In between self-knowledge and school demands: policy enacted in the Swedish middle-year classroom

In this article, we focus on the interaction in a Year 5 classroom where students fill in a ‘self-evaluation form’ as a preparation for a forthcoming discussion on progress aiming at the production of an Individual Developmental Plan. Drawing on the theoretical concepts of fabrications and performativity, we understand this as an enactment of policy where both teacher and students become actors and subjects. From using document analysis together with conversation analysis as a methodological approach, we show how the ‘self-evaluation’ in interaction becomes a successful exercise in fabrications as teacher and student negotiate conceptions of the ideal student in relation to self-knowledge and school demands. The article is an empirically grounded contribution to the understanding of how policies are interpreted and made into being by local actors in everyday practices, in this case teachers and students in schools.     

Are school-SES effects statistical artefacts? Evidence from longitudinal population data

Schools’ socioeconomic status (SES) has been claimed as an important influence on student performance and there are calls for a policy response. However, there is an extensive literature which for various reasons casts doubt on the veracity of school-SES effects. This paper investigates school-SES effects with population data from a longitudinal cohort of school students which includes achievement measures in Years 3, 5 and 7. Estimates for school-SES are unstable under differing model and measurement specifications. School-SES effects are trivial controlling for student- and school-level prior ability. Inconsistent with theoretical explanations, school-SES effects were stronger with weaker SES measures. Furthermore, school-SES effects differ somewhat by achievement domain. Also contrary to expectations, there were school-SES effects on Year 7 achievement in secondary school for the primary schools students attended in Year 5. In each of five domains of achievement, fixed effect models show a small negative effect for school-SES and a small positive effect for school-level prior ability. The large school-SES effects prominent in some research and policy literatures are statistical artefacts.     

Trachytes employed for funerary artefacts in the Roman Colonies Regium Lepidi (Reggio Emilia) and Mutina (Modena) (Italy): provenance inferred by petrographic and chemical parameters and by magnetic susceptibility

Roman funerary artefacts belonging to the archaeological collections in Modena and Reggio Emilia, two important Roman colonies (Mutina and Regium Lepidi, respectively) in the Cispadane region (Northern Italy), are made of trachytes from the Euganean Hills, close to Padua. In particular, the petrographic and chemical parameters, besides magnetic susceptibility of archaeological trachytes, suggest Monte Oliveto as their main source; very few of them, however, come from Monte Rosso and Monte Merlo. Surprisingly the trachytes from Monselice, which were used extensively to get flagstones for paving the Roman roads of the Po plain, were not implied in funerary art. Possibly the porosity of stones was determinant in addressing the use of the Euganean trachytes: the stones from Monte Oliveto (and also from Monte Rosso and Monte Merlo), which contain frequent cavities and voids, are porous and might favour body decomposition, like important stones used in antiquity for sarcophagi (e.g. lapis sarcophagus). By contrast, the trachytes from Monselice are dense, not porous, hence harder and more resistant to abrasion, therefore suitable for flagstones.     

Identification of historical plant material using micro-computed tomography

Abstract

This work investigates the use of micro-computed tomography (micro-CT) for identification of New Zealand plant leaf material from artefacts. Micro-CT was explored as a result of difficulties in preparing transverse sections from aged plant material artefacts to compare with reference slides for microscopic identification of plant species. Plant names in te reo Māori (Māori language) are followed by the English name and botanic name, and are subsequently referred to by Māori names. The three plants investigated (harakeke, New Zealand flax, Phormium tenax, J. R. Forst & G. Forst; tī kōuka, cabbage tree, Cordyline australis, (Forst.f.) Endl,; kiekie, Frecinetia banksii A.Cunn.) were/are commonly used by Māori for the manufacture of objects often found in cultural institutions. Contemporary and historical specimens (from artefacts) of plant leaf material were investigated. Contemporary specimens were viewed using micro-CT and showed identifiable features compared with micrographs of transverse sections from reference material. Diagnostic features of each plant species were then named and measured, providing the basis for development of an identification key using both visual and objective criteria. Positive identification of historical specimens using this key varied across plant species and according to level of ageing and processing. Despite this, micro-CT had several advantages over traditional transverse sections: samples were not prepared for, or altered by, analysis, and numerous cross sections across the entire sample could be easily viewed to locate identifiable characteristics. Although measurable criteria supplied apply only to the three named New Zealand plant species, this paper provides methods that could be applied to the identification of other aged plant leaf material. Knowledge of plant anatomy at the level of major cell and tissue types (e.g. mesophyll, sclerenchyma, vascular tissue, and epidermis) is sufficient for the level of analysis carried out in this study.     

