present needs to start from a different and “unreasonable” reason. In addition, taking its cue from interventions by radical educators and students, critical teaching needs to challenge the dominative decorum that forces dialogue on race and racism into the narrow spaces—both material and discursive—of the given.     

The Wonderful World of Radio-TV

Kenneth R. Sparks' A Bibliography of Doctoral Dissertations in Television and Radio (School of Journalism, Newhouse Communications Center, Syracuse University, Syracuse, N. Y. 13210, $3.50 paperback)

Joseph Keeley's The Left Leaning Antenna: Political Bias in Television (Arlington House, $8.95)

James Aronson's Packaging the News: A Critical Survey of Press, Radio, TV. (Little New World Paperbacks, available from International Publishers, 381 Park Ave. South, New York 10016, $1.45 paperback)

Walter Cronkite and Fred W. Friendly's I Can Hear It Now: The Sixties (Columbia Records M3X 30353, $9.95 for the set)

Phyllis Feinstein's All About Sesame Street (Tower T-075-19, 75¢)

Bruce F. Elving's FM Station Atlas (contact the author c/o WUWM Radio, University of Wisconsin-Milwaukee, Milwaukee, Wisc. 53201, $2.00)

Takeo Furo's The Function of Television for Children and Adolescents (Tokyo: Sophia University: available in this country from Charles E. Tuttle, Rutland, Vt., $9.50)

Richard Averson and David Manning White's Electronic Drama. Television Plays of the Sixties (Beacon Press, $9.95)

Bernard Wilkie's The Technique of Special Effects in Television (Hastings House, $16.50)

Action For Children's Television issued occasionally for a membership fee of $5.00 per year

Cable Television: Communications Medium of the Seventies (Samson Science Corp., Quantam Science Corp., 245 Park Ave., New York 10017, $195)     

Environmental education policy research – challenges and ways research might cope with them

This essay examines the relationship between research and policy and, more specifically, how researchers might relate to policy work. Given the current international policy focus on climate change, green growth and sustainability in general, it argues for strengthening and widening policy research in the areas of Environmental Education (EE), Education for Sustainable Development and Climate Change Education. It especially makes a case for two kinds of research on EE policy: (1) a multi-sited approach to empirical documentation and theory development which explores the relationships between international policy agreements and local practice, and (2) an interactive policy-engaged approach to research.     

Beyond Commercialization: Science, Higher Education and the Culture of Neoliberalism

Since the 1980s, scholars and others have been engaged in a lively debate about the virtues and dangers of mingling commerce with university science. In this paper, we contend that the commercialization of academic science, and higher education more broadly, are best understood as pieces of a larger story. We use two cases of institutional change at the University of Wisconsin-Madison to shed light on the implications of neoliberalism for public research universities in the United States. We conclude that instead of neoliberalization being a timely strategy for the specific fiscal and other problems facing public universities today, it has become an omnibus solution available to be employed when any opportunity arises and, in fact, helps to define the “problems” of the university in the first place.     

WHO ACHIEVES LEVEL 2 QUALIFICATIONS DURING ADULTHOOD? EVIDENCE FROM THE NCDS

ABSTRACT:  This paper describes the characteristics of people who return to learning to achieve at least a level 2 qualification, drawing on the 1958 National Child Development Cohort Study. Results show that adults who gained level 2 were more likely than those who did not to have been engaged in a range of learning activities at earlier ages, including learning during childhood, staying in education during adolescence and undertaking courses leading and not leading to qualifications during adulthood. The factor that has the highest impact on progression by age 33 and by age 42 is early school attainment. This means that for individuals who do well at school there is a greater chance of achievement of qualifications during adulthood, even when this qualification is not achieved by age 23. We further find that socioeconomic constraints in adulthood may be less of a barrier to progression than is often believed. Taking together, these findings suggest that the main focus should be on paying particular attention to attitudinal barriers to learning, rather than just being concerned with removing economic and social constraints.