bluuebunny/crossref_metadata_2025 huggingface dataset:
The Awakening of Intellectual Virtue
Authors: Stutz Cathleen K. , Tauer Susan M.
Published: December 2017

Developed through the rational exercise of thought, intellectual virtue was considered by Aristotle essential to the cultivation of excellence. When university teachers are exemplary, they instruct students on any number of levels. The exemplary teacher, for example, can awaken students to mystery through his or her teaching. What may seem paradoxical is that wisdom, an intellectual virtue, is built upon some acknowledgment of mystery. The best teaching in the arts and sciences will help students recognize that paradox. University educators must not only be scholars in their respective disciplines but also exemplars of intellectual virtue.
The Things They Carried: Character, Narrative, and the Liberal Arts
Authors: Wells Linda
Published: December 2017

When students enter college, they bring with them objects, narratives, memories, hopes and values, and they take on new narratives and values as they study the liberal arts. Students hold complex attitudes toward work, amusement, and leisure, and a liberal arts education can offer, among other things, a clearer understanding that work—“The working life”—embodies the values of courage, honor, and responsibility, and university professors can help students find in their studies vivid images of the ennobling power of work.
Nowhere Motel, Light beyond Being
Authors: Jorgensen Brian
Published: December 2017

and therefore inevitably encourages moral virtue—or, if the college is a Nowhere Motel, vice. Since Aristotle and recent research on the human brain indicate that, throughout the college years, reason gains power to influence behavior, college is a logical place to study virtue. Many characteristics of college students suggest areas for attention to the teaching of moral virtue; but the essence of college is the development of intellectual virtue, which influences moral virtue. College teachers teach intellectual virtue through their approach to their subject, their conducting of the game or ritual of the classroom, and their moving back and forth between fact and spirit. Because the strongest intellectual virtues can go the most profoundly wrong, Socrates and Confucius suggest that, with the exceptionally gifted, the teacher keep in mind the Good, thought of as a light beyond being. Virtue is inevitably taught in college because real learning is learning to love, and love shapes virtue.
Why Schools for Deaf Children Should Hire Deaf Teachers: A Preschool Issue
Authors: Shantie Courtney , Hoffmeister Robert J.
Published: December 2017

First languages are assumed to be learned in the home. Since 90 to 97 percent of Deaf children are born to hearing parents who do not know American Sigh Language (ASL), their first exposure to ASL will be in the school setting. Deaf children will spend approximately 50 percent of their waking hours with teachers, who are their main language models. However, a substantial number of teachers of the Deaf report that they learned to sign from their students, only 45 percent of teachers claim they can sign as well as their students, and only 33 percent claim to understand their student's signing as well as they understand English. Moreover, over the years, educators created a variety of manual codes for English (MCE) in the mistaken notion that manually coding English would promote literacy in English. However, studies have shown that the key to reading and writing success was students'knowledge of ASL and ASL discourse as well as the ability to use ASL to approach learning the second language. The key to educational success for Deaf children lies in their being taught in a truly bilingual manner. Bilingual education has been shown to be successful if the first language is strong and there are adequate language models present. Thousands of Deaf children are currently being taught by the impoverished MCE model and by hearing teachers who could not pass the native signing requirements. More discussion and training in ASL proficiency should be required of educators of the Deaf and those training to become educators of the Deaf. In the crucial preschool years, teachers of Deaf children should be Deaf or Children of Deaf Adults (CODAs) themselves to ensure the future success of our Deaf students.
Lisa Loeb Fellowship: Cultural Encounters as a Lens for Foreign Language Acquisition and Pedagogy
Authors: Labelle Melissa Tobey , Dembs Lisa , Eisner Kate
Published: December 2017

This article investigates the interplay of second language acquisition, foreign language pedagogy, and cultural insights through the lens of the Lisa Loeb cross-cultural travel fellowship through Boston University. The participant observers were three full-time Boston University graduate students in the School of Education's Modern Foreign Language Education program who spent six weeks abroad in countries that speak the language they now instruct as full-time language educators.
My Day at Stuyvesant High
Authors: Gibbon Peter
Published: December 2017

In preparation for his book, A Call to Heroism: Renewing America's Vision of Greatness (Atlantic Monthly Press, 2002), Peter Gibbon traveled throughout America for over five years, speaking to students about heroes, celebrities, sports stars, leaders, and historic figures. He visited a wide variety of schools, public and private, urban and suburban, charter and parochial. Forums ranged from a thousand students sitting on bleachers in a gymnasium to small groups of students in history and literature classes. Gibbon kept a journal of each school visit, excerpts from which became the chapter “Talking to Students About Heroes.” The entry that follows is from his journal and describes his visit to Stuyvesant High School.

