Commentary: Advances in research on sourcing—source credibility and reliable processes for producing knowledge claims

In our commentary on this excellent set of articles on Sourcing in the Reading Process, we endeavor to synthesize the findings from the seven articles and discuss future research. We discuss significant contributions related to source memory, source evaluation, use of sources in action and belief, integration of information from multiple sources, and instruction in sourcing. Next we discuss several issues for future research raised by these articles, including expert sourcing, embedded sources, epistemic justice, and explanations of disagreement. Finally, we argue that the credibility of sources and their claims is determined by the reliability of the processes used by the sources to produce their claims. Our focus on the reliability of processes used by sources has implications for understanding sourcing processes, for evaluating normative claims about which sources are most reliable, for explaining how people evaluate sources, and for developing instruction on sourcing.     

Benefits adults experience through participation in continuing higher education

A cross-sectional study of McGill management certificate students investigated the benefits adults experience through continuing education. Four groups totalling 1,234 students were surveyed: entrants, graduates, alumni, and a group who had voluntarily withdrawn. Analysis of benefits anticipated by entrants provided a framework of six categories of benefits: career development, fulfilling external requirements, personal development, networking, gaining knowledge and personal fulfilment. The benefits reported by graduates match the goals of entrants, but the relative importance of the various benefits appears to change during the program. For entrants, career development ranks first as the primary motivation, while more of the graduates focus on personal development, and personal fulfilment. Both entrants and graduates emphasize the importance of gaining knowledge. The results were interpreted in terms of the empowerment provided by continuing education.Interesting differences by various student characteristics were explored. Although equally satisfied with the program's contribution to career development, women report slower advancement than men. Further differences by gender are that women experience more personal development and personal fulfilment. While there are no significant differences by age, students with no prior university education report higher gains in several areas. Knowledge gained, however, is highly valued regardless of prior education. It is those with several years of work experience and those who are most certain of their goals who report acquiring more knowledge than others. These findings have implications for admissions policy, program delivery and design, and support services.     

One Small Step,a Giant Leap: D-PETE Within Minority Serving Institutions

ABSTRACT

Many articles over the years have bemoaned the lack of diversity in doctorate-granting Physical Education Teacher Education (D-PETE) programs without attainable solutions towards significant increases in student and faculty diversity. The purpose of this article is to emphasize the potential significance of implementing D-PETE programs at Minority Serving Institutions (MSIs). To that end, we discuss the impact MSIs have on the success of students of color and the impact MSI D-PETE programs would have on the diversification of PETE faculty and student bodies. In this article, we suggest ways to reframe the diversity narrative and offer solutions that are not currently utilized. The implementation of D-PETE programs at MSIs can enhance the broader PETE ecosystem, diversifying it like never before.     

The Relationship of Content Characteristics of GRE Analytical Reasoning Items to Their Difficulties and Discriminations

In actual test development practice, the number o f test items that must be developed and pretested is typically greater, and sometimes much greater, than the number that is eventually judged suitable for use in operational test forms. This has proven to be especially true for one item type–analytical reasoning-that currently forms the bulk of the analytical ability measure of the GRE General Test. This study involved coding the content characteristics of some 1,400 GRE analytical reasoning items. These characteristics were correlated with indices of item difficulty and discrimination. Several item characteristics were predictive of the difficulty of analytical reasoning items. Generally, these same variables also predicted item discrimination, but to a lesser degree. The results suggest several content characteristics that could be considered in extending the current specifications for analytical reasoning items. The use of these item features may also contribute to greater efficiency in developing such items. Finally, the influence of these various characteristics also provides a better understanding of the construct validity of the analytical reasoning item type.     

Fiction,history and pedagogy: a double-edged sword

There are many areas of overlap between history and fiction. Teachers of history have long recognized this connection and used a range of fictional accounts in their teaching. In this article, we argue that fiction is a double-edged sword that must be handled carefully. On the one hand, it presents compelling characters and accounts that provide powerful connections with the past often missing from school history. On the other hand, the narrative force that draws the reader in and connects him or her to the experience of the characters also mitigates against alternative readings of the situation, undercutting the reader’s ability to understand the past in complex and critical terms. We contend that in the hands of effective teachers, the double-edged sword of fiction can be a valuable and effective tool in the teaching of history. We begin by exploring three scholarly conversations around the nature of history, history education and learning theory. We then discuss the general relationship between history and fiction, move on to describe two broad categories of fiction and their particular connections to history and history teaching and consider some of the tensions between history and fiction. Finally, we investigate pedagogical implications for effective use of fiction in the teaching of history.     

