Book review essay

THE MYTH OF PSYCHOTHERAPY: MENTAL HEALING AS RELIGION, RHETORIC, AND REPRESSION. By Thomas Szasz. New York: Anchor Press/Doubleday, 1978, 236 pages, $8.95.

SCHIZOPHRENIA: THE SACRED SYMBOL OF PSYCHIATRY. By Thomas Szasz. New York: Basic Books, Inc., 1976, 204 pages, $10.00.     

Learning for democracy: The politics and practice of citizenship education

It is now two decades since the Advisory Group on Citizenship, commissioned by the newly elected Labour government, recommended the introduction of statutory citizenship education. On the twentieth anniversary of the eponymously named ‘Crick Report’, this article presents the findings of a rigorous mixed‐methods study of citizenship educators in the UK. This research suggests that teachers continue to lack a shared understanding of citizenship, conceptually and pedagogically, and also reveals an emphasis amongst teachers upon individualistic notions of good citizenship that are reflective of national, and increasingly global, political discourse. The findings are analysed using a new conceptual framework—the declarative–procedural paradigm—which is developed here to understand the relationship between political and normatively driven visions of democratic citizenship and classroom pedagogy. In doing so the article adds, theoretically and substantively, to the specific research pool of citizenship studies and broader debates about political disengagement.     

The relationship between term specificity in MeSH and online postings in MEDLINE

Hierarchically structured thesauri--including MeSH--were studied to test the assumption of an inverse relationship between term specificity and the number of postings in online databases. It was suggested that this assumption holds only for peripheral terms and that the opposite is true for the central terms of a discipline. The Environment tree structure of MeSH was used to test the "peripheral" hypothesis, which was supported at a .05 level of significance, but the scattergram on the Endocrine Diseases tree, which was run to test the "central" hypothesis, had an even better level, .02. The commonly held belief that specific terms are added to a thesaurus when more general ones get too many postings was also tested. The relationship between specificity and dates was supported in MeSH (.015). The corollary--that terms with later dates have fewer postings--was supported at a .001 level of significance. The results for MeSH were much more significant than for other hierarchically structured thesauri, which indicates that thesaurus development at NLM involves interaction with MEDLINE to preclude an excessive number of postings to any one term.     

Toward Conceptual Clarity: A Scoping Review of Coteaching in Teacher Education

Abstract

While coteaching is not a novel or even new approach in P–12 classrooms, its application in teacher education contexts has become increasingly prevalent. Coteaching in teacher education has been touted for its potential to promote collaborative classroom practice, connect theory and praxis, counteract sociocultural disparities in classrooms, and improve outcomes for teacher candidates as well as P–12 students and inservice teachers. This article presents a scoping review of the 103 empirical studies focused on coteaching in teacher education to enhance conceptual clarity and heighten understandings of the nature and extent of such research. We map the methodological characteristics of these studies that serve to the breadth and depth to which coteaching in teacher education has been examined. Next, we describe the outcomes and phenomena explored by the 103 studies to reveal the intended results as well as points of tension for coteaching in teacher education. Finally, we couple an analysis of coteaching definitions within these studies with an analysis of the ways in which coteaching is implemented in teacher education. Notable findings of this scoping review include the extensive range of ways coteaching is implemented across the preservice teacher education curriculum, the variety of aims for coteaching in these contexts, and the need for continued grounding in frameworks to enhance understandings of coteaching practices and impacts for stakeholders including P–12 students, inservice teachers, teacher candidates, and university faculty.