Stuyvesant High School is also featured in the book review essay of this journal, as Gibbon reviews Teacher Man, by Frank McCourt, bestselling author of Angela's Ashes; and A Class Apart: Prodigies, Pressure, and Passion: Inside One of America's Best High Schools, by Alec Klein, who was once a student of McCourt's. The Journal of Education is indebted to Gibbon for providing this insider's view of Stuyvesant High School.
How and What Teachers Learn: A Shifting Perspective
Authors: Shulman Lee S. , Shulman Judith H.
Published: December 2017

We explore our efforts to create a conceptual framework to describe and analyse the challenges around preparing teachers to create, sustain, and educate in a “community of learners.” In particular, we offer a new frame for conceptualizing teacher learning and development within communities and contexts. This conception allows us to understand the variety of ways in which teachers respond in the process of learning to teach in the manner described by the “Fostering a Community of Learners” (FCL) programme. The model illustrates the ongoing interaction among individual student and teacher learning, institutional or programme learning, and the characteristics of the policy environment critical to the success of theory-intensive reform efforts such as FCL.
Matthew Effects in Reading: Some Consequences of Individual Differences in the Acquisition of Literacy
Authors: Stanovich Keith E.
Published: December 2017

A framework for conceptualizing the development of individual differences in reading ability is presented that synthesizes a great deal of the research literature. The framework places special emphasis on the effects of reading on cognitive development and on “bootstrapping” relationships involving reading. Of key importance are the concepts of reciprocal relationships—situations where the causal connection between reading ability and the efficiency of a cognitive process is bidirectional-and organism-environment correlation—the fact that differentially advantaged organisms are exposed to nonrandom distributions of environmental quality. Hypotheses are advanced to explain how these mechanisms operate to create rich-get-richer and poor-get-poorer patterns of reading achievement. The framework is used to explicate some persisting problems in the literature on reading disability and to conceptualize remediation efforts in reading.
A Study of a Collaborative Instructional Project Informed by Systemic Functional Linguistic Theory: Report Writing in Elementary Grades
Authors: Brisk Maria Estela , Hodgson-Drysdale Tracy , O'connor Cheryl
Published: December 2017

The current study examines the teaching of report writing from pre-kindergarten through fifth grade through the lens of systemic functional linguistics (SFL) theory. Teachers were part of a university and public school collaboration that included professional development on teaching genres, text organization, and language features. Grounded in this knowledge, teachers explicitly taught students to write reports. Results indicate that students understood the purpose of reports. Although report writing was challenging, students at all levels, supported by their teachers, presented the topic in an organized way, showed awareness of audience and voice, and used language that resulted in coherent writing.
Response to Intervention: A Socio-cultural Perspective of the Problems and the Possibilities
Authors: Beecher Constance C.
Published: December 2017

Over recent decades, achieving the goal of literacy for all children has become more challenging. Although gains have been made in students' achievement of basic literacy skills, there has not been a significant increase in the numbers of students who achieve at or above the proficient level in literacy. Response to Intervention (RTI) has the potential to help teachers identify children who may need assistance before they experience frustration and failure. As more schools are implementing RTI, some aspects may require further examination before the process can be used without reproducing the inequalities that plague some current special education practices.
A Four-Year Study of ACT Reading Results: Achievement Trends among Eleventh-Grade Boys and Girls in a Midwestern State
Authors: Conrad-Curry Dea
Published: December 2017

This study examined reading achievement gaps between eleventh grade girls and boys in a Midwestern state by analyzing four years of ACT reading scores disaggregated by subscores and demographic features: educational placement, income, race/ethnicity. Across all years and all groups, girls outperformed boys on the literature/arts reading subtest; however, boys tended to outscore girls on the social/studies science reading subtest. Founded in 1959, The American College Testing Program (ACT) assists colleges in selecting post-secondary matches. Over the last ten years, ACT has become the compliance component for No Child Left Behind (NCLB) among numerous Midwestern and Western states.
Charting the Course: Four Years of the Thomas W. Payzant School on the Move Prize
Authors: D'entremont Chad , Norton Jill , Bennett Michael , Piazza Peter
Published: December 2017

