The effect of school entrance age on academic achievement and social-emotional adjustment of children: Follow-up study of fourth graders

One hundred and thirty-seven fourth-grade pupils participated in a follow-up study of the effect of school-entrance age on academic achievement and social-emotional functioning. The sample included 73 oldest pupils, born in the months of January to March, and 64 youngest pupils, born in October to December of the same calendar year. Results indicated that differences between the two groups in academic and social-emotional measures, found when the subjects were in first grade, persisted in part to the fourth grade. The youngest subjects continued to score lowest in mathematics and in oral and silent reading comprehension; they were slower readers; and they had higher trait anxiety scores. In addition, the differences between the groups in oral and silent reading comprehension performance were found to increase over the years.     

ESD Pedagogy: A Guide for the Perplexed

This article addresses issues regarding implementation of Education for Sustainable Development (ESD) within formal education systems. In particular, it seeks to identify the basic essential components of ESD pedagogy. The authors present a theoretical pedagogical framework based on accumulated theory and experience in the field. The framework aspires to encompass the majority of prevailing pedagogies within a simple set of four basic principles. It will be argued that the four principal pedagogies are basic and indispensable prerequisites for achieving the goals of ESD, and the lack of one is sufficient to undermine the ESD's pedagogical construct.     

Patterns and purposes in the uses and misuses of the term ‘critical thinking’ in the social sciences

This article analyses the uses and representations of the term “critical thinking” in the social science literature, based on a qualitative content analysis of titles, abstracts and keywords retrieved from the SCOPUS database for Germany, France and Russia over the last two decades. Our analysis focuses on how the use of the term “critical thinking” has increased over time, in which contexts the term is used and in which part of article texts it is used. Our findings are counterintuitive on several levels. First, the term “critical thinking” is seldom used in a pluri-disciplinary context. More commonly, it is used within specific discourses—notably education. Second, we found that it is mainly used instrumentally, rather than analytically. Third, most of the articles that use the term do not engage in actual critical analysis. There are also important geographic variation in the use of the term. In articles from Germany and Russia the term is used in similar ways—and differently in France. These nuances are difficult to analyse however, due to the different topics addressed, as well as author preferences. The use of the term “critical thinking” is diverse; indeed, at times weak and paradoxical. Finally, we discuss how editorial policy in academic journals possibly influences the discourse on critical thinking.     

Should students design or interact with models? Using the Bifocal Modelling Framework to investigate model construction in high school science

The Bifocal Modelling Framework (BMF) is an approach for science learning which links students’ physical experimentation with computer modelling in real time, focusing on the comparison of the two media. In this paper, we explore how a Bifocal Modelling implementation supported learning outcomes related to both content and metamodeling knowledge, focusing on the role of designing models. Our study consisted of three conditions implemented with a total of 69 9th grade high-school students. The first and second classes were assigned two implementation modes of BMF: with and without a model design module. The third condition, employed as a control, consisted of a class that received instruction in the school’s traditional approach. Our results indicate that students participating in both BMF implementations demonstrated improved content knowledge and a better understanding of metamodeling. However, only the ‘BMF-with-design’ group improved significantly in both content and metamodeling knowledge. Our qualitative analyses indicate that both BMF groups designed detailed models that included scientific explanations. However only students who engaged in the model design component: (1) completed a detailed model displaying molecular interaction; and (2) developed a critical perspective about models. We discuss the implications of those results for teaching scientific science concepts and metamodeling knowledge.     

Several CASE Lessons Can Improve Students’ Control of Variables Reasoning Scheme Ability

This study addressed one aspect of scientific reasoning, the control of variables reasoning scheme. We explored whether a short intervention aimed at accelerating this reasoning scheme by CASE lessons would improve students’ ability to apply this scheme in problems related to the biology curriculum. About 120 students from grade nine were assessed for their Piagetian cognitive level and were divided into two groups, control or intervention. A short intervention of three sessions took place in the intervention group only. Both groups were then instructed on the topic of enzymes according to the biology curriculum and undertook a final exam. The results showed that only 20% of the population acquired the Piagetian formal operations level, in line with previous findings. In addition, it was found that the short intervention had a significant effect on students’ ability to use the control of variables reasoning scheme.     

A Method for Studying Climate-related Changes in the Condition of Decorated Wooden Panels

Museum objects are often highly complex and composed of materials with varying properties, some of which may have changed as a result of ageing and/or conservation treatments. Research into defining sustainable environmental conditions by balancing energy cost and risk to these vulnerable objects has mainly focused on experiments in laboratories with new, single materials or on computer modelling, but only to a limited extent on actual objects. This paper presents a method to collect empirical data from a large group of decorated wooden panels in order to investigate the effects of humidity fluctuations on these objects and relate them to their material properties and construction. Wooden panels were chosen as they are regarded to be particularly sensitive to fluctuations in relative humidity. The fluctuations may cause the wood to shrink and swell and can result in open glue joints, cracks, and deformation of the panels as well as losses and cracks in the decorative layers. Empirical data are scarcely available as yet but are essential to study relationships between material properties, type of construction, damage, and as input and validation for modelling and experimental studies. The method, referred to as the Rijksmuseum Study, was performed on a group of 300 objects from the furniture and paintings collections of the Rijksmuseum.     

Pedagogical Perspectives and Practices Reflected in Metaphors of Learning and Digital Learning of ICT Leaders

This study examines the meaning attributed to the contribution of technology to pedagogical practices from the perspective of school ICT leaders. While previous studies use metaphors for bottom-up exploration, this study employs an innovative combination of bottom-up and top-down metaphor analysis based on two frameworks: (a) metaphors of general learning (Paavola, Lipponen, & Hakkarainen, 2004)—acquisition, participation, and knowledge creation, and (b) metaphors of digital learning (Shamir-Inbal & Blau, 2016)—toolbox, active player, creative mind, shared desktop, and inter-connected world. Semi-structured interviews were conducted with 13 ICT leaders, including eight elementary school ICT coordinators and five regional ICT coordinators. All three metaphors of general learning and five digital learning metaphors were found in perspectives and pedagogical practices reported by the interviewees. However, the prevalence of each metaphor and the intersections of general and digital learning metaphors were quite different. The analysis based on metaphors shed light on the perspectives of ICT leaders regarding the meaning and nature of learning processes and on pedagogical practices in their schools.     

“Hello! This is Jerusalem calling”: The revival of spoken Hebrew on the Mandatory radio (1936–1948)

ABSTRACT

In this article we argue that an important landmark in the revival of spoken Hebrew has been overlooked by historians, linguists, and culture scholars: The launching of Kol Yerushalayim, the Hebrew Service of British Mandatory Radio, on 30 March 1936. Between 1936 and 1948 the Hebrew Hour became the shared public space in which spoken Hebrew – dynamic, updated, meticulously pronounced – was realized. The important role of the Hebrew radio in the Yishuv can be attributed to five factors that were responsible for the spread of spoken Hebrew among both veterans and newcomers: (1) its ability to reach into listeners’ homes, which served as a metonym for the yet-absent Zionist sovereignty, creating a shared, exclusive Hebrew space; (2) its contribution to the standardization of Hebrew by adopting the Sephardic accent; (3) its enrichment and updating of the language by inventing and suggesting vital neologisms; (4) its institutionalization of regular time-slots for teaching the language; (5) its innovative ways of addressing audiences, who were simultaneously far away and very close, in accordance with the characteristics of the new medium.