Interaction between television and child-related characteristics as demonstrated by eye movement research

Do field independent individuals and good readers exhibit more proficient scanning strategies than field dependents and poor readers? This study sought to answer those questions as well as to determine whether a dynamic rather than a static presentation leads to better scanning techniques. Measurements of the eye movements of third grade chi Idren as they viewed segments of The Electric Company television program were analyzed in terms of time taken to orient to target, percentage of fixations on target, percentage of time on target, direction of attack, and duration of fixation on target.     

IS IT WORTH USING CAS FOR SYMBOLIC ALGEBRA MANIPULATION IN THE MIDDLE SECONDARY YEARS? SOME TEACHERS’ VIEWS

The use of Computer Algebra Systems (CAS) in years 9 and 10 classrooms as a tool to support learning or in preparation for senior secondary mathematics is controversial. This paper presents an analysis of the positive and negative aspects of using CAS identified in the literature related to these year levels, along with the perceptions of 12 experienced secondary teachers who were working with years 9 and 10 students. The literature review shows that CAS is valued for calculation and manipulation capabilities, the option of alternative representations, the opportunity for systematic exploration and for prompting rich discussion. However, the technical overhead, initial workload for the teacher and unresolved questions about the perceived relative contribution of machine and by-hand work to learning currently pose obstacles to teaching with CAS in the middle secondary years. The teachers who contributed data to this study perceived that using CAS in their teaching is, on balance, worth the effort. However, they believed that CAS is of most benefit to their high ability students and may present an obstacle to their low ability students’ learning of mathematics.     

Faculty perspectives and practice in an Urban Community College

This article explores faculty perspectives and practice at one Urban Community College in the United States. Data were gathered as part of a larger ethnography on the culture which lower class black students produce in an urban institution. My goal here is to describe elements of faculty culture, explore reasons why faculty culture takes the shape and form that it does, and discuss the ways in which this culture may be linked to institutional outcomes. In so doing. I offer a framework through which the structural genesis of faculty-student conflict and the relationship between faculty culture and institutional outcomes may be viewed.     

The Private School Takeover

In addition to teaching subject matter, I feel students need to learn from someone they can perhaps look up to. They must learn that certain things are valued and important in society. These things are simple manners; compassion for others; how to make moral and responsible choices; and to take responsibility. At this level they need guidance. Maybe someone at home is not demanding civility; maybe they are and are just as frustrated as we. But it must be clear that certain standards must be adhered to. Certain types of behavior are requisite!.