(UN)Disciplining the Scholar Activist: Policing the Boundaries of Political Engagement

ALEXANDER HAMILTON'S PAPERS ON PUBLIC CREDIT, COMMERCE AND FINANCE. Edited by Samuel McKee, Jr., with an Introduction by J. Harvie Williams. New York: The Liberal Arts Press, 1957; pp. xiv +304. Cloth $3.50; paper $1.25.

ALEXANDER HAMILTON READER: A COMPILATION OF MATERIALS BY AND COMMENTING ON HAMILTON. Selected and edited by Margaret Esther Hall. New York: Oceana Publications, 1957; pp. 257. Cloth $3.50; paper $1.00.

ALEXANDER HAMILTON IN THE AMERICAN TRADITION. By Louis M. Hacker. New York: McGraw‐Hill, 1957; pp. xi+273. $4.75.

ALEXANDER HAMILTON: YOUTH TO MATURITY 1755–1788. By Broadus Mitchell. New York: Macmillan, 1957; pp. xvi+675. $8.75.

ALEXANDER HAMILTON AND THE FOUNDING OF THE NATION. Edited by Richard B. Morris. New York: The Dial Press, 1957; pp. xxi+617. $7.50.

THE BASIC IDEAS OF ALEXANDER HAMILTON. Edited by Richard B. Morris. New York: Pocket Books, Inc., 1957; pp. xxvii+ 451. $0.35.     

Promoting Students’ Interest and Motivation Towards Science Learning: the Role of Personal Needs and Motivation Orientations

This study aimed to design a teaching sequence for science education that enabled lower secondary school students to enhance their motivation towards science. Further, it looked to examine the way the designed teaching sequence affected students with different motivational profiles. Industry site visits, with embodied theory-based motivational features were included as part of the designed teaching sequence. The sequence was implemented in Finland and Greece with 54 participants, 27 from each country. Quantitative data was collected using the Evaluation of Science Inquiry Activities Questionnaire, based on the Intrinsic Motivation Inventory but did not map the expected outcomes. Interviews, however, showed that students with different motivational profiles found aspects within the module that met their psychological needs as explained by Self-Determination Theory. The results offer a perspective to adolescents’ psychological needs along with some insights into how students mediate the way they value an activity in the context of science education.     

Effects of feedback on collaborative writing in an online learning environment

The need for supporting student writing has received much attention in writing research. One specific type of support is feedback—including peer feedback—on the writing process. Despite the wealth of literature on both feedback and academic writing, there is little empirical evidence on what type of feedback best promotes writing in online environments. This article reports on research that tries to determine what type of feedback best improves the quality of collaborative writing and what the effects of feedback are on student learning in an environment based on asynchronous written communication. The results reveal that concerning the type of feedback, epistemic feedback or epistemic and suggestive feedback best improve the quality of collaborative writing performance. The nature of the feedback-giver (whether teacher feedback or teacher and peer) makes a difference to the final text only when the feedback is epistemic, or epistemic and suggestive.     

Modelos del proceso de redacción: algunas implicaciones para la enseñanza

Resumen

Los modelos cognitivos del proceso de redacción muestran la complejidad de dichos procesos y la dificultad del dominio de todos los conocimientos y habilidades que requieren. De su análisis se desprende que los subprocesos y operaciones que se llevan a cabo durante la redacción no son lineales, sino recursivos. Por otra parte, muestran que escribir no consiste sólo en plasmar por escrito lo que se piensa, sino que la escritura puede tener una función epistémica, puede contribuir a la elaboración del pensamiento.

Las consecuencias para la enseñanza se resumen en la necesidad de intervención del maestro durante el proceso de escritura, en la conveniencia de enfocar selectivamente la enseñanza de los conocimientos, habilidades y estrategias necesarios sin perder de vista la actividad global y en la necesidad de enseñar unos procesos adecuados para que la escritura pueda llegar a ser instrumento de conocimiento.     

The relationship between student learning process,study success and the nature of assessment: A qualitative study

Assessment has an important role in affecting students’ learning, but qualitative studies regarding this relationship are rather scarce. In addition, course grades do not necessarily reflect the quality of learning outcomes. The aim is to qualitatively examine why high and low achieving students in the same course study differently according to the assessment method and how they explain their behaviour. Altogether 24 students were interviewed in this study. Analyses were conducted with inductive content analysis. The results indicate that course grades do not necessarily reflect qualitative learning outcomes due to the nature of the assessment. In addition, the present study suggests that self-regulation and motivation are important factors in studying and might prevent the negative effect of inappropriate assessment.     

Facilitating engagement in new career goals: the moderating effects of personal resources and career actions

Goal engagement in young adults is variable. We recruited university students to test whether general personal characteristics (educational ability, core self-evaluations, and well-being; study 1, N = 195) and career adaptive variables (career confidence, exploration, and planning; study 2, N = 152) facilitated career goal engagement. Goal engagement was associated positively with goal disengagement in study 1. Moderating effects showed that the positive relationship between engagement and disengagement was stronger when core self-evaluations and well-being (satisfaction) were high, and when career confidence, exploration, and planning were high. Results are discussed in the context of transitions and promoting adaptable career goals.     

Child‐Care Subsidies and School Readiness in Kindergarten

The federal child‐care subsidy program represents one of the government's largest investments in early care and education. Using data from the nationally representative Early Childhood Longitudinal Study–Birth Cohort, this study examines associations, among subsidy‐eligible families, between child‐care subsidy receipt when children are 4 years old and a range of school readiness outcomes in kindergarten (sample n ≈ 1,400). Findings suggest that subsidy receipt in preschool is not directly linked to subsequent reading or social‐emotional skills. However, subsidy receipt predicted lower math scores among children attending community‐based centers. Supplementary analyses revealed that subsidies predicted greater use of center care, but this association did not appear to affect school readiness.     

Discernment of invariants in dynamic geometry environments

In this paper, we discuss discernment of invariants in dynamic geometry environments (DGE) based on a combined perspective that puts together the lens of variation and the maintaining dragging strategy developed previously by the authors. We interpret and describe a model of discerning invariants in DGE through types of variation awareness and simultaneity, and sensorimotor perception leading to awareness of dragging control. In this model, level-1 invariants and level-2 invariants are distinguished. We discuss the connection between these two levels of invariants through the concept of path that can play an important role during explorations in DGE, leading from discernment of level-1 invariants to discernment of level-2 invariants. The emergence of a path and the usefulness of the model will be illustrated by analysing two students’ DGE exploration episodes. We end the paper by discussing a possible pathway between the phenomenal world of DGE and the axiomatic world of Euclidean geometry by introducing a dragging exploration principle.