The object of learning in action research and learning study

ABSTRACT

The Learning study and the Educational Action Research approaches to educational research are compared, not from a third, neutral point of view, but from the perspective of the former. Hence, the comparison is carried out in terms of how the main point of departure of the Learning study (LS), the question of ‘What is to be learned?’, is addressed in the two approaches. Both represent critical stances to Educational objectives, the frequently taken-for-granted answer to the question. Educational objectives communicate, however, what the students are expected to become able to do, but not what they need to learn in order to get there. Hence, what is to be learned cannot be stated in advance, prior to the teacher learning what her students need to learn. The two approaches to educational research agree on the principle that what is to be learned has to be found in the interaction between students and teachers; however, there is an important difference between the two concerning the very point of departure. Educational objectives are too wide and imprecise according to LS, the teachers have to find the critical aspects (necessary to appropriate, but not appropriated as yet by the students) of the object of learning. According to Action research, as formulated by Lawrence Stenhouse, educational objectives are too narrow, too limited and limiting. We shall start looking for what is to be learned amongst inherent aspects of the content itself.     

Mother and teacher ratings of maladaptive behaviour in children with special needs

ABSTRACT

Parents and teachers of 109 children selected from the Special Needs Register and living in a multiethnic urban health district participated in the study. Their perceptions of children's behaviour at home and at school were measured by the Aberrant Behavior Checklist(ABC). About two‐thirds of the subjects presented with at least one type of maladaptive behaviour of at least moderate severity within their family, and 50 per cent had similar difficulties at school. The dimensions of hyperactivity and irritability were the main causes for concern by both sources. Contrary to previous studies, high rates of parent‐teacher agreement were found. This significant association was not affected by factors such as age, ethnicity or type of school. The implications for the provision of services for children in special education are discussed.     

110 in the School

This two part article covers the use of 110 photographic equipment by a group of 11 year old children in a Middle School in West Sussex, England. The first part of the article deals with initial impressions of the 110 system after trials using simple automatic cameras to produce sequential slide photoplays. The second part of the article considers the wider scope of 110 picture taking using a more advanced camera offered with a number of lens attachments. The camera was used in the school after the initial trials.     

The experiment of Michelson and Morley

Light was assumed to propagate in a medium called ether which was all pervading and stationary. Earth’s motion through ether was expected to have an effect on the velocity of light in the direction of the relative motion by the law of addition of velocities. Michelson–Morley experiment used an interferometric technique to detect this effect and got a null result, which was the first strong evidence against existence of ether and eventually had a natural explanation in special theory of relativity.     

Story of superconductivity

Electricity is carried through metallic wires, called conductors. In the process, electrons move through metallic conductors that offer resistance (the value depends on the particular metal used), to the passage of electrons. This leads to the production of heat and loss of energy. This heating process is utilised in many electrical devices. However, for transmission of electrical energy from the power plants to the user and in many other applications, it would be a great boon if no energy was lost to resistance. The discovery of superconductivity by Heike Kamerlingh Onnes in 1911 at Leiden, offered a glimmer of hope to make this dream possible. It was a discovery totally unexpected at that time, and we owe this discovery to the painstaking and methodical investigations of Onnes–first to produce very low temperatures, and then measure properties of materials at these freezing temperatures.     

Children’s stereotypes of older adults: Evaluating contributions of cognitive development and social learning

Past research has investigated the development of stereotypes surrounding race and gender in children; however, there is a lack of literature examining the development of children’s stereotypes of older adults. In this study, 163 children from four grades: first (n = 44), fourth (n = 49), fifth (n = 35), and eighth (n = 35) completed a new trait-rating questionnaire assessing their stereotypes of older adults. Children’s stereotypes of older adults were largely positive. Younger children described older adults in more positive, but more stereotyped, ways than older children. Older children’s views shared a stronger relationship with those of their parents and peers compared to younger children. Together, these results support both cognitive development and social influences as contributing factors to the formation of children’s stereotypes of older adults.     

Effects of hierarchical versus sequential structuring of teaching content on creativity in Chinese writing

This research employed the Learning Study approach which refers to a blend of Japanese “lesson study” and design-based research to provide support to teachers to teach creatively in Chinese writing. It reports a serendipity finding that remarkable differences in the creativity scores among these classes were noted even though they had the same learning objectives with the same lesson plan. Examining how teachers structure writing activities in a unit is essential to the understanding of how creativity works in the context of classroom instruction. We suggested that these differences were associated with the effects of hierarchical and sequential structuring of teaching content on creativity in Chinese writing. Possible ways of understanding creativity in a domain-specific training and disseminations of the findings are suggested.