Deconstructing immigrant girls’ identities through the production of visual narratives in a Catalan urban primary school

In this article, the research findings of a deconstructive visual ethnography focused on the production of immigrant girls’ identities will be analysed. This collaborative research project involved experimentation with a dialogic curriculum aimed at creating diverse identity narratives with immigrant girls at an urban primary school in Barcelona. Using a theory of subjectivity based on feminist post‐structuralism and subaltern studies, I will deconstruct: (1) the role of ‘subjugated knowledges’ when the curriculum is used to rewrite children’s cross‐cultural narratives; (2) the production of local/global children’s identities through the interaction between ethnic, racial, gender, age and social class subjective and learning positions; and (3) the creation of new curricular spaces and times in which differences are empowered and distance is transformed between schools and families, public and private knowledge, official and subaltern identities, as well as between teaching and research.     

The building of pre-service primary teachers’ knowledge of mathematics teaching: interaction and online video case studies

This study explores how preservice primary teachers became engaged in meaning-making mathematics teaching when participating in online discussions within learning environments integrating video-clips of mathematics teaching. We identified different modes of participation in the online discussions and different levels of knowledge-building. The data can be explained by the type of task set in the learning environments and by a gradually improved shared understanding of the teaching. The structure of the learning environments supported inquiry into meaningful topics and knowledge-building through activities like identifying, interpreting and designing. These findings suggest that the different types of task and conditions of online discussion in the learning environments influence the nature of the interaction showing the correspondence between synergistic interaction and higher-order thinking.     

Preparing to transition to secondary education: perceptions of Dutch pupils with migrant backgrounds

Background: The transition from primary school to secondary school is a crucial period of time for children and this may be especially the case for pupils with migrant backgrounds. While there has been considerable research on the transition from primary to secondary school, more needs to be known specifically about the experiences of this group of pupils during their final year of primary school, as they prepare for their transition to secondary school.

Purpose: The study investigated how Dutch children with migrant backgrounds in their final year of primary school perceive the preparatory process for the transition to secondary school. In particular, we were interested in who the children felt were the important ‘actors’ (e.g. pupils, parents, teachers and others) in the preparatory process.

Sample: We collected data from 76 primary school pupils from three schools in an urban city in the Netherlands. The sample included pupils who, according to the Dutch system, were preparing to follow an academic pathway (i.e. the tracks known in this system as ‘HAVO’ or ‘VWO’) and those who were preparing to follow a vocational pathway (i.e. the track known as ‘VMBO’) in secondary education.

Design and methods: We used photo elicitation (N = 76) and also conducted semi-structured interviews with a subsample of the pupils (N = 25) to examine the roles of the important actors in the preparatory process. Data were analysed qualitatively; responses were coded and underwent pattern analysis in order to identify and describe repeating structures in the data. Data were grouped according to whether the pupils received school recommendations for an academic track or a vocational track.

Results: Findings suggested that the pupils perceived the most important actors to be the pupil, the classroom teacher and the parents. Both teachers and parents were considered valuable resources for pupils in the preparatory process. Patterns representing the participants’ perceptions of the roles of three actors – namely, (1) the child, (2) the classroom teacher and (3) the parents, were identified. Six patterns were identified with respect to the child, four with respect to the classroom teacher and two with respect to the parents. For some patterns, it was apparent that the responses of children in the vocational group and the academic group had different emphases.

Conclusions: The study highlights the importance for teachers and parents of children in their final year of primary school to be aware of the pupils’ perceptions of and feelings about their preparation for secondary school, so as to be in the best position to support them collaboratively.     

Approaches and Methodologies for a Course on History and Epistemology of Physics: Analyzing the Experience of a Brazilian University

This paper is an analysis of inserting history and philosophy of science (HPS) in a physics undergraduate program at a Brazilian university. It is an examination of the approaches and methodologies adopted by professors of a History and Epistemology course. The course aims to have an explicit approach to HPS. The results suggest a concern of the Physics Institute regarding inserting these questions into physics teacher training programs. The study also uncovered that the professors who taught the subject had different visions of HPS.     

