Assessing intellectual potential in Tanzanian children in poor areas of Dar es Salaam

The research set out in this paper attempts to identify whether one of three conventional IQ tests is more capable of identifying intellectual potential amongst poor children in Dar es Salaam. To this end 1857 children from 17 government schools in poor districts of Dar es Salaam were asked to complete a questionnaire and undertake a range of tests. The study included teacher, peer and self-nomination. It has been noted that static testing may not fully elicit the abilities of African children. It has been suggested that dynamic testing might provide a more fair and equitable means of assessment. Therefore 101 students took part in a control and intervention group in order to investigate. The findings show a significant correlation between IQ test scores and other test outcomes. Those with larger families and older children perform less well on IQ tests. Peer ability and self-confidence positively influence test scores.     

Self-regulated strategy development in writing: Going beyond NLEs to a more balanced approach

In this article, we present an argument for consideration by those researching and promoting new learning environments (NLEs). We believe advocates of NLEs should consider the literature and research base indicating effective instruction is not based on a forced dichotomy between theoretical perspectives, but rather a thoughtful, pragmatic blending of practices based on evidence gained from various perspectives and lines of research. While unguided or minimally guided instructional approaches are popular and intuitively appealing, these approaches ignore substantial evidence indicating these approaches are less effective and less efficient than instructional approaches that incorporate guidance of the learning process that is faded as internal guidance is developed (Kirschner et al., Educ Psychol 41:75–86, 2006). We illustrate how integrating evidence from multiple theoretical perspectives leads to the development of more powerful approaches to learning and instruction through a review of the premises, evolution, and research behind Self-Regulated Strategy Development (SRSD) in the area of writing.     

社会认识论:知识政策的理论与实践(下)

本文的后半部分展现社会认识论的实践层面.在这里笔者认为,有组织的探究,即维基词典中广义的"科学",仅仅在一种宏观经济学的框架内才能被证明是一种富有献身精神的追求.这个论点紧跟着这样的需要,即需要福利国家或市场社会主义来确保公共产品的稳定产生.即使我们假定(这个假定是有争议的)个体非常了解自身的利益所在,也不能由此断定他们足够充分地了解他人的利益,以至于确信他们将会协力生产出合适的知识,使得他们所有人都能够达到其目的.     

A Similarity Heuristic in Children’s Possibility Judgments

Children often judge that strange and improbable events are impossible, but the mechanisms behind their reasoning remain unclear. This article (N = 250) provides evidence that young children use a similarity heuristic that compares potential events to similar known events to determine whether events are possible. Experiment 1 shows that 5- to 6-year-olds who hear about improbable events go on to judge that similar improbable events can happen. Experiment 2 shows that 5- to 6-year-olds more often affirm that improbable events can happen if told about related improbable events than if told about unrelated ones. Finally, Experiment 3 shows that 5- to 6-year-olds affirm the possibility of improbable events related to known events, but deny that related impossible events can happen.     

Literacy and Children Who Are Blind and Who Have Additional Disabilities— the challenges for teachers and researchers

This paper considers the challenges that confront teachers wishing to develop literacy skills in children with complex needs and the issues which face those wishing to research this area. The article is based upon work undertaken by the authors in the United Kingdom into the use of the Moon tactile code to provide access to literacy for children who are blind and who have additional disabilities. Moon has become established as an option for developing the literacy of children who are blind in the UK and it has been estimated that around 100 children are using Moon in their schoolwork. A general overview of the use of Moon by children in the UK is reported upon in McCall and McLinden (2001) and a full report of the Moon research project and its outcomes can be found in McCall (2000). Here the authors reflect on some of the challenges that have emerged during their 10 years of investigation in this area. The reflections are presented under four broad headings: "Resourcing Literacy," "Defining the Population," "Defining Literacy," and "Evaluating Literacy." Each of these headings represents a cluster of issues that the authors consider that those with an interest in the development of literacy for children with complex educational needs will need to address.     

Culture wars in the classroom: Prospective teachers question science

Does studying about the nature(s) of science contribute to a prospective teachers' effectiveness as a science teacher? This research grew out of a course created by a science educator and historian of science who believed prospective teachers needed more complex understandings of the cultural wars surrounding science. The research team consisted of five prospective teachers who participated in the course as well as the two instructors. This paper describes the experience of participating in the course from both perspectives. We argue that studying the cultural wars over science contributes to prospective teachers' professional growth as much because the course elicits tacit beliefs about school science as it introduces more complex understandings of science. We found that prospective teachers' tacit beliefs about school science were their greatest barrier to developing more complex understandings about the nature(s) of science. We contend that willingness to grapple with complexity and developing a professional identity by locating oneself in the conversations about the nature(s) of science are better criteria for determining the professional growth of prospective teachers than knowledge measures. Finally, we argue that prospective teachers should be viewed as professionals who are responsible for finding their own voice, making their own decisions, and considering the consequences of their beliefs on their practice. This study raises questions critical to teacher education programs for prospective teachers and teacher‐educators alike. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 895–915, 2000     

Distance education for aboriginal communities in Canada: Past experience and future potential

Abstract

Past experience with an industrial, classroom‐based educational model for aboriginal students has revealed severe limitations that have resulted in secondary graduation levels far below those of the Canadian population in general. Distance education has the potential to redress many of the traditional model's inherent weaknesses, including the reduction of problems associated with cultural assimilation. Distance education also has the potential to enhance the multimedia resources of band‐controlled schools, schools that have shown good promise in raising retention and attainment rates. This article reviews the current situation pertaining to education in Canadian aboriginal communities, discusses the strengths and weaknesses of two distance education programs for aboriginals, and concludes with key guidelines for future distance education endeavors.     

The Development of Children's Memory for the Time of Past Events

Previous research on adults' and children's memory for the time of past events has generally overlooked the fundamental distinction between knowledge of temporal distance in the past and knowledge of temporal locations. This study applied the distinction to the development of time memory. Children of 4, 6, and 8 years of age experienced 2 target events, one 7 weeks and the other 1 week before testing. They were asked to judge the relative recency of the 2 events and to localize the older event by time of day, day of the week, month, and season. Even the 4-year-olds were successful in judging the relative recency of the 2 events and localizing the older event by time of day. However, on the 3 longer time scales, only the 6- and 8-year-olds could localize the older event, reason about possible times that it could have occurred, or tell the present time. The great accuracy of the time-of-day judgments at all 3 ages is almost certainly not due to distance-type information. The results show the separate development of distance and location judgments.