A pragmatic epistemology for free‐choice learning

A critical review of the epistemological foundations of free‐choice learning (FCL) theory was undertaken to evaluate how this theory treats knowledge, whatever importance we might attach to it. It is argued here that free‐choice learning has great promise yet would benefit from theoretical adjustments that modify Vygotsky’s learning theory by using Dewey’s pragmatic epistemological theories. It is suggested that the concept of intramental knowledge in free‐choice learning needs to be grounded on Dewey’s pragmatic conceptions of knowledge, in order to valorise the learner’s own knowledge, and their volitional activity in choosing their beliefs, and to provide a more robust foundation for the conceptualization of knowledge. It is further argued that the notion of intermental knowledge needs significant adjustment, as it seems implausible that knowledge actually exists between people. However, in order to keep the focus of free‐choice learning on the importance of social exchanges in learner construction of knowledge, Dewey’s compatible notion of the importance of the learning exchange is proposed as a substitute for intermental knowledge. It is also suggested that there is a need for additional guidance to educators on how most effectively and sensitively to mediate learner values and interests, given that educators working with learners have interests, aims, and values of their own. I suggest a solution based on pragmatic epistemological and learning theories.     

School Turnaround Principals: What Does Initial Research Literature Suggest They Are Doing to Be Successful?

As the research literature on principals leading school turnaround grows, determining whether or not real differences between good, even effective, principals and turnaround principals becomes increasingly important. Recent federal government policy and investment established turnaround models that emphasize the role of the school principal, suggesting that turnaround principals do need to be different than other principals in some meaningful ways. But any difference in skill or characteristic remains undefined. For this article, we conducted a systematic review of empirical research literature to identify studies of principals who led successful school turnaround initiatives. We reviewed 18 empirical studies to categorize the education leadership areas in which turnaround principals must excel. We also present the limited evidence regarding attitudes, traits, or perspectives principals leading turnaround should likely possess. Finally, we consider implications of our findings for research and practice.     

Promoting Positive Family Interactions: Evaluating a Free Early Childhood Book Distribution Program

The Dolly Parton Imagination Library (DPIL) program encourages reading among families of preschool children by mailing age-appropriate books, once per month, until the child reaches the age of five. An evaluation of a DPIL program in a southern state in the U.S. was conducted to assess the impact on enrolled children. Focus groups were conducted and a survey was administered to over 100 parents of children in the program to determine parents’ satisfaction with–and assessment of–the program relative to its activities and stated outcomes. To what extent the program promoted reading in the family, and children’s enjoyment of reading and school readiness was explored. In addition, family communication styles and relationships were assessed relative to these outcomes. The parents reported that the program introduced more diverse reading choices, fostered their children’s love of reading, promoted cognitive development and readiness for school, increased use of public libraries, and encouraged family interaction. Some differences in reading activities based on family communication styles were found. As well, parents provided recommendations for outreaching to underserved children. Implications of these findings for groups that sponsor this program and for further research are presented.     

Disadvantaged older jobseekers and the concept of bounded agency

This article uses the concept of bounded agency to interpret the findings of a study that explored the training and job-seeking activities of a group of older adults. A qualitative, phenomenological approach was used to obtain personal and nuanced accounts of their experiences. A series of semi-structured interviews was conducted with eight adults aged 55 and older, who were low-skilled and unemployed. The findings identified that a range of interrelated barriers constrained their agency in those activities in two key areas. First, there was a disparity between their learning needs and preferences, and the delivery modes in their training programmes. Second, legacies from their personal histories contributed significantly to constraints in their current activities. The bounded agency concept explicated this range of barriers, as it incorporated institutional, societal and personal factors within the agency of individuals. A model of bounded agency was developed, that showed legacies from an individual’s personal history can lie at the base of their disadvantaged state, and that provisions in their training programmes can address those legacies. The article concludes by suggesting that this model could form the basis of further research with other jobseekers from disadvantaged backgrounds.     

IV. GROWTH FAILURE IN INSTITUTIONALIZED CHILDREN

Children within institutional care settings experience significant global growth suppression, which is more profound in children with a higher baseline risk of growth impairment (e.g., low birth weight [LBW] infants and children exposed to alcohol in utero). Nutritional insufficiencies as well as suppression of the growth hormone–insulin‐like growth factor axis (GH‐IGF‐1) caused by social deprivation likely both contribute to the etiology of psychosocial growth failure within these settings. Their relative importance and the consequent clinical presentations probably relate to the age of the child. While catch‐up growth in height and weight are rapid when children are placed in a more nurturing environment, many factors, particularly early progression through puberty, compromise final height. Potential for growth recovery is greatest in younger children and within more nurturing environments where catch‐up in height and weight is positively correlated with caregiver sensitivity and positive regard. Growth recovery has wider implications for child well‐being than size alone, because catch‐up in height is a positive predictor of cognitive recovery as well. Even with growth recovery, persistent abnormalities of the hypothalamic‐pituitary‐adrenal system or the exacerbation of micronutrient deficiencies associated with robust catch‐up growth during critical periods of development could potentially influence or be responsible for the cognitive, behavioral, and emotional sequelae of early childhood deprivation. Findings in growth‐restricted infants and those children with psychosocial growth are similar, suggesting that children experiencing growth restriction within institutional settings may also share the risk of developing the metabolic syndrome in adulthood (obesity, Type 2 diabetes mellitus, hypertension, heart disease). Psychosocial deprivation within any caregiving environment during early life must be viewed with as much concern as any severely debilitating childhood disease.     

‘They didn’t tell me anything’: women’s literacies and resistance in rural Mexico

Drawing from ethnographic case studies, this article considers issues of women’s access to education by exploring the literacy experiences of four women in rural Mexico. Ironically, as physical access to education in this area has increased, women’s literacy experiences have become more complex, rather than more libratory. Formal literacy, as it plays out for women in this community, is experienced as both an oppressive force as well as a tool for resistance to other forms of oppression. More importantly, the stories in this article highlight the socially dynamic nature of literacy as these four women utilise interpersonal relationships in order to subvert oppressive norms. These findings have implications both for theories of literacy as well as for educators who wish to work in more engaged ways with women and their children who emigrate from areas like rural Mexico.     

Digital Storytelling in Museums: Observations and Best Practices

Abstract The museum landscape has changed dramatically over the last 20 years. Technology has made possible new kinds of interactions, visitor expectations have broadened, competition for time and resources has become increasingly intense, and the buildings serve ever‐more‐complex roles. As a result, interactive designers, including those of us at Second Story, have evolved our skills and approaches to keep pace. This article summarizes many of our observations while sharing some of the best practices that we have evolved to create engaging interactive installations, websites, and experiences. Despite changes in technology and user behavior, a core focus on great storytelling should drive interactive design and serve as the critical element for museums communication and connecting with their visitors.