Off with a theme: Emergent curriculum in action

Early childhood teachers can plan developmentally appropriate classrooms through a fusion of thematic and emergent curriculum approaches. Ernie, a preschool teacher/university professor working in a campus laboratory setting, designed and implemented a space theme which was relevant to young children, allowed them many opportunities to demonstrate their knowledge and skills and expand upon them in significant ways, and incorporated a variety of materials and resources. Overall, the use of this theme reflected the initial and emergent interests of both the teachers and children, as they interacted in the social environment.     

Motion Pictures

Richard Bunce's Television in the Corporate Interest (New York: Praeger Special Studies, 1976—price not given, but about $15.00).

Ralph M. Jennings and Veronica M. Jefferson's Television Station Employment Practices, 1975: The Status of Minorities and Women (New York: Office of Communication, United Church of Christ, 1976—price not given, but about $10.00, paper)

Horace Newcomb's Television: The Critical View (New York: Oxford University Press, 1976—$4.00, paper)

Asa Berger's The TV-Guided American (New York: Walker, 1976—$8.95)

Vincent Mosco's The Regulation of Innovations in the Broadcasting Market (Cambridge, Mass.: Harvard University Program on Information Technologies and Public Policy, 1975—$3.00, paper)

James D. Scott's Cable Television: Strategy for Penetrating Key Urban Markets (Ann Arbor: University of Michigan Graduate School of Business Administration, 1976—$5.50, paper)

R.W. Chandler's Sparks at Sea: The Experiences of a Ship's Radio Officer (North Pomfret, Vt.: David and Charles, 1973, but only recently released in the U.S.—$9.50)     

Significant Evidence

The purpose of this column is to keep religious educators abreast of the relevant significant research in the general field of psychology. Its implications for methods and materials in religious education are clear. Religious educators may well take advantage of every new finding in scientific research.

Each abstract or group is preceded by an evaluation and interpretative comment, which aims to guide the reader in understanding the research reported.

All of these abstracts are from PSYCHOLOGICAL ABSTRACTS, and used by permission of that periodical. The abstract numbers are from Volume 27, Numbers 2 and 3, February and March, 1953.     

From Digital Consumption to Digital Invention: Toward a New Critical Theory and Practice of Multiliteracies

The teaching of media and digital literacies has gained increased attention in the 20 years following the New London Group’s landmark publication. From approaches urging the study of popular culture to calls for youth led social media revolution, there is no shortage of approaches. Yet scant attention is offered toward articulating a new and comprehensive theory of pedagogy and production that acknowledges the changing tools and technologies at young people’s disposal, conceptualizes young people as media producers, and applies these developments to today’s complex classroom context. We aim to articulate a new critical theory of multiliteracies that encompasses 4 types of digital engagement: (a) critical digital consumption, (b) critical digital production, (c) critical distribution, and (d) critical digital invention. We make the argument that a new critical theory of multiliteracies needs to account for each of these types of digital engagement but that, ultimately, we must move beyond theorizing our youth as passive consumers or even critical users of digital technologies toward the project of facilitating youth communities of digital innovation.     

First-generation college students: Characteristics,experiences, and cognitive development

This study sought answers to three questions: (1) Do the precollege characteristics of first-generation students differ from those of traditional students? (2) Do first-generation students' college experiences differ from those of other students? (3) What are the educational consequences of any differences on first-year gains in students' reading, math, and critical thinking abilities? Answers come from 2,685 students (825 first-generation and 1,860 traditional students) who entered 23 diverse institutions nationwide in Fall 1992 and who completed one year of study. First-generation students differ from their traditional peers in both entering characteristics and college experiences. Although traditional students make greater net gains in reading during their first year, the two groups gain to about the same degree in math and critical thinking skills. Those gains, however, appear to result from somewhat different experiences.     

Going Deep into Mechanisms for Moral Reasoning Growth: How Deep Learning Approaches Affect Moral Reasoning Development for First-year Students

The purpose of this paper was to determine the effects of deep approaches to learning on the moral reasoning development of 1,457 first-year students across 19 institutions. Results showed a modest positive relationship between our measures of deep approaches to learning and moral reasoning at the end of the first year of college even after controlling for precollege moral reasoning. After accounting for a host of demographic and relevant student characteristics and for the natural clustering of students, we found that the integrative learning subscale, which captures students’ participation in activities designed to integrate information from varied sources and diverse perspectives, positively affected moral reasoning among first-year students. Implications for researchers and practitioners are discussed.     

A human dissection training program at Indiana University School of Medicine‐Northwest

As human cadavers are widely used in basic sciences, medical education, and other training and research venues, there is a real need for experts trained in anatomy and dissection. This article describes a program that gives individuals interested in clinical and basic sciences practical experience working with cadavers. Participants are selected through an open application process and attend sessions focused on anatomical terminology, gross anatomy and radiography, and some of the educational applications of human cadavers. Dissection skills are honed during an intensive, two‐day cadaver dissection and orthopedic workshop. Participants communicate the knowledge they gain through table‐side discussions, reflect upon the experience during a memorial service, and submit written program evaluations. Additionally, the dissection and preparation of cadaveric materials accomplished in this course are used in the medical school gross anatomy course during the next academic year. From 2004 through 2008, the annual number of applicants increased from 40 to 167, and the number of participants increased from 25 to 43 per year. Program participants have represented diverse ethnic, educational, and professional backgrounds. Feedback from participants has been remarkably positive, including comments on the large amount of learning that takes place during the sessions, the positive impact the program has had on career choice, and the desire for program expansion. This program, which could be replicated at other institutions, teaches anatomy, prepares cadaveric prosections for teaching and training others, and encourages participants to pursue careers in anatomical and biomedical sciences. Anat Sci Educ 3: 77–82, 2010. © 2010 American Association of Anatomists.