Projecting to the NAEP Scale: Results from the North Carolina End-of-Grade Testing Program

Data from the North Carolina End-of-Grade test of eighth-grade mathematics are used to estimate the achievement results on the scale of the National Assessment of Educational Progress (NAEP) Trial State Assessment. Linear regression models are used to develop projection equations to predict state NAEP results in the future, and the results of such predictions are compared with those obtained in the 1996 administration of NAEP Standard errors of the parameter estimates are obtained using a bootstrap resampling technique.     

User Action and Social Interaction Mediated by Direct Manipulation Interfaces

In this paper we discuss a theoretical framework which aims to specify the conditions under which the mediation offered by an educational system (based on a direct manipulation interface) is effective for teaching and learning activities. We have worked out this framework on the basis of experience we have developed in designing, implementating and experimentating with systems for mathematics education. © IFIP, published by Kluwer Academic Publishers     

Assessing Quality and Evaluating Performance in Higher Education: Worlds Apart or Complementary Views?

This paper reflects on quality assessment and performance evaluation in higher education, namely by analysing the insufficient link between those two aspects. We start by reviewing the current state of the art regarding different processes and mechanisms of quality assessment and performance evaluation and discuss some of the major issues regarding the implementation of some of them. In particular, we analyse the current limitations regarding data collected, available and publicised on the performance of HEIs and the problems those limitations bring to a fair evaluation of higher education. Through this analysis we intend to contribute to a better understanding of the mechanisms of evaluation in higher education and the way these may lead to the promotion of better quality assessment practices and institutional management.     

On not being able to read or speak Malayalam: language and region in Kerala

Abstract

This paper attempts to read aspects of language, history, and literariness historically from the perspective of both Brazil and Kerala. It is also an attempt to compare two very distinct places from within a framework centred on the South. Initially, region and nation are discussed, as well as modernity and development, and the issue of thinking South–South connections from an anthropological perspective. Next, the matter of the complex connected histories of Kerala within the Indian Ocean is mentioned, including Portuguese colonial history. The image and influence of Latin America in Kerala is briefly brought up, especially in what concerns literary influence. There follows an extended discussion of issues of literacy and the rise of the novel in Kerala as well as the historical intricacies of the construction of Malayalam as a modern medium. A contrast with the literary construction of modernity in Brazil is made, and the importance of English in Kerala is accordingly highlighted as well as the issue of the coloniality of the Portuguese within Brazil's complex creolized history. An analysis of the pioneering novel of Chandumenon is offered, and a comparison with a novel in Brazil is subsequently sketched. The different historical contexts of nineteenth century Brazil and Kerala are stressed. The close interrelatedness between issues of language, nation, and region is emphasised as well as the internal complexities of modernity in both regions.     

Inter-rater reliability assessment for the new-born screening quality assurance

IntroductionTo ensure the quality of the new-born screening (NBS), our laboratory reviewed the analytical procedure to detect subjective steps that may represent a risk to the patient. Two subjective activities were identified in the extra-analytical phases: the classification of dried blood spots (DBS) according to their quality and the assignment of haemoglobin patterns. To keep these activities under control, inter-rater studies were implemented. This study aimed to evaluate the inter-rater reliability and the effectiveness of the measures taken to improve the agreement between observers, to assure NBS results’ quality.Materials and methodsDried blood spots specimens were used for the inter-rater studies. Ten studies were performed to assess DBS quality classification, and four to assess the assignment of haemoglobin patterns. Krippendorff’s alpha test was used to estimate inter-rater reliability. Causes were investigated when alpha values were below 0.80.ResultsFor both activities, the reliability obtained in the first studies was inadequate. After investigation, we detected that the criterion to classify a DBS as scant was not consolidated, and also a lack of consensus on whether or not to report Bart’s haemoglobin depending on its percentage. Alpha estimates became higher once the training was reinforced and a consensus about the appropriate criteria to be applied was reached.ConclusionInter-rater reliability assessment helped us to ensure the quality of subjective activities that could add variability to NBS results. Furthermore, the evolution of the alpha value over time allowed us to verify the effectiveness of the measures adopted.