Advancing reflective judgment through Socioscientific Issues

The purpose of this investigation was to explore possible relationships between Socioscientific Issues instruction and students' development of reflective judgment. The usefulness of the Reflective Judgment Model as a tool for assessing the value of SSI is established in the parallels that can be drawn between them. Both involve ill‐structured problems requiring evidence‐based reasoning subject to differing interpretations by students, and both require examination, analysis and the blending of scientific and normative evidence, as students use that evidence to support a reasoned position. Results demonstrated both qualitative evidence revealing more sophisticated and nuanced epistemological stances toward higher stages of reflective judgment, as well as statistically significant gains within treatment groups with a moderately large effect size. Theoretical implications for advancing students' epistemological beliefs about evidence‐based argumentation and pedagogical implications for rethinking how to connect science with topics that are fundamentally meaningful to students are discussed. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 46: 74–101, 2009     

Dragon wings and butterfly wings: implicit gender binarism in early childhood

Despite explicit focus on addressing gender inequality in educational settings in Australia, without challenging gender binarism, inequality will persist. This article demonstrates the everyday and implicit means through which hierarchical gender binaries continue to be perpetuated. Observational fieldwork undertaken in three Australian early childhood settings with 13 members of staff and 53 children (ages 2–6) demonstrates how bi-gendered language, as well as wider discourses and practices, are being engaged in these settings. The data indicate that gender binarism continues to be (re)constructed and reinforced through subtle, but omnirelevant, invocations of gender. This happens in the constant categorisation and addressing of children by attributed gender alongside the hierarchisation of gendered attributes, and the sanctioned performativity of bi-gendered heteronormativity in play situations. This demonstrates how children continue to be encouraged into binary gendered practices in their most formative years and that this will, in turn, perpetuate gender inequalities.     

Emotional and Cognitive Coping in Relationship Dissolution

Dissolution of a romantic relationship can adversely affect functioning among college students and represents one primary reason for seeking campus counseling. This study examined the associations among common coping strategies and distress following relationship dissolution. Avoidance and repetitive negative thinking (RNT) were significantly associated with distress, and gender was found to moderate the relationship between RNT and distress. Findings suggest that college counselors should consider emotional coping strategies following relationship dissolutions.     

The Image of the Family and Family Home in Małgorzata Musierowicz’s Series of Novels,and the Stereotype of the Family in Contemporary Polish Society

Children's Literature in Education - The article discusses the image of the family and the family home in a series of novels for young people by the popular Polish writer Małgorzata...     

Comparison of hyaluronic acid in patients with rheumatoid arthritis,systemic sclerosis and systemic lupus erythematosus

IntroductionThe aim of the present study was to determine and compare the concentration of hyaluronic acid (HA) in rheumatoid arthritis (RA), systemic sclerosis (SSc) and systemic lupus erythematosus (SLE), and its correlation with parameters of disease activity and duration. The hypothesis was that HA should be increased in rheumatic diseases. We also expected that HA could be a marker of disease activity and inflammation in some of these diseases.Materials and methodsThe study group comprised 149 patients with RA, SSc and SLE hospitalized in the Department of Rheumatology and Internal Diseases, Medical University of Bialystok (Bialystok, Poland) and 30 healthy controls. The concentrations of HA, C-reactive protein (CRP) and rheumatoid factor (RF) were measured using Architect ci8200; haemoglobin, platelets on Sysmex XS-800i; and erythrocyte sedimentation rate (ESR) on Sediplus S 2000 analysers. Statistical analysis was performed using Statistica 13.3 PL.ResultsHyaluronic acid was increased in RA, SLE and SSc when compared to controls (P < 0.001, P = 0.011, and P = 0.015, respectively). There were no differences in HA between rheumatic diseases (P = 0.840). Hyaluronic acid positively correlated with SLE activity (P = 0.025). In RA, HA positively correlated with ESR (P = 0.028) and CRP (P = 0.009). However, HA was not found to correlate with the duration of rheumatic diseases.ConclusionsHyaluronic acid concentration undergoes changes in rheumatic diseases with no difference between RA, SLE and SSc. In RA, HA concentration can be a marker of inflammation, while in SLE patients an indicator of disease activity.     

Starting small: Building preschool teacher knowledge that supports early literacy development

A growing body of research is emerging that investigates the teacher knowledge base essential for supporting reading and writing development at the elementary school level. However, even though increasing recognition is given to the pivotal role that preschool teachers play in cultivating children’s early literacy development, considerably fewer studies have examined the knowledge base of these early childhood educators. This paper will discuss the existing research literature and then examine a recent study that investigated the knowledge constructs of 20 preschool teachers. Findings indicate that preschool teachers lack the disciplinary knowledge required to promote early literacy and, in fact, tend to overestimate what they know, creating a potential obstacle for seeking additional knowledge. Recommendations for strengthening professional development programs and developing more robust measures of preschool teacher knowledge are proposed.     

Impacts of Learning Standards and Testing on Gifted Learners in STEM Schools: A Multilevel Analytic Induction

This article shares findings from a multilevel analytic induction of administrators, teachers, and gifted students within specialized science, technology, engineering, and mathematics (STEM) schools about their beliefs regarding the role of standards and standardized tests in the education of gifted learners. Sharing results from a cross-case analysis of six schools, we explore the ways in which student experiences of standards-based learning differ from the perceptions of their teachers and school administrators. We found that there is no consensus across administrators, teachers, and students regarding the impact that standards have in the educational process or on outcomes within specialized STEM schools, though all community members value and seek to create deep learning opportunities for students.