PSYCHOLINGUISTIC CHARACTERISTICS OF CONDUCT PROBLEM BOYS∗

Forty‐seven boys identified by their third grade teachers as conduct problems were administered the ITPA and subdivided into three groups on the basis of race and social class: (1) the working class Negro group (N = 21); (2) the working class White group (N = 14); and (3) the middle class White group (N = 12). The total sample (N = 47) performed significantly below the standardization population on Auditory Reception, Visual Memory, Verbal Expression and Grammatic Closure and significantly above on Sound Blending. The working class Negro group did significantly poorer on the ITPA than the other two groups which did not differ significantly from each other. All three subgroups performed significantly below the standardization population on visual sequential memory. This latter result may indicate a non‐verbal learning disability which interferes with learning appropriate social behavior.

     

‘I came like the thunder and I vanish like the wind’: exploring genre repertoire and document work in the Assemblea operai e studenti of 1969

This paper will examine a suite of documents generated within one Italian post-war social movement as a means to explore four assertions: (a) that the common practice of addressing the printed word generated by social movements primarily as bearers of linguistic and conceptual content (‘texts’) too often comes at the price of ignoring certain fundamental matters of which the materiality of these documents can inform us; (b) that, connected to this, the lenses of genre and genre repertoire offer important means of deepening our readings not only of the content of social movement documents, but also the broader context of their production and use; (c) used with care, understandings of genre, genre repertoire and the materiality of documents can likewise inform the efforts of those working—in the community, in the history and heritage professions, and at the intersection of all three—to preserve and manage such documents; (d) reflections upon genre, genre repertoire and the materiality of documents may also contribute to the ongoing development of a critical information studies.     

Student perceptions of an upper-level, undergraduate human anatomy laboratory course without cadavers

Several programs in health professional education require or are considering requiring upper-level human anatomy as prerequisite for their applicants. Undergraduate students are confronted with few institutions offering such a course, in part because of the expense and logistical issues associated with a cadaver-based human anatomy course. This study describes the development of and student reactions to an upper-level human anatomy laboratory course for undergraduate students that used a regional approach and contemporary, alternative teaching methods to a cadaver-based course. The alternative pedagogy to deliver the curriculum included use of commercially available, three-dimensional anatomical virtual dissection software, anatomical models coupled with a learning management system to offer Web-based learning, and a new laboratory manual with collaborative exercises designed to develop the student's anatomical skills and collaborative team skills. A Likert-scale survey with open-ended questions was used to ascertain student perceptions of the course and its various aspects. Students perceived that the noncadaver-based, upper-level human anatomy course with an engaging, regional approach is highly valuable in their learning of anatomy. anatomy.     

Learning in and beyond school gardens with cyber-physical systems

This design-based research study considers the learner-generated design and refinement of a school garden. We report one enactment of the Connected Gardening project in order to illuminate and understand how a fourth-grade class organizes and refines its garden plot using observations of the physical environment and evaluations of data from a networked digital probe. By examining the ways individuals, materials, and activities influence, and are influenced by, one another, our qualitative analysis characterizes interplay among an ecosystem, a garden and graphical representations of environmental indicators in real time and over time. We consider the novel affordances of such a cyber-physical systems for supporting participatory culture within yet beyond school classrooms.     

Perceived Value of Certification as a Process for Training Managers: A Case Study From the Hospitality Industry

This paper uses a qualitative research methodology to investigate the perceived value of certification as a process for training managers in the lodging industry. Using a “stakeholder group” to provide face validity, a dual-level sample was contacted, consisting of 10 high-ranking corporate-level managers and 185 hotel general managers. Respondents were asked to determine how they would distribute resources in support of various academic qualifications, including a certification program sponsored by the American Hotel and Motel Association—the “Certified Rooms Division Executive” (CRDE). Respondents also were asked to rank qualifications in terms of utility for hiring and promotion. The following major conclusions were reached. In the hospitality industry: (a) Certification is seen as a viable methodology for training in lower-level management skills, especially among those property level general managers who have little formal education; (b) there was a clear distinction between support for certification at the corporate vice-presidential level and the property general managers' level, with property level managers expressing greater support; and (c) the CRDE is “valued” above a generic two-year degree, in both hiring and first promotion, if other “personal” factors are ignored.     

Contextualizing privacy with wearable data in higher education

This conceptual study uses dynamic systems theory (DST) and phenomenology as lenses to examine data privacy implications surrounding wearable devices that incorporate stakeholder, contextual and technical factors. Wearable devices can impact people's behaviour and sense of self, and DST and phenomenology provide complementary approaches for emphasizing the subjective experiences of individuals that occur with the use of wearable data. Privacy is approached through phenomenology as an individual's lived bodily experience and DST emphasizes the self-regulation and feedback loops of individuals and their uses of wearable data. The data collection, analysis and communication of wearable data to support learning systems alongside privacy implications for each are examined. The IoT, cloud computing, metadata and algorithms are discussed as they relate to wearable data, pointing out privacy risks and strategies to minimize harm.

Practitioner notes

What is already known about this topic

• Data privacy is a complex topic and is approached through different perspectives, influencing the degree of an individual's data autonomy.
• Wearable technology is increasing in the consumer market and offers great potential to learning environments.

What this paper adds

• Extends extant literature on dynamic systems theory and phenomenology, contributing these perspectives to educational research in the context of student data privacy and wearable technologies.
• Provides a framework to understand the complex and contingent ways that privacy can be understood in the collection, analysis, and communication of wearable data to support learning.

Implications for practice and/or policy

• Higher education faculty and educational policymakers should consider various interactions in systems and among systems of how wearable data collection may be analysed, communicated and stored, potentially exposing students to privacy harms.
• Multiple actors in learning systems must engage in continuous and evolving feedback loops around data security, consent, ownership and control to determine who has access to student data, how it is used and for what purposes.
• The EU's General Data Protection and Regulation offers one of the most comprehensive frameworks for higher education institutions and faculty around the world to follow for protecting student data privacy.