Schooling and the development of central conceptual structures: An example from the domain of children's narrative

A neo-Piagetian model is presented, and used as a framework for interpreting the developmental changes that take place in children's narrative compositions, between 4 and 10 years of age. An instructional program is then described, which is aimed at producing an increase in the developmental level of children's narratives. The program is shown to have an impact not just on the level of stories children generate, but on the extent of their story-recall as well, and on their level of understanding of a wide variety of social interactions. It is suggested: (a) that the reason for the broad transfer is that the program led to the development of a central conceptual structure; and (b) that the method that was used in designing the problem may serve as a model for designing similar programs in other content domains, where the development of such structures is considered a worthwhile objective.     

The accidental conservationist: William T. Hornaday, the Smithsonian bison expeditions and the US National Zoo

In 1886 William T. Hornaday, the Chief Taxidermist of the US National Museum, led the "Smithsonian Institution Buffalo Outfit" to Montana. The American bison was fast heading toward extinction and the mission of the expedition was to locate those of the elusive animals that remained and obtain specimens for the scientific collection at the museum. The successful expedition produced the most complete scientific series, and the finest artistic grouping of taxidermied specimens of the American bison anywhere in the world. Haunted by the scattered skeletal remains of the millions of slaughtered bison that peppered the Eastern Montana Plains, Hornaday fought to establish the National Zoological Park, which would provide sanctuary for bison and other endangered species, and a captive breeding program, which would result in the eventual reintroduction of the American bison to the wild.     

Embedded Library Services: From Cooperation to Collaboration to Enhance Student Learning in Asynchronous Online Course

The online environment presents a unique challenge to higher education. Shifting from the face- to-face format to online not only involves rethinking course design, but requires careful consideration of when and how to teach students, how to find and evaluate information needed to successfully complete coursework. One solution is faculty teaming with subject librarians to design and build in teachable moments. This case study discusses one such successful partnership from designing the course to choosing and embedding library resources and finally to the learning outcome of the online course.     

Lessons From an Urban School Readiness Initiative: Including Family,Friend, and Neighbor Care Providers

ABSTRACT

Research Findings: Using a structured qualitative case study method, this study examined one urban school readiness initiative's efforts to identify and engage family, friend, and neighbor (FFN) care providers to promote school readiness in underserved and immigrant communities. Interviews and focus groups were conducted with 23 FFN providers, 14 parent leaders, and 35 community partners in five urban neighborhoods. Results show that 1) a community-organizing approach was the primary method of engaging FFN providers, 2) FFN providers self-reported positive impacts of their engagement for both themselves and the children in their care, and 3) the inclusion of FFN providers elicited many strong feelings among partners about potential benefits and liabilities of supporting FFN care, which in some cases acted as a barrier to successful engagement of FFN providers. Practice and policy: Results highlight key strategies and potential benefits of engaging FFN providers in comprehensive school readiness systems. The tensions that arose regarding the engagement of FFN providers point to the importance of addressing misconceptions of FFN care and its value to children, families, and communities in order to ensure a shared commitment and understanding of the value and possible benefits of such a strategy.     

Social and Technological Motivations for Online Photo Sharing

The popularity of social media sites for posting pictures has given rise to a new form of mediated communication: online photo sharing. This article explores motivations for sharing photos online, using the 2-step procedure common in Uses and Gratifications research. Focus groups revealed 42 motivations which were rated in importance by survey respondents (N = 460). Factor analysis revealed 4 classes of gratifications: seeking and showcasing experiences, technological affordances, social connection, and reaching out. These results suggest that photo sharing is driven by social needs and facilitated by interface features, with important implications for theories of technology and user psychology.     

Combating low completion rates in Nordic welfare states: policy design in Norway and Sweden

ABSTRACT

Low completion rate in upper secondary education is seen as a big problem in the Nordic countries. School failure has shown to dramatically increase the risks for unemployment and labour market exclusion with severe consequences for both society and the young person. This paper analyses national policy measures to combat low upper secondary education completion rates in Norway and Sweden, often regarded as representing a social democratic welfare model and a universalistic transition regime. The analysis demonstrates that although this issue has received extensive political attention, the two countries display somewhat different policy designs. The Norwegian approach is proactive and targeted while the Swedish policy is more general and directed towards reforming organisational structures in upper-secondary education. In sum, our analysis demonstrates that national governance structures shape and influence policy design in the context of an increasingly diversified Nordic social democratic welfare state regime.