Globalisation and science education: Rethinking science education reforms

Like Lemke (J Res Sci Teach 38:296–316, 2001), I believe that science education has not looked enough at the impact of the changing theoretical and global landscape by which it is produced and shaped. Lemke makes a sound argument for science education to look beyond its own discourses toward those like cultural studies and politics, and to which I would add globalisation theory and relevant educational studies. Hence, in this study I draw together a range of investigations to argue that globalisation is indeed implicated in the discourses of science education, even if it remains underacknowledged and undertheorized. Establishing this relationship is important because it provides different frames of reference from which to investigate many of science education's current concerns, including those new forces that now have a direct impact on science classrooms. For example, one important question to investigate is the degree to which current science education improvement discourses are the consequences of quality research into science teaching and learning, or represent national and local responses to global economic restructuring and the imperatives of the supranational institutions that are largely beyond the control of science education. Developing globalisation as a theoretical construct to help formulate new questions and methods to examine these questions can provide science education with opportunities to expand the conceptual and analytical frameworks of much of its present and future scholarship. © 2005 Wiley‐Liss, Inc.     

The Power and the Story

Role-play can be empowering, engaging and motivating. Very young children naturally incorporate the texts they have seen and heard into their role-play in quite sophisticated ways. This article seeks to explore the collaborative and creative nature of role-play and to connect this living through imagined experience to early reading encounters.     

Promoting Interaction with Children using Augmentative Communication through a Peer‐directed Intervention

One factor that is critical to the successful integration of children using augmentative and alternative communication (AAC) systems is establishing interaction with peers. AAC systems have the potential to increase the opportunities for interaction, but successful social interaction is dependent on a range of factors including the communicative knowledge, skills, and attitudes of partners. The present study attempted to increase the quantity of social interaction in classroom settings between children (aged 5 to 9 years) using AAC systems and their peers. A multifaceted intervention was directed at communicative partners, and most particularly, peers. The study was 15 weeks in duration and utilised a multiple baseline across subjects design. The study demonstrated the effectiveness of an intervention to increase social interaction.     

Comparing Associations Between Puberty,Ethnic–Racial Identity,Self-Concept,and Depressive Symptoms Among African American and Caribbean Black Boys

Research on pubertal development among Black boys is limited. Addressing this gap, we examined associations between three pubertal domains (e.g., voice change, hair growth, and perceived relative timing), depressive symptoms, self-esteem, and self-efficacy, among a nationally representative sample of 395 African American and 164 Caribbean Black boys (M_age = 15 years). Moderation by ethnic–racial identity (e.g., racial centrality, racial regard) was also explored. Results indicated that for both ethnic subgroups early voice change increased self-esteem; whereas early voice change increased depressive symptoms among boys who felt society views Blacks more negatively. Buffering effects of ethnic–racial identity also varied significantly between the two groups. Findings suggest that the meaning Black boys ascribe to their ethnic–racial group may explain puberty-linked outcomes.     

Class-wide Positive Behavior Support in Preschool: Improving Teacher Implementation Through Consultation

As the number of young children displaying challenging behavior in early childhood grows, so too does the need to implement evidence-based practices that prevent challenging behavior. Positive Behavior Support (PBS) provides a framework of tiered interventions focused on promoting social-emotional development and preventing challenging behavior. This study investigated the effects of consultation on teachers’ implementation of universal PBS practices and children’s academic engagement. A multiple-baseline design was applied across four preschool classrooms serving children from 33 to 63 months of age. A strong relationship was documented between consultation and teachers’ implementation of PBS skills. High levels of academic engagement were maintained following consultation. Implications of the results are provided for applications of universal PBS practices in early childhood settings.     

Interpretation and the Role of the Viewer in Museums of Modern and Contemporary Art

Abstract What does the term “interpretation” mean when it's encountered in museums of modern and contemporary art — and is something missing? Studies conducted by the Phillips Collection in Washington, D.C., the Walker Art Center in Minneapolis, and the University of Leicester in England reveal that visitors want more information about art. In this article, interviews with the directors of the Phillips and the Walker (as well as other museum professionals and academics) examine interpretative practices today and suggest plans for tomorrow. When preparing future interpretive materials, the author advocates that museums expose visitors to the idea that they make their own meaning when viewing art.     

Lower leg and foot contributions to turnout in female pre-professional dancers: A 3D kinematic analysis

Turnout is a central element of classical ballet which involves sustained external rotation of the lower limbs during dance movements. Lower leg and foot compensation mechanisms which are often used to increase turnout have been attributed to the high incidence of lower limb injury in dancers. Evaluation of dancers’ leg posture is needed to provide insight into the lower limb kinematic strategies used to achieve turnout. The primary purpose of this study was to use 3D kinematic analyses to determine the lower leg and foot compensations that are incorporated by female university dancers to accentuate their turnout. Active and passive external tibiofemoral rotation (TFR) was also measured. A moderate-strong negative relationship was observed between hip external rotation (HER) and foot abduction in the three first position conditions. A moderate negative relationship was found between passive TFR and foot abduction in all first position conditions. Our findings suggest dancers are more likely to pronate, than rotate the knee to compensate for limited HER. Dancers with a limited capacity to pronate may force additional rotation via the knee. Ongoing research would benefit from more in-depth analyses of the foot/ankle complex using a multi-segment foot model.