Another failure to replicate Lynn's estimate of the average IQ of sub-Saharan Africans

In his comment on our literature review of data on the performance of sub-Saharan Africans on Raven's Progressive Matrices, Lynn (this issue) criticized our selection of samples of primary and secondary school students. On the basis of the samples he deemed representative, Lynn concluded that the average IQ of sub-Saharan Africans stands at 67 when compared to UK norms after a correction of the Flynn Effect. We criticize his methods for being unsystematic. Here we select only those samples that were based on stratified or clustered random sampling and were deemed representative by the original authors. We again fail to replicate Lynn's low estimate of the average IQ of Africans. We argue that these scores are hard to interpret in terms of latent cognitive variables such as g because of the psychometric incomparability we established and because the Flynn Effect has yet to take hold in sub-Saharan Africa.     

Editorial Introduction

ABSTRACT

Eighteenth-century England saw a close association between personal decency and the condition, cleanliness and quality of underwear – this shirt or shift, usually made from linen, was used to judge status and respectability. Novels and a pawnbroker’s book reveal that inadequate underwear shamed its owner. Bodily intimacy had the potential to create emotional attachments, illustrated by the poignant Derwentwater sheet. However quantitative analysis of wills and textiles from the Foundling Hospital, which continues as the children’s charity Coram, indicate that bodily intimacy did not automatically create emotional meaning and economic value could have primacy over emotional attachment.     

Helping students make meaning of authentic investigations: findings from a student–teacher–scientist partnership

As student–teacher–scientist partnerships become more widespread, there is a need for research to understand the roles assumed by scientists and teachers as they interact with students in general and in inquiry learning environments in particular. Although teacher roles during inquiry learning have been studied, there is a paucity of research about the roles that scientists assume in their interactions with students. Socio-cultural perspectives on learning emphasize social interaction as a means for students to make meaning of scientific ideas. Thus, this naturalistic study of classroom discourse aims to explore the ways scientists and teachers help high school students make meaning during authentic inquiry investigations. Conversational analysis is conducted of video recordings of discussions between students and teachers and students and scientists from two instances of a student–teacher–scientist partnership program. A social semiotic analytic framework is used to interpret the actions of scientists and teachers. The results indicate a range of common and distinct roles for scientists and teachers with respect to the conceptual, social, pedagogical, and epistemological aspects of meaning making. While scientists provided conceptual and epistemological support related to their scientific expertise, such as explaining scientific phenomena or aspects of the nature of science, teachers played a critical role in ensuring students’ access to this knowledge. The results have implications for managing the division of labor between scientists and teachers in partnership programs.     

Place-based curriculum making: devising a synthesis between primary geography and outdoor learning

Outdoor learning provides children with an opportunity to experience the interdisciplinary nature of the real world through interactions with each other and the planet. Geographical enquiry involves exploring the outdoors in an investigative capacity. Space, place and sustainability are three core concepts in primary geography, although sustainability is applicable to all curricular areas. This article argues that the disciplines of primary geography and outdoor learning have much to gain through mutual cooperation and collaboration. For instance, primary geography programmes should include extensive outdoor learning initiatives using local sites such as the school grounds and the local area. This article attempts to make links between the two disciplines of primary geography and outdoor learning, in the interests of promoting education for sustainability. Specifically, the article argues for a conscious synthesis which blends the three dimensions of place, space and sustainability into geographical place-based curriculum making.     

Using structural equation modeling to fit models incorporating principal components

The aim of this article is to consider models incorporating principal components from the perspective of structural equation modeling. These models include the principal component analysis of patterned matrices, multiple analysis of variance based on principal components, and multigroup principal component analysis. We demonstrate that these models can be fit readily using the programs LISREL 8 and Mx. The models and certain extensions are discussed, and several illustrations are given.     

The Amplification and De-Amplification of Amateurism and Professionalism in the Gaelic Athletic Association

In this paper we explain how and why a specific ethos of amateurism was portrayed and embodied by various groups comprising the Gaelic Athletic Association in Ireland throughout its history. Interestingly, the discourse pertaining to amateurism has at times been de-amplified, instead being superseded by the vilification of professionalism. Since the 1970s, both amateurism and professionalism have been imbued with new meanings and interpretations by different social groups comprising the organisation. In tandem with this, both the discourses of professionalism and amateurism have been increasingly amplified. We explain how the structure of competitive and cooperative interdependencies, the we-identifications, tensions and insecurities generated by these, between groups at different levels of integration – social class, national, inter-organisational and intra-organisational – underpin these social developments.     

Reforming teacher education in the context of lifelong learning: the case of the BEd degree programme in Ireland

Lifelong learning has become a prominent fixture in educational policy in recent years in many countries around the world. In terms of teacher education, it is now widely accepted that initial teacher education is insufficient for the lifelong professional needs of teachers. From September 2012, initial teacher education in Ireland will be offered as a radically different four-year BEd degree programme. This reform of initial teacher education offers immense potential for teacher educators to re-imagine their programmes in light of a range of guiding paradigms and theoretical frameworks, including lifelong learning. This paper provides a rationale for developing programmes in initial teacher education in the context of lifelong learning. A number of recommendations for lifelong primary teacher education are offered in light of current reforms that are taking place in Ireland.