Teaching Hypertext Composition

Composing hypertext documents can be an enriching path into the world of technical communication. In learning to produce hypertext, students are introduced to an important form of written composition that encompasses not only text generation, but also visual communication and information architecture. In this article, I provide a rationale for teaching hypertext composition and then some specific curricular suggestions in two parts, one for teaching beginners, and one for teaching more advanced students.     

Expanding roles or evolving identity? Doctoral school psychologists in school vs. nonschool practice settings

The purpose of this study was to investigate variables related to the professional identity and career path of school-based vs. non-school-based doctoral-level school psychologists. Two hundred seventy-three psychologists trained as school psychologists completed a questionnaire developed to investigate their training, experience, and perceptions. Respondents differed little by employment setting (school-based vs. non-school-based) in reports of their training or experiences. However, significant differences were found among groups in two areas: ratings of relative importance of characteristics of employment setting, and perceived identity as a school psychologist.     

Techne and Technical Communication: Toward a Dialogue

The classical Greek discourse on techne has much to offer technical communication teachers concerned about the relationship between theory and practice, but this potential has not yet been realized. Plato's and Aristotle's discussions about the relationship between techne and rhetoric, for example, encompass questions about the rhetorical goals of the speakedwriter and about the role of theory in teaching rhetorical art that are of continuing relevance to the modern discourse on technical communication. The aim of this article is to identify several points upon which a fruitful dialogue between ancient and modern discourses can begin. First, I supply some background on how the term techne was used up through the fourth century BCE. Then I discuss how the modern discourse on technical communication (including material from popular textbooks) both converges with and departs from Plato's and Aristotle's statements on the relationship between techne and rhetoric. Finally, I point out areas for further discussion as teachers of technical communication continue to reflect upon and refine their pedagogies.     

Effects of participation in a martial arts–based antibullying program in elementary schools

This study evaluated the Gentle Warrior Program, a traditional martial arts–based intervention to reduce aggression in children, as it was implemented in three elementary schools. The sample consisted of 254 children in grades 3, 4, and 5 who participated in the Gentle Warrior Program as part of a larger school violence intervention. Results indicated that boys who participated in more Gentle Warrior sessions reported a lower frequency of aggression and greater frequency of helpful bystanding (i.e., helpful behavior toward victims of bullying) over time, relative to boys with less frequent participation. The effect of participation on aggression was partially mediated by empathy. The effect of participation on helpful bystanding was fully mediated by changes in student empathy. No significant results were found for girls. Results of the study provide preliminary support for the use of martial arts–based interventions to address bullying in schools for boys, by teaching empathy, self‐control, and peaceful strategies to resolve conflicts. © 2008 Wiley Periodicals, Inc.     

An Objectivist Critique of Relativism in Mathematics Education

Many constructivists tag as `absolutist' references to mathematics as an abstract body of knowledge, and stake-out the moral high-ground with the argument that mathematics is not only utilised oppressively but that mathematics is, in-itself, oppressive. With much reference to Ernest's (1991) Philosophy of Mathematics Education this tag has been justified on the grounds that if mathematics is a social-cultural creation that is mutable and fallible then it must be social acceptance that confers the objectivity of mathematics. This paper argues that mathematics, albeit a social-cultural creation that is mutable and fallible, is a body of knowledge the objectivity of which is independent of origin or social acceptance. Recently, Ernest (1998) has attempted to express social constructivism as a philosophy of mathematics and has included the category of logical necessity in his elaboration of the objectivity of mathematics. We argue that this inclusion of logical necessity not only represents a U-turn, but that the way in which Ernest has included this category is an attempt to maintain his earlier position that it is social acceptance that confers the objectivity of mathematics.     

Orthographic analogies and early reading: Explorations of performance and variation in two transfer tasks

Two experiments investigated the use of orthographic analogies in 6 year olds. In Experiment 1, 26 children were shown CVC clue and target word pairs sharing either rimes (`fork' – `pork'), heads (`fork' – `ford') or were controls (`fork' – `hurl'). A modest advantage for rime-clued over head-cluedtargets was unreliable over by-subject and by-item analyses. Improvements in target word reading were correlated with pretest scaffolding errors (e.g. `pork' misread as `park'). In Experiment 2, 50 children were pretaught three clue words for each target word before being shown words that shared either rimes (`leak' – `peak'), or medial vowel digraphs (`leak') – `bean'), or were controls (`leak' – `herd'). A modest advantage for rime-clued over vowel digraph-clued targets was again unreliable over by-subject and by-item analyses. Neither rime nor phoneme awareness measures were correlated with rime inference use. Vowel, but not rime inference, was correlated with scaffolding errors. Rime detection was the strongest predictor of reading ability, whereas phoneme segmentation was the strongest predictor of the use of scaffolding errors.     

The second‐year experience: Turning attention to the academy's middle children

Sophomores are the quiet ones, finishing avoided general education courses, changing their academic majors and residences, and worrying about finances. Jimmie Gahagan and Stuart Hunter describe new efforts to bring these students out of the shadows and help them succeed.     

The need for a General Comment for Article 19 of the UN Convention on the Rights of the Child: Toward enlightenment and progress for child protection

ObjectiveTo present the need and plan for development of a General Comment for the UN Convention on the Rights of the Child Article 19 which has the potential to transform and advance child protection through the infusion of a child rights approach.MethodsThe Committee on the Rights of the Child (Committee) authorized ISPCAN and IICRD to draft a General Comment for CRC Article 19 (GC19) and to introduce implementation supports. An international working group (GC19WG), Expert Advisory Panel (EAP), and GC19 Focal Group of Committee members (GC19 CRC FG) have been organized to help guide and carry out the program of development. Analyses of relevant histories and knowledge, including effective and promising child protection strategies, are being applied to guide formulation of the GC and high priority implementation components. Consultations on the draft and supportive products will be conducted in cooperation with UNICEF, WHO, the NGO Group for the CRC, and other NGOs.Advice is to be solicited from interested parties and organizations in person and through distance communication throughout the world.ResultsIn addition to the GC19, numerous implementation supports will be planned and some will be produced and piloted during the program of development. Under consideration are an implementation guide and resources; commentary; accountability models, indicators, measures and evaluation systems; a clearing house and resource website; a child-appropriate version of GC19; and education/training curricula and programs.Practice implicationsGC19 has the potential to transform child protection by fostering a paradigm shift in its conceptualization, theory, research, and practice. Article 19 encourages an interpretation and application beyond narrow child protection conceptualizations and practices which have been found seriously inadequate. The General Comment can advance effective prevention of maltreatment and protection of personal security by promoting the child's rights, well-being, health, and development in all aspects of child protection. GC19 will provide support to the Committee on the Rights of the Child in its monitoring and guiding functions, and to States Parties, professionals, and civil society agents concerned with the protection and well-being of children.