Since 2006, the Thomas W. Payzant School on the Move (SOM) Prize has been awarded annually to a Boston public school that has made significant progress in improving student achievement. This case study identifies the structures and strategies that best serve students in prizewinning schools and provides a profile of each of the four winning schools from 2006 to 2009. We also explore some of the opportunities and barriers the schools have faced in sustaining their success over time. A common case study methodology was employed, using school observations and interviews with school leaders, staff, and students. Findings reveal the importance of distributed leadership, data-driven instruction, and student-centered approaches to learning in achieving school success.
Different Students: How Typical Schools Are Built to Fail and Need to Change: A Structural Analysis
Authors: Gaynor Alan Kibbe
Published: December 2017

Computer simulation analysis was used to illustrate the thesis that the typical American public school is structured in a way that reinforces the entry characteristics of its students so that by the time they graduate—if they graduate—after twelve years, students who enter the school in kindergarten or first grade with high “readiness” perform academically better-than-average, while students who enter the school with low “readiness” perform worse than average, thus creating the well-known and widely discussed “achievement gap.”

The conclusion of this argumentation is that this structure must be changed if school reform is to be effective, and that it is strong school leadership that, over time, builds teacher quality and community and parent interest in the school, and changes teacher expectations for all students, especially those who are initially and traditionally low-achieving.

The position taken in the paper, and supported by the computer simulation modeling data, is that, in this way, strong school leadership enhances the quality and intensity of instruction, the closeness of student-teacher relationships, and the rigor of instructional content for all students, resulting in further advances in student motivation, work effort, and academic performance, and, finally, improving the attractiveness of the school for high-quality teachers and continuing the upward cycle.
Constructive, Self-Regulated, Situated, and Collaborative Learning: An Approach for the Acquisition of Adaptive Competence
Authors: De Corte Erik
Published: December 2017

In today's learning society, education must focus on fostering adaptive competence (AC) defined as the ability to apply knowledge and skills flexibly in different contexts. In this article, four major types of learning are discussed—constructive, self-regulated, situated, and collaborative—in relation to what students must learn in order to acquire AC in a particular domain. Two questions are addressed: What are the characteristics of productive learning processes that are required in order to acquire AC?, and How can such learning be stimulated and sustained through instruction? An illustrative study is presented that focuses on the design of a learning environment for improving problem-solving competence in primary school students. Concluding comments address the challenges to the implementation of innovative learning environments.
The Effectiveness of a Model of Language-Focused Classroom Instruction on the Vocabulary and Narrative Development of Kindergarten Children
Authors: Nielsen Diane Corcoran , Friesen Lisa Dinner , Fink Judy
Published: December 2017

The purpose of the study that is reported in this article was to examine the effectiveness of a model of language-focused instruction, delivered by the classroom teacher, on the vocabulary and narrative development of kindergarten children living in high-poverty conditions. There were 22 participants, the majority significantly behind their peers on standardized measures of vocabulary and narrative (understanding and production). The four-day sequence of instruction focused on a different storybook each week for 12 weeks. The findings demonstrated that it was possible to increase both vocabulary and narrative with explicit classroom instruction, repeated experiences, and active engagement. Implications for core kindergarten instruction and for teacher education are discussed.
Assessing Student Learning through Guided Inquiry: A Case Study of a Beginning Teacher
Authors: D'souza Lisa A.
Published: December 2017

This study makes a contribution to the field of pre-service and in-service teacher education by focusing on formative assessment practices. A case study of a beginning teacher in an urban high school, conducted over a period of five years that included one pre-service year and the first four years of teaching, describes how the teacher came to understand and amend her assessment practices through guided questioning of student work. The case study is part of a larger university research project designed to understand the process of learning to teach. The outcomes confirm the value of using a guided inquiry interview protocol to help beginning teachers become reflective practitioners. The protocol specifically poses questions to engage teachers in discussions about the development of assessments, the impact of mandates, expectations for pupil learning, and future modifications. In essence, the case study provides a detailed description of how one beginning teacher's beliefs and practices changed over five years to reflect more refined thinking, despite limited professional support from school administrators and colleagues.
The Effects of Grammatical Complexity on Children's Comprehension, Recall, and Conception of Certain Semantic Relations (Reprint)
Authors: Pearson P. David
Published: December 2017

