Use of the K‐ABC with Children in Zaire,Africa: An Evaluation of the Sequential‐Simultaneous Processing Distinction within an Intercultural Context

There is a continuing need for formalised assessment procedures that can be adapted for group comparisons across diverse cultures to facilitate school and occupational placement, as well as to evaluate the effectiveness of nutritional, education, and medical intervention programs. This study used a direct translation of the Kaufman Assessment Battery for Children (K‐ABC) to evaluate 130 Zairian primary school children. The distinction between Sequential Processing and Simultaneous Processing abilities on the K‐ABC was generally found to be valid in this sample. The K‐ABC also discriminated effectively among grade levels, differences in health and family environment indicators, and tribal membership. Reasonable test‐retest correlations for the K‐ABC global scales were also found with a subsample of the children. The Zairian children's K‐ABC scores, particularly for the Simultaneous subtests, were markedly lower than the American normative sample. Education and experiential factors inherent in the sub‐Sahara environment may put these children at a significant cultural disadvantage in terms of the skills required for successful completion of K‐ABC items.     

Strategies for Designing Engaging Online Kinesiology Courses Based on the Community of Inquiry Model

Technology integration has become an ever-present phenomenon in institutions of higher education. This has led to an increase in online learning experiences that make higher education accessible to those who previously experienced barriers, such as having full-time jobs. One issue that affects online education is the challenge of engaging the learner in meaningful learning experiences that they subsequently use once they are in their careers. This article uses the Community of Inquiry (CoI) theoretical model to explain how instructors can increase student engagement in online kinesiology courses. By focusing on the CoI constructs of teaching presence, cognitive presence, and social presence, instructors can design engaging online classes that can help to positively influence each student’s experience with online education.     

Beyond the Search for Truth: Dewey's Humble and Humanistic Vision of Science Education

In this essay, David Waddington and Noah Weeth Feinstein explore how Dewey's conception of science can help us rethink the way science is done in schools. The authors begin by contrasting a view of science that is implicitly accepted by many scientists and science educators — science as a search for truth — with Dewey's instrumentalist, technological, and nonrealist conception of science. After demonstrating that the search‐for‐truth conception is closely linked to some ongoing difficulties with science curricula that students find particularly alienating, they then analyze some of the educational opportunities that Dewey's vision opens up. Ultimately, Waddington and Weeth Feinstein argue that Dewey offers a humble and humanistic vision of science and science education practice that captures the power of science by connecting it clearly to everyday human activities and challenges.     

Identification, assessment, and intervention strategies for deaf and hard of hearing students with learning disabilities

The purpose of the study was to ascertain methods of identification used by teachers of the deaf and hard of hearing who were working with students with learning disabilities, the training these teachers had received, and the accommodations and modifications they had implemented for their students. A 10-item survey was designed to solicit opinions and implementation procedures. Surveys went to teachers in a four-state region of the Midwest; 91 responded. Teachers indicated the use of various criteria to identify deaf and hard of hearing students with learning disabilities, and indicted that they incorporated a variety of accommodations to meet these students' needs. The survey showed that 50% of respondents did not feel adequately prepared to teach deaf and hard of hearing students with learning disabilities. Teachers expressed a desire for more training in identification, assessment, and intervention.     

Radio Facsimile Newspapers of the 1930s and 40s: Electronic Publishing in the Pre-Digital Era

During the 1930s and 40s, dozens of newspapers and broadcasters experimented with the technology of “radio facsimile.” This form of broadcasting transmitted condensed, tabloid-like newspapers over the airwaves to specially designed facsimile printers. Radio stations operated by newspapers were the most enthusiastic proponents of the technology, though some publishers worried that the emerging medium represented an economic threat. This study examines FCC files on the subject, and outlines the rise and fall of radio-faxpapers as a precursor to later electronic methods for delivering news.     

Developing and Enacting Culturally Relevant Pedagogy: Voices of New Teachers of Color

ABSTRACT

A group of preservice and first year teachers share their experiences as new teachers of Color entering the profession in urban public schools. Specifically, these novice teachers discuss the transition from an urban education teacher preparation program into the classroom and their successes and challenges enacting culturally relevant pedagogy. Findings showcase understanding self, community, and collaboration among critical pedagogues and navigating theory and practice as emergent themes. These new teachers speak to the journey of becoming the teachers they want to become and the challenges they encounter in public K-12 schools. Implications are presented to highlight the power and passion of these new teachers and how we, as critical scholars, must learn from them and work with them as we seek to disrupt the dominant, middle class, white discourse in teacher education programs and educational research.     

Researching emotion and affect in the history of education

This exploratory paper was prepared for a symposium held at the 2011 ISCHE conference in which participants were asked to envision future challenges in the historiography of education, to predict where the field was moving, and to imagine what innovations and new interests would arise in the subsequent 30 years. While the paper is playfully written from the vantage point of 30 years in the future and pretends to offer a retrospective review of what happened in the field over that period, its primary purpose is to seriously suggest a number of ways that historians of education might engage with the history of emotion and affect in their work. The first section of the paper describes the consolidation of the history of emotions as a field of historical study and discusses the importance of a ‘governmentality' approach. It is then suggested in the second section that historians of education increasingly drew on the concept of ‘affect' and developed ‘affective histories' of education that both built upon and departed from earlier histories of emotions. The third section of the paper discusses some of the ways in which historians of education incorporated into their work insights from neuroscience into consciousness and choice-making as well as an increased awareness of the object-mediated body.     

When does a nation-level analysis make sense? ESD and educational governance in Brazil,South Africa,and the USA

International policy analysis tends to simplify the nation state, portraying countries as coherent units that can be described by one statistic or placed into one category. As scholars from Brazil, South Africa, and the USA, we find the nation-centric research perspective particularly challenging. In each of our home countries, the effective influence of the national government on education is quite limited, particularly in fringe and emerging areas of education such as Education for Sustainable Development (ESD) and Climate Change Education (CCE). This essay explores how nation-level comparisons are and are not useful for international research on ESD and CCE. We consider several layers of decentralized governance, but ultimately come to the conclusion that ESD governance in our respective countries is polycentric rather than decentralized. We discuss the implications of this idea for cross-national policy research on ESD and CCE.