Understanding Categorical Hierarchies: The Earliest Levels of Skill

2 categorization skills necessary for understanding hierarchies are the ability to form categories at different levels of generality and the ability to include the same objects into multiple categories. 2-year-olds appear to have the first skill, but some theoretical and empirical work suggests that the second may be a later acquisition. Yet, in 3 studies, 2- and 3-year-olds applied familiar basic level and superordinate labels to the same objects, even when reminded of basic labels before being tested with superordinates. They did not reserve superordinates for objects with unfamiliar basic level names (Study 2), and they were willing to apply superordinates to objects presented singly rather than in groups (Study 3). Thus, contrary to the implications of some previous work, 2- and 3-year-olds appear to have both of the categorization skills necessary for forming categorical hierarchies.     

Examining the impacts of the structures writing intervention for teaching fourth-grade students to write informational text

Reading and Writing - Expository writing may be especially difficult for elementary grade students due to lack of background knowledge and unfamiliar text structures. A text structure writing...     

Collaborative creativity in instrumental group music learning as a site for enhancing pupil wellbeing

This study explores the nature of the elements that co-influence collaborative creativity in instrumental group music learning and the intrinsic potential for enhancing pupil wellbeing as evidenced in a particular secondary-school (extra-curricular) group instrumental programme Percussion 1. Wenger’s Community of Practice (CoP) and Engestrom’s Activity Theory (AT) provide an in-depth analytical framework for the analysis of 14 rehearsals, 13 semi-structured interviews and 41 teachers’ and pupils’ reflective diary entries. Findings support the intrinsic potential for enhancing pupil wellbeing by empowering them through supportive statements and decision-making, and engaging them through the embodiment of music learning.     

Analyzing prospective teachers’ images of scientists using positive,negative and stereotypical images of scientists

Background and purpose : This study details the use of a conceptual framework to analyze prospective teachers’ images of scientists to reveal their context-specific conceptions of scientists. The conceptual framework consists of context-specific conceptions related to positive, stereotypical and negative images of scientists as detailed in the literature on the images, role and work of scientists.

Sample, design and method : One hundred and ninety-six drawings of scientists, generated by prospective teachers, were analyzed using the Draw-A-Scientist-Test Checklist (DAST-C), a binary linear regression and the conceptual framework.

Results : The results of the binary linear regression analysis revealed a statistically significant difference for two DAST-C elements: ethnicity differences with regard to drawing a scientist who was Caucasian and gender differences for indications of danger. Analysis using the conceptual framework helped to categorize the same drawings into positive, stereotypical, negative and composite images of a scientist.

Conclusions : The conceptual framework revealed that drawings were focused on the physical appearance of the scientist, and to a lesser extent on the equipment, location and science-related practices that provided the context of a scientist’s role and work. Implications for teacher educators include the need to understand that there is a need to provide tools, like the conceptual framework used in this study, to help prospective teachers to confront and engage with their multidimensional perspectives of scientists in light of the current trends on perceiving and valuing scientists. In addition, teacher educators need to use the conceptual framework, which yields qualitative perspectives about drawings, together with the DAST-C, which yields quantitative measure for drawings, to help prospective teachers to gain a holistic outlook on their drawings of scientists.     

Building a Bridge: Counselor Educator–School Counselor Collaboration

Despite calls for collaboration between counselor educators and school counselors, little is known about how collaboratives develop and what, if any, benefits are derived by the participants. In this article, the authors describe an 8‐year collaboration between a group of university‐based counselor educators and school counselors in 1 partnership community. Interviews with selected members of the collaborative were conducted to assess the participants' perceptions of the impact of this collaborative on their professional lives. A qualitative analysis of interviews revealed that renewal, professional development, and community are central to the experience of participants. Implications for future collaborations and research are discussed.     

Learning Disabilities and the LRE Mandate: An Examination of National and State Trends

This study was conducted to examine changes in the identification rates and national and state placement practices for school age students with learning disabilities (LD) between 1990–1991 and 2008–2009. Findings revealed that while identification rates of students with LD declined by about 4 percent during this time, general education placements increased over 166 percent, pullout placements declined by more than 50 percent, while students educated in highly restrictive separate class and separate school settings declined by approximately 60 percent. Unlike earlier studies, most states made at least some progress toward educating students with LD in less restrictive settings. Much of the change in placement practices for students with LD occurred since 2000.     

Facing Up to Budgetary Challenges at the Biological Survey,New York State Museum

Collection and research activities in biology at the New York State Museum (NYSM) are centered in the Biological Survey. Its operating funds are set by the governor, the state legislature, and the state education department. Additional funding is provided from grants and the New York State Museum Institute. Operating budgets and staff size between 1973 and 1994 were rather constant or rose somewhat during the first three-fourths of this period, then increased dramatically as a result of special appropriations by the legislature. In recent fiscal years, there were major cuts in the NYSM's operating budget, and the Biological and Geological Surveys were especially targeted for “downsizing.” The museum embarked on a campaign to have the proposed cuts more broadly assigned or the funding restored. The methods used included testimonials to legislators by survey clients and visits by museum staff to explain the benefits of the surveys. The Museum Visiting Committee and the Business and Industry Advisory Council were formed to further ensure support of the surveys. This advocacy emphasized the importance of a clear focus on actual and potential client needs in research and other programs of the surveys, constantly advertising what we do, and broadly-based collaborative projects that make good use of expertise existing in the state. The Biodiversity Research Institute (BRI) was created by legislation in 1993 and placed within the NYSM.     

论高等教育领域合作伙伴关系模型的构建

本文描述一个可以用来审视和检验教育机构之间合作伙伴关系的理论模型,重点讨论该模型的不同组成成分以及它们之间的相互关系,分析合作伙伴关系建立过程中涉及的各个方面,描述合作伙伴关系的重要特征,特别是发展早期的特征,以及提出评估合作伙伴关系时应该考虑的一系列重要问题.＃