Developing Critical Curiosity in Adolescents

Critical consciousness refers to the ways in which individuals come to understand and challenge oppressive social forces. Philosopher-educator Paulo Freire argued that critical curiosity—an eagerness to learn more about and develop a deep understanding of issues of social justice—serves as an important catalyst to critical consciousness development. Yet, relatively little scholarship has considered how to foster critical curiosity in adolescents. The present qualitative study analyzed semi-structured interviews with 60 adolescents attending five Northeastern urban charter high schools with mission statements focused on fostering students' engagement in social action. Specifically, the study considered these students' perceptions of the impact of their respective schools' social engagement programming upon their critical curiosity. The interviews were analyzed using a flexible inductive/deductive approach drawn from the thematic analysis approach to qualitative analysis. The findings of this study indicate that students had a variety of conceptions of what stimulates their critical curiosity, including relevance, exposure to new perspectives, and receiving new, surprising information. Alignment with Freire's conceptions of critical curiosity and current curiosity scholarship, implications for educators, limitations, and future directions are discussed.     

Cultural Humility in Physical Education Teacher Education: A Missing Piece in Developing a New Generation of Socially Just Physical Education Teachers

ABSTRACT

The increased pluralism in today’s United States society, including our public school student population, has called for physical education teacher education (PETE) programs to train teachers who can respond to the educational needs of students from diverse backgrounds. However, concerns have been raised with educator preparation programs’ ability to prepare teachers to address diversity in our schools. Therefore, the purpose of this article is to discuss the movement toward teaching for social justice in PETE with focus on preparing teachers for cultural diversity; this includes special attention to cultural humility as a missing component in physical education teacher preparation. We discuss the current state of diversity in PETE, leading to a discussion of social justice as a theme in teaching and teacher education in physical education. Next, we detail the underpinnings of social justice pedagogies in physical education and the need for infusing cultural humility in PETE.     

Do Embedded Assessments in a Dual‐Level Food Chemistry Course Offer Measurable Learning Advantages?

The 2011 passage of the Food Safety Modernization Act requires managers to teach and verify that employees have learned and are engaged in science‐based food safety behaviors. Instructors using embedded assessments such as clickers can receive immediate feedback on how well learners understand what is being taught, allowing instructors to provide immediate, additional clarification and motivation. The objectives of this study were to: design and implement embedded assessment learning activities for each lecture objective in a combined undergraduate/graduate‐level, food chemistry course; measure students’ performance on three online examinations; and compare students’ performance on objectives reinforced by embedded assessment techniques against those objectives receiving traditional emphasis. For Exam 1, embedded assessment questions averaged 80.0% and traditional emphasis questions averaged 76.4%; for Exam 2, embedded assessment questions averaged 84.6% and traditional emphasis questions averaged 80.6%; and for Exam 3, embedded assessment questions averaged 85.9% and traditional emphasis questions averaged 73.7%. Pooling scores over all exams gave a grand mean of 83.6% for embedded assessment questions and 77.2% for traditional questions. As hypothesized, the average scores on questions reinforced by embedded assessment were considerably higher, 8.3% overall, with significantly (P < 0.05) higher scores. During lectures, students commented on the embedded assessments that then led to further discussion of any unclear points. When the class did poorly, operationalized as less than 80% correct, they petitioned to get a “do over” on the embedded assessment question after a clarifying discussion. Because the students became managers of their own learning, through embedded assessments, it is hoped that they will become more proficient instructors.     

SOCIAL JUSTICE, EDUCATION AND SCHOOLING: SOME PHILOSOPHICAL ISSUES

ABSTRACT:  Social justice is a key concept in current education policy and practice. It is, however, a problematic one in its application to schooling. This paper begins with a critique of the account of social justice offered by Gewirtz followed by an alternative philosophical notion based on the perfect world argument and the just society where equality is to the fore. This leads on to an exploration of what it is to be an educated citizen, consideration of the just school and discussion of the place of the school as an instrument for attaining social justice. The conclusion draws attention to the importance of the policy web as a way of developing coherent and unified policy designed to achieve social justice for all.