The function of response mode in the coordination of perspectives

Visual perspective taking has attracted research interest as a result of Piagetian formulations regarding its ontogenesis. Some investigators have interpreted failure as a consequence of egocentrism while others have hypothesized task variables as the source of failure. The present study directly compared the effects of a picture selection response with a rotational one. Forty 3-year-olds and forty 4-year-olds were compared on the response modes. Half the children indicated perspective inferences by selecting from a set of photographs while the others rotated a replica. Children were tested on three nonegocentric perspectives. The data were analyzed with a 2(age) × 2(response mode) ANOVA. Significant effects were found for response mode and the age × response interaction. It was concluded that while both 3- and 4-year olds were able to demonstrate perspective-taking competence, the 3-year-olds performed better with the turning task; 4-year-olds were equally successful in either mode.     

Carnivals, the Carnivalesque, The Magic Puddin', and David Almond's Wild Girl, Wild Boy: Toward a Theorizing of Children's Plays

This article seeks to extend current children's literature criticism into children's plays and children's theatre. The article uses Norman Lindsay's The Magic Pudding as a prose introduction to an idea of a theatrical carnivalesque. Building on the practical experience of being involved in a large program of original drama for children, written and produced within the university context, it develops a theory of plays-as-the-performance-of-texts, relating this to the current debate on performance and performativity. It adopts the idea of performativity as performative belonging and identifies some distinguishing characteristics of children's plays. Applying some of these ideas to David Almond's Wild Girl, Wild Boy, it notes the idea of moral psychic reorganisation as part of the essence of carnival.     

Successful graduate students: The roles of personality traits and emotional intelligence

Given the complex role of school psychologists, it is in the interest of stakeholders to identify characteristics related to student success in graduate training, which is suggestive of their effectiveness as practitioners. This study explores the relationship of personality traits and Emotional Intelligence (EI) to graduate students' performance in the classroom and the field. Participants were 63 school psychology students who completed measures of EI and Big Five personality traits. These measures were compared with two outcomes that can be indicators of success: Graduate grade point average (GGPA) and supervisor ratings of student performance at internship upon completion of their studies. EI was significantly correlated with GGPA; personality traits were not. The personality trait Conscientiousness and EI were significantly correlated with internship ratings. The implications and limitations of this preliminary data set for school psychology training programs are discussed. © 2011 Wiley Periodicals, Inc.     

Professional Development for Faculty: A Conceptual Framework of Barriers and Supports

Professional development for faculty in higher education takes many forms, from self-directed activities to organized programs of learning. Described in this article is a comprehensive definition of continuing professional development followed by a conceptual framework for thinking about those factors that support or impede our professional development. We conclude with a case study of one professor's career development, noting where various factors in the framework have played a part.     

The use of branding by trade publishers: An investigation into marketing the book as a brand name product

Publishing has traditionally been an introspective industry, and while this is gradually changing, there is a need for publishers to adopt a more market-led approach. This requires the development of branding strategies to increase levels of recognition and consumer loyalty among the book buying public. The nature of the book as a product presents difficulties in applying branding theory to the industry and this study provides an insight into the issues involved in branding the imprint and the author and examines how some trade publishers are addressing these issues. The study also examines the public perception of brands within the trade sector and examines how much impact publishers’ brands have made with the consumer.     

Artificial intelligence and multimodal data in the service of human decision-making: A case study in debate tutoring

The question: “What is an appropriate role for AI?” is the subject of much discussion and interest. Arguments about whether AI should be a human replacing technology or a human assisting technology frequently take centre stage. Education is no exception when it comes to questions about the role that AI should play, and as with many other professional areas, the exact role of AI in education is not easy to predict. Here, we argue that one potential role for AI in education is to provide opportunities for human intelligence augmentation, with AI supporting us in decision-making processes, rather than replacing us through automation. To provide empirical evidence to support our argument, we present a case study in the context of debate tutoring, in which we use prediction and classification models to increase the transparency of the intuitive decision-making processes of expert tutors for advanced reflections and feedback. Furthermore, we compare the accuracy of unimodal and multimodal classification models of expert human tutors' decisions about the social and emotional aspects of tutoring while evaluating trainees. Our results show that multimodal data leads to more accurate classification models in the context we studied.     

Dancing with the Monster: Teachers Discuss Racism,Power, and White Privilege in Education

The Urban Review - Teachers do not often have opportunities to openly examine and discuss issues of racism, power, and white privilege. In fact, as Lisa Delpit and other educators have pointed out,...     

骨干教师培训评估体系的概念框架与标准

美国杜肯大学教育学院围绕国家教师教育资格认证委员会(NCATE)制定的教师培养概念框架构造要素:机构、组织设想和使命;组织的运作哲学、目的及目标;知识基础,包括理论,研究,实践策略以及教育政策;学员业务能力与相应的专业标准、国家标准以及机构标准相吻合;学员表现定期测评系统,提出杜肯大学骨干教师培训项目(LTP)中评估系统的设计与专业标准、国家标准衔接过程中遵循的九项标准:哲学和心理学基础;领域和主题;学员业务能力与职业标准、国家标准的衔接;对技术的承诺;对多样性的承诺;教师作为领导者、职业素质;发展学校职业合作伙伴;评估体系。