Characterization of the corrosion layer on iron archaeological artefacts from K2 (825–1220 AD), an archaeological site in South Africa

Abstract

A study of the composition and phase distribution of the corrosion layers on three ferrous objects, excavated at K2 (Bambandyanalo), an archaeological site in South Africa, was conducted. The objective of the study was to obtain information that can contribute to conservation procedures to be performed on the iron artefacts from this site. Examination of cross sections by means of energy-dispersive X-ray spectroscopy coupled to a scanning electron microscope (SEM–EDX), X-ray powder diffraction (XRD), and micro-Raman spectroscopy revealed the same corrosion composition and structure for all the objects under study, namely an internal layer adjacent to the metal surface with ghost inclusions and an external layer containing quartz grains. The study also revealed that the presence of magnetite (Fe₃O₄), maghemite (γFe₂O₃), and lepidocrocite (γ-FeOOH) within the internal layer is the only difference between the chemical compositions of iron corrosion products within the two layers. The results also made it possible to retrace the corrosion history during burial and long-term storage.     

Patents: a neglected source in the history of education

Education is a technology, a production system whose elements comprise material, linguistic and conceptual inventions. This multi‐dimensional sense of educational technology is useful whenever attempts are made to understand educational practice. To this end, my paper examines a small corner of the historical or technological record, ‘patents of invention’, a set of sources that has seldom, if ever, been used in English‐language histories of education. To evaluate this source, my attention focuses on the ‘abridgements’, published between 1855 and 1930, where patent applications were grouped according to their use (e.g. as ‘furniture’ or ‘stationery’); and the diversity of these records will be illustrated by reference to an invention – the school desk – that was prominent over the same period.     

‘Decolonialism’ and the Counselling Profession: The Aotearoa/New Zealand Experience

This paper makes a case for the coining and exploration of a term ‘decolonialism’. Although there is likely to be greater familiarity with the use of the term ‘decolonization’ for the work indigenous people might undertake on themselves to transcend the shackles of colonization, this paper suggests that colonizers also need to work at ridding themselves of vestigial mechanisms of control. The paper suggests the term ‘decolonialism’ to represent this challenge. However, the issues go deeper than the examination of a counsellor’s personal beliefs, awareness and worldview, but also extend to the systems that underscore and guide the counselling profession. Whilst such issues are of relevance to various contexts around the world, this paper focuses on a case study of the reformation of the New Zealand Association of Counsellors—Te Roopu Kaiwhiriwhiri O Aotearoa as an example of the counselling profession striving to decolonialize its structure and its practices.     

Teacher education as academic work: the affordances of a materialist analysis

In this paper we make an argument for paying close attention to the materiality of practice in understanding the work of teacher educators; specifically, the meanings of artefacts used by teacher educators in the course of their daily work. We locate this analysis within a dialectical materialist understanding of the development of human activity, providing examples of artefacts-in-use in initial teacher education and the meanings accorded to these artefacts by the teacher educators we observed and interviewed. Our aim is to make a case for what is afforded epistemologically when researchers pay attention to artefacts from a dialectical materialist viewpoint. In the final part of the paper, we argue that paying attention to how teacher educators engage with artefacts can help us understand the unity of psychological and social processes within dominant approaches to teacher education, as well as providing clues about how adaptation of artefacts can drive cultural change.