Be/longing in the archival body: eros and the “Endearing” value of material lives

This paper explores the nature of the archival body and the ways in which it is temporally situated and yet also always in motion. Applying transdisciplinary logics, it argues that the affective nature of archival productions follows the machinations of metamorphoses and (un)becoming. Using two queer/ed and transgender archives as sites of inquiry, the paper explores the erotic and affective nature of accessing the archival body in its multimodal forms. Although touching, smelling and stroking what remains of distinct material lives might elucidate arousal and certain other affective and haptic responses within the visitor to the archives, the records themselves hold and cradle their creators and their storytelling techniques along with their relationships to longing for and belonging in the archival body of knowledge. This approach suggests that understanding of the record and its affects can be enriched by temporal perspectives that acknowledge distinct and diverse temporalities and promote generative understandings of potentially meaningful progressions of time and everyday rhythms embodied within archival materials.     

Wetekia kia rere: the potential for place-conscious education approaches to reassure the indigenization of science education in New Zealand settings

Cultural Studies of Science Education - Wetekia kia rere is an expression in the Māori language that refers to unleashing potential. This paper discusses questions of power relevant to...     

The neuropsychology of Down syndrome: evidence for hippocampal dysfunction

This study tested prefrontal and hippocampal functions in a sample of 28 school-aged (M = 14.7 years, SD = 2.7) individuals with Down syndrome (DS) compared with 28 (M = 4.9 years, SD = .75) typically developing children individually matched on mental age (MA). Both neuropsychological domains were tested with multiple behavioral measures. Benchmark measures of verbal and spatial function demonstrated that this DS sample was similar to others in the literature. The main finding was a significant Group x Domain interaction effect indicating differential hippocampal dysfunction in the group with DS. However, there was a moderate partial correlation (r = .54, controlling for chronological age) between hippocampal and prefrontal composite scores in the DS group, and both composites contributed unique variance to the prediction of MA and adaptive behavior in that group. In sum, these results indicate a particular weakness in hippocampal functions in DS in the context of overall cognitive dysfunction. It is interesting that these results are similar to what has been found in a mouse model of DS. Such a model will make it easier to understand the neurobiological mechanisms that lead to the development of hippocampal dysfunction in DS.     

A Clearer Vision: Creating and Evolving a Model to Support the Development of Science Teacher Leaders

This paper describes a professional development model for developing science teacher leaders that has evolved and been refined through working with 16 high school chemistry and physics teachers in high-needs schools over the past 3 years. The theoretical framework draws upon Goodwin’s notion of professional vision and Dempsey’s four metaphors to inform an understanding of professional identity consistent with innovation and empowerment in (a) the classroom setting with students and (b) with teachers in collegial environments. Thus, leadership practices and purposes are discussed at two distinct levels and contexts, which interact reflexively. Sociolinguistic discourse analysis of multiple data sources enabled us to identify the professional development features that promoted or hindered the teachers’ growth toward a leadership perspective and disposition. Implications for science teacher renewal and retention as well as limitations of the study and proposed leadership model are also shared and discussed.     

Crime,Camping, and Fear: Developing High Impact Practices in Criminal Justice

High Impact Practices (HIPs) have been shown to increase critical thinking skills, student engagement, persistence, and GPA. Examples of HIPs include research experiences, collaborative projects, study abroad, and internships. One of the main characteristics of a HIP is the effort they require. This effort not only applies to the experience, but the development of the experience itself. In the fall of 2014, a HIP was utilized to provide criminal justice students an opportunity to engage in research and data collection. This paper will explore the logistics, best practices, benefits, and pitfalls of developing a high impact practice.     

Prekindergarten Interactive Book Reading Quality and Children’s Language and Literacy Development: Classroom Organization as a Moderator

Research Findings: This study examined the association between interactive book reading quality and prekindergarten children’s gains in language and literacy skills over the course of an academic year for 96 teachers and 417 children across multiple locations in the United States. Two moderators were examined, namely, children’s initial skill level and teachers’ classroom organization during an interactive read-aloud session. In keeping with prior research, interactive book reading quality, measured by examination of teachers’ extratextual talk, was positively and significantly related to children’s development of both language and literacy skills. Interactive book reading quality was not significantly moderated by children’s initial skills, with the exception that interactive book reading quality appeared most beneficial to children’s print knowledge for children entering prekindergarten with relatively low skill. The unique contribution of this study is that the association between interactive book reading quality and children’s expressive vocabulary was dependent on an organized classroom during the book reading session. Practice or Policy: The quality of teachers’ talk during interactive book reading may matter for children’s vocabulary development only when reading sessions are characterized by relatively high classroom organization. Classroom organization should be an important consideration while planning for interactive book reading sessions.     

Homo pontem: teachers as bridges to a multicultural Italy

Abstract

This article explores the appearance of new teacher roles within the Italian education discourse, in particular focusing on official and scholarly texts from 1990 to 2015. During the second half of this period, the conceptual borders of two distinct roles, the intercultural teacher and the cultural mediator, begin to blur so that all teachers are called to engage in mediation. The role of mediator is made up of practices and dispositions intended to create a bridge between non-Italian students and Italian schools. The collapse of the teacher and mediator roles creates a new discursive context in which the Italian teacher is positioned to reconstitute her/himself through the adoption of these new practices and dispositions, thus constituting a new subjectivity. The new subjectivity, homo pontem, is in part an effect of political reasoning and the theorising of intercultural and citizenship education that has produced state-sponsored policies meant to manage immigrants in Italian schools. The Italian Ministry of Education first referred to intercultural education in 1990, marking a starting-off point for this study. Through a discourse analysis of ministerial documents and Italian scholarship, the overlapping of the roles of cultural mediator and intercultural teacher is tracked. The effect of this overlapping suggests the availability of new techniques of the self, with the Italian teacher called upon to engage in practices that facilitate non-Italian students’ integration, foster dialogue between cultures, and protect a new Italian way of being in today’s multicultural Italian nation-state.     

Quality and Equality in Internet-Based Higher Education: Benchmarks for Success

As technology changes what higher education is and how it is delivered, it is critical to learn from existing case studies and research about the strengths and weaknesses of this delivery approach. This article reviews research published in the United States and case studies of Internet-based degree programmes to gain a better understanding of the impact of IT on student equity and overall standards of quality. Based on this review of prior experience, several policy recommendations are offered. These recommendations suggest that governmental strategies related to on-line education should be limited in scope and promote two key goals: (i) equal opportunity for educationally disadvantaged populations, and (ii) standards of quality that are based on proven models of success.     

Full-text federated search of text-based digital libraries in peer-to-peer networks

Peer-to-peer (P2P) networks integrate autonomous computing resources without requiring a central coordinating authority, which makes them a potentially robust and scalable model for providing federated search capability to large-scale networks of text-based digital libraries. However, peer-to-peer networks have so far provided very limited support for full-text federated search with relevance-based document ranking. This paper provides solutions to full-text federated search of text-based digital libraries in hierarchical peer-to-peer networks. Existing approaches to full-text search are adapted and new methods are developed for the problems of resource representation, resource selection, and result merging according to the unique characteristics of hierarchical peer-to-peer networks. Experimental results demonstrate that the proposed approaches offer a better combination of accuracy and efficiency than more common alternatives for federated search of text-based digital libraries in peer-to-peer networks.