An Argument in Search of Evidence: A Response to Camara et al. (2019)

This article offers a critique of the validity argument put forward by Camara, Mattern, Croft, and Vispoel (2019) regarding the use of college‐admissions tests in high school assessment systems. We challenge their argument in two main ways. First, we illustrate why their argument fails to address broader issues related to consequences of using admissions tests as an achievement indicator in high school accountability systems. Second, we find the evidence put forth by Camara et al. argument incomplete and/or overstated, even if evaluated against a more limited set of claims. We offer several additional comments regarding the construction of their validity argument, the lack of transparency for evaluating many of the claims, and the potential unintended negative consequences associated with the use of the ACT or SAT as the primary achievement indicator in a state accountability system.     

The Replication of Veronese’s Wedding at Cana and of Duchamp’s Bicycle Wheel: Two Iconic Works as Their Surrogates

The paper discusses in detail the cases of two different sorts of reproductions: the first, that of the Wedding at Cana, by Veronese. The original work is displayed in the Louvre, while a high-quality replica is displayed in its stead in Venice. The second example is Bicycle Wheel, by Duchamp, the original of which is destroyed. Subsequently, many versions and appropriations of Bicycle Wheel have been fabricated, whose status is examined in this paper. The aesthetic properties of originals and reproductions are investigated in these two examples, with reference to the problems of authenticity and intertextuality. An intertextual approach to their significance is discussed, based on a series of different scenarios, and personal perceptual knowledge, for the observers of each work.     

Parents,ICTs, and Children's Prospects for Success: Interviews along the Digital “Access Rainbow”

Interviews with 52 parents of varying income levels and positions on the digital “access rainbow” are used to explore how parents discuss the widespread belief that ICT (information and communication technologies) access affects their children's prospects for success. While all parents agreed that ICT competence is important, differences emerged along socioeconomic lines regarding how parents conceptualized the computer/success relationship. While upper-income parents demonstrated greater ICT proficiency and access and assumed that their children needed ICT proficiency for success, parents in the lower-income groups saw the need for ICT proficiency as more context-dependent and adopted broader definitions of success. All parents expressed concerns about the negative attributes of ICTs as entertainment rather than educational media; for lower- and middle-income families, however, this objection justified limits on use or access among children.     

Spoken organizational lecture cues and student notetaking as facilitators of student learning

Previous research has shown that providing written organizational lecture cues boosts notetaking and that boosting notetaking raises achievement. Lecture learning literature, however, is silent on whether spoken organizational lecture cues boost notetaking and achievement. To find out, participants listened to a lecture that contained or did not contain spoken organizational lecture cues. Participants either recorded lecture notes or refrained from notetaking while listening to the cued or uncued lecture. Results showed that spoken organizational lecture cues boosted the number of noted organizational points and details by 39 and 35%, respectively. Results also confirmed that lecture cues and notetaking work to raise achievement. Notetaking resulted in about 13% higher test achievement than not taking notes. Cueing raised test achievement 15–45% versus noncueing. Educators are encouraged to use spoken organizational cues while presenting lectures.     

Homophobia,Sexism, and Early Childhood Education: A Review of the Literature

We reviewed 31 articles that explored issues related to gender and sexuality in early childhood education (ECE) settings. This body of literature suggests that ECE programs and elementary schools often reinforce the homophobia, heterosexism, and sexism that characterize contemporary U.S. society. A number of the articles described strategies that the teachers of young children can use to promote gender equality, respect for sexual diversity, and healthy sexual development. We concluded our review with a discussion of third-wave feminism, queer theory, and the important role that community college and university-based teacher education programs can play in helping the teachers of young children actively challenge systems of privilege and oppression based on gender and sexuality.     

Private Investigation Programs as an Emerging Trend in Criminal Justice Education? A Case Study of Texas

In the post 9/11 era, the field of private security has experienced major growth. This is particularly notable for the subfield of private investigations. Indeed, private investigators, often portrayed as less professional than other participants in the investigative process, are taking on a more prominent role in traditional criminal justice functions and services. As the field of private investigations has grown in size, function, and complexity, the need for increased and specialized education is a logical consequence. Although in its infancy, the trend toward this type of education appears to be primarily directed at colleges and universities. To further explore this trend, this research surveyed a random sample of licensed private investigation agency owners (N?=?91) in Texas on their viewpoints concerning the education of private investigators at the college and university levels. Among other areas, investigative company owners were asked their opinions on the need for enhanced education to better prepare private investigators for the changing demands of the profession. Results indicate that private investigation agency owners believe that four-year colleges and universities should begin to develop and teach classes to better prepare their students for careers that reflect the changing nature of private investigations work. Implications for research and practice are explored.     

Sophistic ethics in the technical writing classroom: Teaching nomos,deliberation, and action

Drawing on arguments by Carolyn Miller, Steven Katz, and others, this essay claims that teaching ethics is particularly important to technical writing. Next, the essay outlines a classical, sophistic approach to ethics based on the theories and pedagogies of Protagoras, Gorgias, and Isocrates. This sophistic approach emphasizes the Greek concept of nomos, internal and external deliberation, and responsible action or articulation. The final section of the essay discusses possible problems and pedagogical applications of sophistic ethics in the contemporary technical writing classroom.     

The Practice of Usability: Teaching User Engagement Through Service-Learning

Pedagogical and scholarly discussions of the process of usability tend to focus more on methods than on practices, or specific, tactical performances of and adjustments to these methods. Yet such practices shape students' learning and determine the success of their usability efforts. A teacher research study tracking students' understanding and enactment of usability and user-centered design over the course of a service-learning project illustrates the importance of practice-level struggles—and the thoughtful preparation for and facilitation of these struggles—to the development of students' flexible intelligence (metis) and rhetorical translation skills.