This study was designed 1) to provide an assessment of linguistic variables which affect the way in which children process verbal data when they read, and 2) to evaluate certain explicit and implicit claims emerging from research and opinion in the areas of readability analysis and psycholinguistics. A repeated measurement design for high and average achieving third and fourth graders yielded data which indicate that grammatical complexity is often an aid to comprehension and recall rather than a hindrance. The results are discussed in light of the implications they provide for writing children's reading material, further readability analysis, and developing models of performance for language users.
“But They Won't Let you Read!”: A Case Study of an Urban Middle School Male's Response to School Reading
Authors: Enriquez Grace
Published: December 2017

This qualitative case study presents the perceptions of Derrick, a Black urban adolescent male who enjoys reading but believes that inconsistent school discourses hinder his success and enjoyment as a reader. Findings show that Derrick's purposeful work while reading was limited and misunderstood because, among other factors, there was a pervasive effect of test-driven reform. I argue that his critique of formal reading instruction reveals that even progressive approaches to education are not immune to the discursive power of the accountability and standardization movement, and that resultantly, the active and avid reading engagement of this Black adolescent male was ultimately neglected, inhibited, and dismissed.
“We txt 2 sty cnnectd”: An African American Mother and Son Communicate: Digital Literacies, Meaning-Making, and Activity Theory Systems
Authors: Lewis Tisha Y.
Published: December 2017

This research demonstrated how an African American mother and son communicated with each other via texting and instant messaging (IM) at home. Data from a 2007 larger ethnographic case study of a family's digital literacy practices were collected and analyzed. Situated within the framework of New Literacy Studies and multi-modality, this research explored: a) how and why an African American mother and son communicated through texting and IM, b) how this family drew on multimodal meaning-making resources, and c) how texting and IM between these family members demonstrated the potential to change the perceptions of literacy researchers regarding the dynamics of family structures.
A Study Comparing Virtual Manipulatives with Other Instructional Treatments in Third- and Fourth-Grade Classrooms
Authors: Moyer-Packenham Patricia , Baker Joseph , Westenskow Arla , Anderson Katie , Shumway Jessica , Rodzon Kati , Jordan Kerry
Published: December 2017

The study reported here examined virtual manipulatives as an instructional treatment in 17 third- and fourth-grade classrooms. Students were randomly assigned to two treatment groups: texts and physical manipulatives (PM), and virtual manipulatives (VM). Results revealed no significant differences in achievement between the treatments. Additional results showed that objective ability predicted fraction achievement; virtual manipulative use can be modulated by test question type (e.g., symbolic vs. pictorial); percentage of class time using representations differed between VM and PM classrooms; and percentage of class time spent using representation types differed, potentially providing differential opportunities to learn.
What is Technological Pedagogical Content Knowledge (TPACK)?
Authors: Koehler Matthew J. , Mishra Punya , Cain William
Published: December 2017

This paper describes a teacher knowledge framework for technology integration called technological pedagogical content knowledge (originally TPCK, now known as TPACK, or technology, pedagogy, and content knowledge). This framework builds on Lee Shulman's (1986, 1987) construct of pedagogical content knowledge (PCK) to include technology knowledge. The development of TPACK by teachers is critical to effective teaching with technology. The paper begins with a brief introduction to the complex, ill-structured nature of teaching. The nature of technologies (both analog and digital) is considered, as well as how the inclusion of technology in pedagogy further complicates teaching. The TPACK framework for teacher knowledge is described in detail as a complex interaction among three bodies of knowledge: content, pedagogy, and technology. The interaction of these bodies of knowledge, both theoretically and in practice, produces the types of flexible knowledge needed to successfully integrate technology use into teaching.
School Gardens: Situating Students within a Global Context
Authors: Wolsey Thomas Devere , Lapp Diane
Published: December 2017

School-based gardens are increasingly common. The benefits to students who grow food on their school ground reflect principles of global education by modeling sustainability through responsible ecological planning and service to the community, the environment, and humanity. In this article, the authors propose a pedagogical framework for planning school gardens and related experiences that demonstrate how school gardens promote healthier eating habits, sustainable local practices that impact global economies, and service to the community. Knowledge of cultures, local and global resources, and sustainable food sources are often integrated into successful school garden programs. Care for the community, for each other at the school, and for the planet are possible outcomes. In some settings, school gardens provide students with opportunities to extend what they learn directly about sustainable food sources into service that affects the availability of fresh, healthy foods in locations where socioeconomic factors often work against families' access to them. The article includes reports of interviews with proponents of school gardens who offer a practical introduction to educators who wish to begin to support students' conceptual understanding of how their local actions can promote global community building.
The Role of Literary Mentors in Writing Development: How African American Women's Literature Supported the Writings of Adolescent Girls
Authors: Muhammad Gholnecsar E.
Published: December 2017

