What you are speaks so loud . . .

A study of medical illustration through the centuries reveals a distinct pattern, the idiom of diagnosis, present in scenes showing physician‐patient relationships. This pattern is derived from the physician's shamanic origins, and expresses his continuing need to maintain a physical contact with the patient, directly or through a surrogate. Motifs like urinoscopy and pulse‐taking exemplify the persistence of the idiom of diagnosis over long periods of time, under many different conditions.     

The Determination of Children’s Knowledge of Global Lunar Patterns from Online Essays Using Text Mining Analysis

The purpose of this study was to use text mining analysis of early adolescents’ online essays to determine their knowledge of global lunar patterns. Australian and American students in grades five to seven wrote about global lunar patterns they had discovered by sharing observations with each other via the Internet. These essays were analyzed for the students’ inclusion of words associated with the shape (i.e., phase), orientation and location of the Moon along with words about similarities and differences. Almost all students wrote about shape but fewer wrote about orientation or location. Students infrequently included words about similarities or differences in the same sentence with shape, orientation or location. Similar to studies about children’s and adults’ lunar misconceptions, it was found that male and female early adolescents also lacked a robust understanding of global lunar patterns.     

Modernizing Secondary Education

In this article, the author examines the misuse of the idea of holistic education. Western culture-and not just science and technology, but finance, politics, arts, crafts, and professions too-is not built on holistic insight or understanding, but on analytic thinking. Therefore, logically, successful teaching in all of the above must be created on the basis of analysis.     

The pupils’ view of electricity

Chemistry lessons were observed in the 8th grade of two West German schools over a period of a term. Boys received more attention from the teacher than girls. They were called on more often and they spontaneously gave their opinions more frequently. An equal proportion of girls’ and boys’ replies were praised and encouraged, but this meant that boys received more praise and encouragement in absolute terms. Teachers should be made aware of the problematic nature of their own behaviour, so that they can remove the discrimination against girls in chemistry education.     

‘Photo-words’: promoting language skills using photographs

Abstract

This study, using a mixed methods design, examined the use of a photograph-based model to improve students’ language and writing skills. Classes were assigned to receive the photograph-based intervention (experimental) or to receive the regular language-based curriculum (control). Both second and fifth grade students in the experimental group significantly improved their language and writing skills compared to the control group. Second grade students improved significantly more than fifth grade students. The findings also enabled the research team to identify deficiencies that required specific modifications in language curriculum design.     

A Study of Reported Tension in Interparental Relationships as Co-Existent with Behavior Adjustment in Young Children

The importance of replication is widely recognized in several research traditions. Empirical synthesis of seemingly diverse results may be particularly important when factor structure similarities are being evaluated because apparent differences in findings may be an artifact of different locations of factor axes, even though variable positions in factor space may be virtually identical. The present study empirically evaluated the comparability of seven sets of factor structures reported in previous research with the Bem Sex-Role Inventory. Results indicate that the inventory’s primary factors were reproduced in the studies, although the Masculine scale was somewhat less invariant than its Feminine counterpart. Thus, the results support the validity of this androgyny measure across several variations in sample types. The study represents a heuristic example of a methodology for the meta-analysis of factor structure studies.     

Rhetorical pedagogy as a postal system: Circulating subjects through Michael Warner's “publics and Counterpublics”

BURKE AND THE NATURE OF POLITICS: THE AGE OF THE AMERICAN REVOLUTION. By Carl B. Cone. Lexington: University of Kentucky Press, 1957; pp. xvi+415. $9.00.

THE CORRESPONDENCE OF EDMUND BURKE (Volume I, April 1744—June 1768). Edited by Thomas W. Copeland. Cambridge: The University Press and Chicago: University of Chicago Press, 1958; pp. xxvi+377. $8.00.

A CHECKLIST OF THE CORRESPONDENCE OF EDMUND BURKE. By Thomas W. Copeland and Milton Shumway Smith. Cambridge: The University Press for the Index Society, 1955; pp. xvíii+481. No list price.

A NOTE‐BOOK OF EDMUND BURKE. Edited by H. V. F. Somerset. Cambridge: The University Press, 1957; pp. xii+120. $3.50.

THE MORAL BASIS OF BURKE'S POLITICAL THOUGHT: AN ESSAY. By Charles Parkin. Cambridge: The University Press. 1956; pp. viii+145. $2.50.

EDMUND BURKE AND THE NATURAL LAW. By Peter J. Stanlis. Ann Arbor: University of Michigan Press, 1958; pp. xv+311. $5.75.

A PHILOSOPHICAL INQUIRY INTO THE ORIGIN OF OUR IDEAS OF THE SUBLIME AND BEAUTIFUL. By Edmund Burke. Edited with an Introduction and Notes by J. T. Boulton. London: Routledge and Kegan Paul and New York: Columbia University Press, 1958; pp. cxxx+197. $5.00.

EDMUND BURKE. By T. E. Utley. (Writers and Their Work: No. 87.) Lendon: Longmans, Green for The British Book Council and the National Book League, 1957; pp. 36. Two shillings.

REFLECTIONS ON THE REVOLUTION IN FRANCE. By Edmund Burke. Edited with an Introduction by Thomas H. D. Mahoney and an Analysis by Oskar Piest. (The Library of Liberal Arts, No. 46.) New York: Liberal Arts Press, 1955; pp. xliv+307. Paper $1.25, cloth $2.50.     

Illinois Project for Democratic Accountability

Education is experiencing a case of misplaced accountability, where an exclusive reliance on high stakes tests overlooks the more subtle judgments of teachers and professional educators and, because of its simplicity, passes as democratic. This article investigates the theoretical underpinnings of current accountability initiatives and draws upon extensive teacher interviews to reveal the practical aspects of accountability pressures in schools today. We provide a discussion of local teacher knowledge that exposes teachers' commitments to a deeper sense of successful education that is eclipsed by testing and that offers a richer resource for improving classrooms and educational outcomes. We provide a discussion of educational foundations and policy that rethinks democratic goals and encourages educationists to shift the current debate in order to make accountability truly democratic. This article suggests that the contemporary climate of accountability may be misplaced in its intentions.