Children's Use of Memory Editing Strategies to Reject Source Misinformation

This is the first reported study of children's use of two metacognitive strategies, recollection rejection and diagnostic monitoring, to reject misinformation. Recollection rejection involves the retrieval of details that disqualify an event, whereas diagnostic monitoring involves the failure to retrieve expected details. First (n = 56, age 7 years) and third graders (n = 52, age 9 years) witnessed a staged classroom interaction involving common and bizarre accidents, were presented with misinformation about the source of these events, and took a memory test. Both age groups used recollection rejection, but third graders were more effective. There was little evidence that diagnostic monitoring influenced responses for bizarre events, potentially because these events were not sufficiently bizarre in the context of the stereotype induction.     

On constructs and the construction of teachers’ professional knowledge in a post-Soviet context

This paper examines the understandings (‘constructs’) of teachers’ professional knowledge and its sources that underpin current practice in initial teacher education in Kazakhstan and in particular the way in which pedagogika contributes to these. Drawing on empirical data collected over four years, the paper illustrates the ways in which professional knowledge and professional preparation of teachers in pre-service institutions are constructed within the Kazakh and Soviet pedagogical traditions, albeit with some reference to international scholars. Teachers’ professional knowledge is formed from pedagogic theory mediated by academic staff in what is seen by many from outside and inside the country who are engaged in educational ‘reform’ in Kazakhstan as a largely didactic style with little or no critical engagement or exploration of the implications for practice. This stands in contrast with two recent professional development programmes: the Collaborative Action Research and Center of Excellence, which are focused on interactive learning and teaching, reflective practice, classroom action research, and teachers’ collaboration as sources for teachers’ professional knowledge. This paper highlights this contrast and begins to explore what happens when these two different approaches to the construction of teachers’ professional knowledge encounter each other.     

Including Inquiry-Based Learning in a Flipped Class

Abstract

Flipped classrooms and inquiry-based learning (IBL) have each become popular in their own right, leading to a natural question: Why not combine these two great ideas? Although flipping a class usually involves students reading or watching videos before class, and IBL focuses on allowing and encouraging students to develop material on their own, both styles emphasize active learning and critical thinking through activities such as group work and presentations while minimizing lectures. In this article, I discuss ways that the two teaching styles can complement each other and be implemented concurrently, with some examples from my flipped calculus II course. Throughout this discussion the focus remains on ways to keep students engaged and how to instill deep content knowledge.     

Wearing,speaking and shouting about sexism: developing arts-based interventions into sexism in the academy

This paper examines a project that developed humorous, irreverent and subversive arts-based interventions into sexism in the academy. Two workshops were run with women currently working in teacher education in Australian universities. The researchers worked with the participants collaboratively and in line with feminist practices and methodologies to develop interventions that were performed at a large multidisciplinary educational research conference. The paper outlines the origins of the project, the feminist scholarship that inspired it, the methodological framework as well as a discussion about three of the interventions and demonstrates that sexism both (re)produces structural disadvantage for women in higher education as well as being characterised by a set of micro practices that shape the everyday experiences of women in the academy. Although this research is set within an Australian context, the paper acknowledges that sexism is systemic within higher education across contexts.     

Librarians in the Woods Hole Biomedical Informatics course

What has come to be known as the "Woods Hole course", Biomedical Informatics, is a week-long course sponsored by the National Library of Medicine which has been offered since 1992. Its participants include librarians, clinicians, educators, and administrators. This article discusses the content of the course and its applicability to medical librarians.     

Teachers’ content knowledge about oral language: measure development and evidence of initial validity

Reading and Writing - Efforts to improve classroom language practices and children’s language learning, as a means of supporting reading comprehension, may depend on teachers’ knowledge...