Playing with words: investigating the use of language play in the persuasive writing of 9–11-year-olds

There has been little research into how children use language play in writing. The unprompted language play of 36 children was investigated through their writing of a short advertisement. The sample comprised three attainment sub-groups from a larger repeat-design study of persuasive writing in the 9–11 age-range. The writing was analysed using qualitative methods derived from relevant linguistic literature. Extensive use of language play was evident, as well as stylistic differences between the sub-groups. The findings indicate how teaching and learning might be enhanced from more conscious use of children’s propensity for manipulating the forms, meanings and uses of language.     

Intellectual Humility and Morality as Consultee-Centered Consultation Epistemologies

ABSTRACT

Little research examines how epistemological constructs affect the consultation process in schools. We consider how the epistemological constructs of (a) intellectual humility and (b) moral foundations may moderate the effectiveness of consultee-centered consultation. We define the constructs and provide examples of their potential influences on consultee-centered consultation. Then we provide four areas of investigation for future research on the epistemologies of school-based consultation.     

A Practical Way of Structuring Teaching for Learning

Over recent years there has been a convergence of ideas about how students learn. This is useful information for developing teaching methods that make effective learning more likely. An attempt to put this into practice in an introductory education subject is described in detail. It involved making decisions about issues that are common to different approaches to teaching in higher education. These included the way activities were structured, how experiences were used, the sorts of choices students could exercise and how learning was distributed. It is argued that learning in higher education depends on the balance that is struck in terms of these and related decisions.     

Translations of new public management: a decentred approach to school governance in four OECD countries

Despite the prevalence of corporate and performative models of school governance within and across different education systems, there are various cases of uneven, hybrid expressions of New Public Management (NPM) that reveal the contingency of global patterns of rule. Adopting a ‘decentred approach’ to governance (Bevir, M. 2010. “Rethinking Governmentality: Towards Genealogies of Governance.” European Journal of Social Theory 13 (4): 423–441), this paper compares the development of NPM in four OECD countries: Australia, England, Spain, and Switzerland. A focus of the paper is how certain policy instruments are created and sustained within highly differentiated geo-political settings and through different multi-scalar actors and authorities yet modified to reflect established traditions and practices.     

Now you’re making it up,brother: Paul Robeson,HUAC, and the challenge of institutional narrative authority

In the mid 1950s, the House Committee on Un-American Activities was a rhetorical colossus. Within the closed doors of a hearing, committee members displayed a rhetorical mastery of procedural, topical, and logical moves that left even the best-prepared witnesses sputtering. HUAC used institutional narrative authority as a major rhetorical resource. This strategy rhetorically produced a narrative “reality” conducive to achieving institutional goals. Having established the “official” version of events, the committee situated further argumentation within a value hierarchy that placed national security above “secondary” values that witnesses attempted to invoke in their defenses. A notable exception to the committee's rhetorical dominance came in the 1956 testimony of Paul Robeson, an African American singer and activist who had been called before the committee to answer for pro-Soviet statements he made while traveling abroad. Using a number of rhetorical tactics to disrupt the institutional narrative, Robeson was able to recontextualize his comments within an interpretive framework of racial justice in America – a debate the committee was less prepared to handle. This article contributes to ongoing studies of institutional rhetoric, especially rhetorical argumentation that takes place within institutional settings.     

Parenting quality: Confirmation of a higher-order latent construct with mothers of Head Start children

We proposed a higher order latent construct of parenting young children, parenting quality. This higher-order latent construct comprises five component constructs: demographic protection, psychological distress, psychosocial maturity, moral and cognitive reflectivity, and parenting attitudes and beliefs. We evaluated this model with data provided by 199 mothers of 4-year-old children enrolled in Head Start. The model was confirmed with only one adjustment suggested by modification indices. Final RMSEA was .05, CFI .96, and NNFI .94, indicating good model fit. Results were interpreted as emphasizing the interdependence of psychological and environmental demands on parenting. Implications of the model for teachers, early interventionists, and public policy are discussed.     

哥伦比亚大学:4+4扩展地址空间

我们在使用内核2．4．18的Linux操作系统下实现了4＋4。4＋4的源代码从公开渠道获得。在进行4＋4实现的过程中，一个核心目标就是对内核和应用程序的最小改动。因此，我们没有对内核本身进行任何改动，所有的4＋4功能都是通过内核模块以及相应的用户空间守护进程来实现的，这样，可以从一个运行的内核中自由地载入或卸载这些模块。由于我们的最小改动的实现，网络牺牲了一部分性能。     

Looking for leadership: the potential of dialogic reflexivity with rural early-career teachers

Many early-career teachers (ECTs) begin their teaching careers in rural and remote schools in Australia, and do not stay long, with consequences for their own lives, and for their students, schools and communities. By understanding how first-year ECTs navigate personal (subjective) and contextual (objective) conditions, opportunities to disrupt patterns of ECT attrition may be found. This paper explores the online longitudinal reflections from two rural ECTs. Margaret Archer’s three dimensions of reflexivity were used to analyse what personal, structural and cultural resources were activated by ECTs as they discerned and deliberated the costs of being a rural ECT. The potential for school leaders and mentors to support rural ECTs through dialogic reflexivity, that is the opportunity to discern and deliberate priorities with others, is identified as a role that is significant for ECT support but not straightforward. Prompts for dialogic reflexivity are proposed.     

Teaching poetry

The two articles which follow suggest ways in which teachers can encourage young readers to read poetry with greater pleasure and understanding. The articles complement each other, not least because Andrew Stibbs had a hand in both of them. The first piece discusses various approaches with illustrative detail; the second provides a list of suggestions.Andrew Stibbs taught in English secondary schools for fifteen years and is now a Lecturer in Education at the University of Leeds. He has published articles on English teaching and on children's literature (some of them inCle), poems, andAssessing Children's Language (Ward Lock Educational, for the National Association for the Teaching of English).