Coupling Royster's (2000) conceptual framework of zamani with Rosenblatt's (1978) reader response theory, the researcher explored the ways African American women's writings supported, nurtured, and “mentored” the writings of adolescent girls. Findings show that the mentor texts served to help the girls generate ideas for their writings, think about their identities, understand the structure and style of genres, and invoke a response from readers through the use of critical language. Understanding the purpose of literary mentors is useful for English educators in appreciating the varied utility of texts and how they can be used to advance the writings and identities of youth.
Critical Pedagogy, Multiculturalism, and the Politics of Risk and Resistance: A Response to Kelly and Portelli
Authors: McLaren Peter
Published: December 2017

As the history of Orientalist education demonstrates, a curriculum may incorporate the systems of learning of a subordinate population and still be an instrument of hegemonic activity…. Until curriculum is studied less as a receptacle of texts than as activity, that is to say, as a vehicle of acquiring and exercising power, descriptions of curricular content in terms of their expression of universal values on the one hand or pluralistic, secular identities on the other are insufficient signifiers of their historical realities.

Gauri Viswanathan, Masks of Conquest, p. 167
A Conversation concerning Heroism: An Example of Sport Literature in Practice
Authors: Nastasi Richard J.
Published: December 2017

Just as a pitcher and a catcher (or a bowler and a wicket keeper) are joined by the nature of the game, many readers see sport and fiction as inextricably bound. The sporting arena is a place where heroism finds a unique niche. The author explores the character of several characters in two sport-related novels. The brief narrative speaks to the nature of sporting heroism and concludes with the realization that good deeds and self-sacrifice can be achieved by everyday acts of heroism set against the backdrop of elite sport. The author intimates that sporting literature should be made available to students as a priority content area.
Early Education and Care: Beginnings
Authors: Schickedanz Judith A.
Published: December 2017

The importance of the earliest years of life has been recognized throughout history. Many philosophers and religious leaders have commented on the power of early experiences to affect the rest of a child's life. Early education leaders sometimes provided manuals and other materials to assist parents in educating their children at home, but schools for children under six are a very recent phenomenon. During the twentieth century, education for young children under six has become increasingly common, but this level of education is still not an integral part of most school systems. Perhaps the twenty-first century will see the development of seamless early childhood programs, preschool through third grade.
Millie Almy: Nursery School Education Pioneer
Authors: Lannak Jane
Published: December 2017

Millie Almy, professor emerita, University of California, Berkeley, entered the field of early childhood education after graduating from Vassar College in 1936. For the next ten years she participated variously as teacher, director, and supervisor in programs which are regarded today as landmarks in preschool education. Examples of such programs include: The Yale Guidance Nursery, a Works Progress Administration (WPA) nursery school, and a Lanham Act child care center. This article presents her recollections of these programs and her insights into her experiences. Almy addresses the critical issues of program quality, teacher qualifications and compensation, and parent involvement. These are issues which continue to challenge early childhood educators today.
The U.S. Children's Bureau and Infant Mortality in the Progressive Era
Authors: Lindenmeyer Kriste
Published: December 2017

Early in the twentieth century, a growing child welfare movement led to the establishment of the first federal agency in the world, the U.S. Children's Bureau, designated to investigate and report on the circumstances of children. Appointed in 1912, the agency's first director, Julia Lathrop, focused on infant mortality, beginning with a year's study in Johnstown, Pennsylvania. The work stimulated a national effort to “save babies.” The Bureau's efforts led to the Sheppard-Towner Act of 1921, which funded educational and diagnostic work to lower the nation's high infant mortality rate. But this type of effort was short-lived. The article describes the course of the agency's work in the Progressive Era and evaluates its effect on current child welfare policy, a key area in the ongoing controversy over “welfare reform” and the role of the federal government in the provision of human services.
Classrooms and Cognition
Authors: Davis Robert B.
Published: December 2017

