Reconsidering Schools and the American Welfare State

Recalling her experience as an exchange teacher in Birmingham, England, in 1938–39, in the midst of the Great Depression, Oregon teacher Mary Kelly, wrote: When I witnessed the first‘leaving’day … in one of the Birmingham schools and learned that as soon as the majority of the English children were fourteen they were through with regular schooling forever, I almost shed tears. “Do you mean that those girls will never go to high school?” I asked. “Yes it is true.” ”Will they have jobs or will they be idle?” “The Education Department will place most of them in positions in homes, shops or factories ….” There were no graduation exercises, no lovely new dresses, no parents or relatives invited. I thought of my high‐school graduation, which possibly would never have been if education was not free, because the means were limited. Still another graduation after going through college on nothing a year permitted me to take up teaching ….To me, at that moment, there was nothing more precious than democracy and I mean the American way.¹     

COPING WITH THE RABIN MURDER: A SOCIAL WORK POINT OF VIEW

Acknowledgments

It is an exceptional pleasure for me to greet you at this conference of the National Council for Jewish Education. In the first place, I deeply appreciate the honor of being able to do so as your president. Secondly, all of us involved in making the policy decision to have this separate conference were a bit anxious about the degree of membership participation and attendance. To see the full attendance here is both a vindication of our judgment and an endorsement of the idea that the NCJE needs occasions to meet as a group.     

Patterns of motivating teaching behaviour and student engagement: a microanalytic approach

Positive student engagement is a prerequisite for students’ educational success. In this study, a microanalytic approach was used to explore patterns in teachers’ use of specific motivating teaching behaviours from the perspective of self-determination theory in relation to indicators of students’ positive engagement. The lessons of 52 teachers were observed and event-based coded. Results showed that specifically asking motivating questions and providing positive feedback and support during exercises were associated with subsequent positive student engagement. Unexpectedly, some demotivating teaching behaviours were also found to relate to positive student engagement, although to a lesser extent. Implications and directions for future research are discussed.

     

How to drag with a worn-out mouse? Searching for social justice through collaboration

We consider what a concern for social justice in terms of social inclusion might mean for teacher education, both practising and prospective, with particular reference to the use of information and communication technology (ICT) in mathematics education taking place at a borderland school. Our discussion proceeds through the following steps: (1) We explore what a borderland position might denote to address what social inclusion might mean. (2) We consider the significance of mathematics education and the use of ICT for processes of social inclusion. (3) We briefly refer to the Interlink Network, as many of our observations emerge as reflections on this project. (4) We present different issues that will be of particular importance with respect to teacher education if we want to establish a mathematics education for social inclusion. These issues concern moving away from the comfort zone, establishing networks, identifying new approaches, moving beyond prototypical research, and getting in contact. This brings us to (5) final considerations, where we return to the notion of social justice.     

Developing the next generation of engaged youth: Inspire Aspire – Global Citizens in the Making

School-based character education (CE) programs provide an opportunity to increase the moral fortitude of adolescents. This study is a preliminary evaluation of Inspire Aspire, a CE program that was implemented with 13- to 14-year-olds in Scotland. A relational developmental systems meta-theoretical approach and person-centered analyses were employed to understand whether teacher implementation variability is associated with student outcomes. The study aimed to: assess variation in program implementation across teachers; assess student poster quality, which served as a youth outcome measure; and, assess the relationship between variations in program implementation and poster quality. Teachers who fully integrated Inspire Aspire with the broader curriculum (as opposed to using it as a standalone program) as well as teachers who made more modifications to Inspire Aspire tended to have students with higher quality posters. This finding stands in contrast to the common narrative regarding evidence-based programs that requires teachers to strictly adhere to program guidelines in order to maintain implementation fidelity.     

Assessing ozone damage to cutleaf coneflower in an ozone bioindicator garden

To collect data on ozone pollution and foliar damage, we established the first Philadelphia Ozone Bioindicator Garden at The Franklin Institute Science Museum. In this paper, we examine the relationship between ozone concentrations in an urban environment and changes in foliar damage in cutleaf coneflower (Rudbeckia laciniata) plants. Higher ozone concentrations were observed during Summer 2015 than during Summer 2014 at our site. Diurnal analysis reveals a nightly diminishment of ozone's rate of dissipation around 4am, which we attributed to intrusions of air from the residual layer (the layer of air above the boundary layer). We saw that visible foliar injury starts relatively slowly and accelerates beginning in late July for stippling and early August for chlorosis and necrosis. We found that injury ratings on ozone-damaged leaves progress faster later in the season despite lower ambient ozone concentrations; we hypothesized that this is evidence of a “latency period” in the cutleaf coneflower's foliar injury response to ozone. Cutleaf coneflowers may serve as engaging tools to alert and inform Philadelphians about air quality issues. Our results suggest that these plants are good candidates for future work in developing bioindicators of ozone where direct monitoring is not feasible.     

Glycoprotein components in the serum of patients with cancer breast

The levels of total sialic acid, lipid bound sialic acid and fucose were estimated in the sera of patients with benign and malignant tumours of breast. An increase was noted in all the three parameters, with a more marked increase in malignancy, when compared with benign and controls. Consequent to surgery, there was an elevation in the serum levels of the above parameters than the values prior to surgery and a decline was noted two months after surgery although none of the values reached the normal range. These results suggest a close association of the glycoproteins with the tumour burden and further signify their role in early detection and staging of cancer breast.