‘But when are they going to produce some artwork?’ Against Pastiche: Issue‐Based Art and Authorship within the Key Stage 3 Curriculum

Ideas and issues based contemporary art is often seen as something to be avoided in schools, as the controversial subjects that it broaches are often perceived as problematic and inappropriate. However, by censoring education, it can be seen that educators are missing vital opportunities to confront the relevant personal, social, political and cultural issues that shape young peoples' lives in our postmodern, contemporary society. This article reflects on the experiences of an artist/teacher gained through the Recreating Landscapes (Illuminate Project), which aimed to utilise LeWitt's concept of the ideas ‘machine’ to broaden the way that Key Stage 3 art is taught and explore student voice. The construct of the teacher as giver of knowledge was challenged, informed by Barthes' work on the deconstruction of the modernist concept of Authorship. Issues were derived from a pupil voice workshop and the ownership of response to this stimulus belonged to the students. The aim was to challenge mimetic, technical achievement often favoured in ‘traditional’ school art pedagogy, allowing ideas and discussion to be the lynchpin, shifting away from the emphasis commonly placed on outcomes. Through this practice it was hoped that the ‘landscape’ of the learning environment would be recreated: a discursive setting where issues perceived as ‘challenging’ could be broached in a supportive environment, enabled by a reconsidered, culturally relevant pedagogy.     

The role of pragmatic arguments in computer ethics

The purpose of this paper is to stress the importance of pragmatic arguments if we are to reach overlapping consensuses across cultural and disciplinary borders. An analytical distinction is made between, on the one hand, arguments based on socio-political or philosophical presuppositions, and on the other hand, pragmatic arguments. The latter are (as far as possible) detached from culture-specific or disciplinary presuppositions. I will mainly focus on the issue of regulation and surveillance on the Internet, and put forward a selection of pragmatic arguments for why widespread regulation and surveillance ought to be avoided. These arguments are intended to reach the same conclusion as arguments that are based on socio-political and philosophical presuppositions, with the aim of creating overlapping consensuses.     

Transactional Links Between Social Anxiety Symptoms and Parenting Across Adolescence: Between- and Within-Person Associations

This 4-year longitudinal multi-informant study examined between- and within-person associations between adolescent social anxiety symptoms and parenting (parental psychological control and autonomy support). A community sample of 819 adolescents (46.1% girls; M_ageT₁ = 13.4 years) reported annually on social anxiety symptoms and both adolescents and mothers reported on parenting. Between-person associations suggested that adolescent social anxiety symptoms were associated with higher adolescent- and mother-reported psychological control and lower mother-reported autonomy support. At the within-person level, however, mothers reported lower psychological control and higher autonomy support after periods with higher adolescent social anxiety symptoms. Our findings illustrate the importance of distinguishing among between-person and within-person associations and including perceptions of both dyad members in longitudinal research concerning parenting and adolescent mental health.     

Clinical Anatomy and Unexpected Careers: Is There Curriculum for That?

Reduction in faculty positions in higher education and increased graduate matriculation rates represent a higher education conundrum. Planned happenstance theory (PHT) is a career development model focusing on positive outcomes resulting from unpredictable precareer events. This mixed methods study explores how PHT applies to the career paths of a clinical anatomy (CA) postgraduate cohort. It provides insight into educational practices designed to equip students for labor markets inside and outside academia. Alumni of CA (n = 12; 2014-2018) were interviewed about career-related events transpiring from graduate studies to present, allowing exploration on how PHT contextualizes their shared experiences. Planned happenstance career inventory (PHCI) enumerated planned happenstance skill (PHS) scores. Total PHS was referenced 527 times across 12 interviews. Of the PHS references, curiosity established highest incidence (154 references, 29%), optimism (132 references, 25%), flexibility (101 references, 19%), risk-taking (85 references, 16%), and persistence (55 references, 10%) and 43 distinct happenstance events were documented. In addition, social networking (52 references) arose as an emergent code and was divided into internal networking (28 references, 54%) and external networking (24 references, 46%). Application of the five-point PHCI scale revealed: curiosity (4.4 ± 0.3; mean ± SD), flexibility (3.6 ± 0.7), persistence (4.4 ± 0.3), optimism (4.3 ± 0.4), and risk-taking (4.1 ± 0.5). Curiosity had the strongest association with happenstance event incidence. Social networking was a key substituent of PHT not yet described in the literature. Educational practices incorporating PHT concepts, with emphasis on curiosity, may provide graduates novel metacognitive skills needed to develop novel career paths.     

The Naked Truth about the Naked This: Investigating Grammatical Prescriptivism in Technical Communication

The decision to follow the demonstrative this with a noun phrase is important to students’ writing development. Previous research has emphasized when students should not attend this rather than studying why students make the choice. Using a corpus-linguistic approach, we investigated 1,999 instances of (un)attended this in student technical and academic writing. High shares of unattended this were found in both text types as well as in original and revised drafts.     

Databases on Human Rights Education

International Review of Education -     

“We thought it might encourage participation.” Using lottery incentives to improve LibQUAL+™ response rates among students

Libraries deploying the LibQUAL+? survey can offer a lottery incentive and many do so in the hope of increasing response rates. Other libraries may be prohibited from offering one because of Institutional Review Board restrictions, as is the case at Oregon State University. We wanted to discover why libraries offer lottery incentives, what kinds of incentives, and if they believe these incentives have a positive impact on their response rates. The responding libraries hold a general belief that lottery incentives are effective, but base this on feeling rather than research. We examine what the literature says about lottery incentives and student populations.     

Teacher counternarratives: transgressing and ‘restorying’ disability in education

This inquiry aims to explore the disconnect between the disability studies in education (DSE) perspectives on inclusive schooling held by a group of dually certified inclusive educators and the everyday, lived experiences of these same teachers who find themselves teaching students with labelled disabilities within the confines of the special education bureaucracy. Through a collaborative inquiry circle (with a teacher educator who is a faculty member in a dual-certification programme informed by a DSE perspective and seven teachers who are graduates of this teacher education programme), this study aims to: (1) articulate the dominant narratives or storylines about disability in education that may ‘discipline’ teachers' practice within the special education bureaucracy; (2) illustrate some of the ways in which teachers do resist and transgress the discursive structures of schooling in ways that enable them to ‘restory’ disability in education; and (3) explore the implications of this work for preparing teachers to be dually certified, inclusive educators of all children in public schools.     

Professional Competence of Prospective Teachers in Business and Economics Education: Evaluation of a Competence Model Using Structural Equation Modeling

Teacher competence is crucial for quality of teaching and learner achievement. Competency models and competence measurement are prevalent in domains such as the natural sciences and lacking in others. We conducted our research in the field of business and economics education by focusing on the accounting domain because it is key to a deep understanding of the economic context and the development of economics competence. To teach well, teachers require professional knowledge, which is mainly composed of content knowledge (CK), pedagogical content knowledge (PCK), and pedagogical knowledge (PK). Our competence model comprises the cognitive component of professional knowledge and the noncognitive components of beliefs, self-efficacy, and self-regulation. To measure competence in competence of prospective teachers, we employed novel instruments to test for professional knowledge and beliefs as well as established ones to test for self-regulation and self-efficacy. The sample consists of 1,152 students at 24 German universities. The structure of the competence model was tested. Results suggest that professional competence in accounting has at least four distinct dimensions (CK, PCK, beliefs, and self-regulation aspects).