Is Educational Adequacy Adequate for Just Education?

In this article I raise three objections to Debra Satz's adequacy approach to education. I argue that her approach fails to see education as a positional good that opens the door to more inequalities. Second, I argue that her concept of adequacy for equal citizenship misses an essential part of students’ educational experience beyond their citizenship statues. Last, I argue that Staz's approach fails to answer crucial practical questions about how to distribute extra resources when the adequate level is already met. Finally, I provide an alternative view that is sensitive to the fact that education is a positional good, based on an active and more inclusive account of citizenship, and conditioned to limit inequalities to be to the greatest benefit of the least-advantaged.     

Intellectual giftedness: Economic,political, cultural,and psychological considerations

The concept of intellectual giftedness has had a long history in the literature of psychology and education. However, though the existence of the phenomenon underlying this concept has never actually been disputed, there are multiple ongoing debates regarding its definition, methods for its identification, and subsequent programming. This essay is conceived to contribute to the discussion on intellectual giftedness and to provide a global context for the other articles in this issue. The essay is comprised of three major parts. First, we review the defining terms, contexts and theories historically and currently applied to the understanding of intellectual giftedness. Second, we comment on models used to identify it. Third, we discuss the major influences that directly shape the treatment of giftedness in a number of international settings.     

Connecting students to nature – how intensity of nature experience and student age influence the success of outdoor education programs

Nature connectedness counts as a crucial predictor of pro-environmental behavior. For counteracting today’s environmental issues a successful re-connection of individuals to nature is necessary. Besides the promotion of knowledge transfer the aim of the educational program presented in this study is to connect students to their environment. This research explores the impact of an outdoor environmental education program on primary and secondary school students’ nature connectedness with regard to the extent of their nature experience and participant age. The intervention was implemented in two durations: one-day and five-days. Participants were divided into four subsamples from seven up to 18 years of age. Findings suggest that both intervention types evoke immediate shifts towards a stronger nature connectedness among students (p < .001). Notably, the five-day outdoor education interventions were significantly more effective in sustainably promoting nature connectedness compared to one-day field trips (p < .001). Seven to nine year old students performed the strongest shifts towards nature. The value of short-term and residential outdoor environmental education interventions is discussed.     

A Mixed Methods Comparison of Elementary Preservice Teachers’ Conceptualization of Teaching Engineering

Research in Science Education - This sequential explanatory mixed methods study (quant + QUAL) examined elementary preservice teachers’ conceptions of teaching engineering. Participants...     

The Significance of Emulation in the Oral Interaction Between Teacher and Students

The lack of attention to the role of emotions generally has led modern learning theories to neglect the importance of emulation as a pedagogical support to students’ learning. One reason could be that the influence of teacher personality is not considered in relation to learning outcome. Another reason may be that the concept of emulation has been used as a psychological conception for one‐way transmission. From a pedagogical rhetorical perspective, it is here argued that emulation and its pedagogical function is rooted in three human conditions: the biological, moral and political. The framework for this reasoning is discussed, as well as historical changes in pedagogical focus. Finally, it is concluded that the educative character of the teacher has a crucial impact on how willing students are to interact and share the teachers’ knowledge, skills and values. Therefore, there is a need for a greater awareness of these aspects to be developed among teachers.     

Understanding technology: the development of a concept

Children's perceptions about technology were measured using a Writing/Drawing Activity and a Picture Quiz, administered to approximately 300 grade three to six children in six primary schools in the English Midlands. The results indicate that although many children associate technology only with computers and modern appliances, overall there is a variety of ideas, with the more complex and coherent among older children. Subsequently interviews were carried out with 81 of the children to explore their reasons for choosing items which they said were something to do with technology. The children were able to respond in a thoughtful and consistent manner. Even when the children professed not to know what technology is, they often used an alternative but consistent explanation. A tentative model describing the development of children's ideas about technology is presented.     

Review:Importance of ticks and their chemical and immunological control in livestock

INTRODUCTION Parasitic diseases is a global problem and con-sidered as a major obstacle in the health and productperformance of animals. These may be due toendo-parasites that live inside the body, orecto-parasites such as ticks, mites, flies, fleas, midges,etc., which attack the body surface. Amongecto-parasites, ticks are very important and harmfulblood sucking external parasites of mammals, birdsand reptiles throughout the world (Furman and Loo-mis, 1984). The medical and economic im…     

Standards und Trends der videobasierten Lehr-Lernforschung

In this paper standards and recent trends in video-based teaching and learning research are presented. Three trends are described: 1. Methodological advances in using video for measuring processes of teaching and learning. 2. Using video for improving teacher education. 3. Embedding video sequences as stimuli in tests for assessing professional teacher competencies. The trends are based on the state-of-art in video-based research. Common standards are described and recent developments are identified. As a conclusion the authors argue for evidence-based use of video in teaching and learning research. This includes further efforts in providing basic research regarding specific effects of video on the acquisition of professional competencies.