Classroom practice should be directly related to a theory of learning. Mathematics educators have used the works of theorists such as Skinner, Piaget, and Bruner to guide their work. Recant innovations in classroom practice include listening to students' explanations of their mathematical reasoning processes, recognizing students' potential for mathematical reasoning. recognizing the number and complexity of processes necessary for the solution of problems, and providing experiences that encourage students to construct assimilation paradigms to help them reconcile new concepts with their current knowledge base and thus construct new knowledge. Do we have a sound base of theoretical support for these new practices? The author argues that the requisite theories do exist, but probably not as a single unified theory at the present time.
Professional Development in Mathematics—Not Just for Teachers
Authors: Chapin Suzanne H.
Published: December 2017

Professional development activities have historically targeted teachers as the recipients of reform efforts. In order to affect lasting change in terms of what mathematics is taught and how it is taught, however, programs must recognize the different intersecting needs and perspectives of a school's education constituencies—administrators, teacher-leaders, teachers, students, and parents. Professional development programs that include components for each group have the potential to dramatically extend the impact of the resources dedicated to the reform.
Odysseus the Harper
Authors: Wians William
Published: December 2017

In the Odyssey's song of the man of many troubles, the pain that might isolate us is transformed by the artist so as to bring us together. It teaches us who we are by showing us what we are and what we are a part of. In that self-knowledge we discover that which joins us to others. The song of Odysseus that transforms us from child to adult, from part to whole, the morning song that awakens us from sleep and holds off for a time its relentless necessity, teaches us the fundamental lesson of our humanity—now is time, the only time, for action.
Moral Education in America: 1600s–1800s
Authors: Laud Leslie E.
Published: December 2017

This article reviews moral education in America from colonial times through the late nineteenth century. An analysis of laws, school rules, teaching methods, curricular materials, and views of prominent thinkers reveals that the inculcation of morality was the central purpose of education during this time. In conclusion, the article suggests how the past can serve to inform and to direct the present.
Are Special Education Programs Unjust to Nondisabled Children?: Justice, Equality, and the Distribution of Education
Authors: Nathanson Stephen
Published: December 2017

This article deals in depth with perhaps the most troubling education issue of the day—funding and proper distribution of educational resources. How is the money raised and how is its allocation decided? Can the ideals of both justice and equality be served? Is “extra” spending on behalf of children with special needs justified?

Stephen Nathanson raises the central questions and, approaching them from a moral-philosophical standpoint, presents and evaluates the arguments of those who defend extra spending for children with disabilities and those who believe that “unequal” spending violates the principle of justice. Nathanson treats various theories of distributive justice—entitlement, utilitarianism, the “difference principle,” and the “decent level” idea. In focusing on the latter, he contends that social consensus developed around “decent level” may be the touchstone, more helpful than any rationale (or rhetoric) in satisfying the claims of justice and equality.
The Reform of the Brookline Public Schools Special Education Program: A Retrospective
Authors: Sperber Robert I.
Published: December 2017

In the fall of 1964, Robert Sperber, the newly appointed superintendent of schools in Brookline, Massachusetts, surveyed the schools under his direction and found the “scope of services to children with special needs woefully inadequate.” He enlisted the help of specialists in the Department of Special Education, Boston University, asking them to investigate and develop recommendations leading to reform.

This article is Professor Sperber's substantive account of the collaboration between a university and a public school system. The university team—Professors Burton Blatt, Frank Garfunkel, and Albert Murphy—studied all aspects of special needs education in Brookline and in 1965 presented a report calling for a new administrative structure, the appointment of a clinical coordinator, and major attention to the problems of differential diagnosis.

Professor Sperber goes on to recount the implementation of these and many other recommendations and the further development of the Brookline program during his tenure (1964–1982). He concludes with comments on the current situation, locally and nationally, particularly the issue of division of resources and the cost of providing extraordinary services such as nurse-attendants for individuals.
What Real Education Requires1
Authors: Glenn Charles L.
Published: December 2017

In the view of the author of this article, any discussion of the place of values—and value transmission—in the school must begin with a definition of “real” education. In its broadest sense, education is the shaping of the whole person. A system devoted solely to instruction that conveys information and develops skills cannot claim to have fulfilled its mission.

Charles Glenn believes that a major obstacle to providing real education is the unwillingness of teachers to communicate their values and convictions to students. Their reluctance is understandable in view of the fact that schools are expected to plot a neutral course among the many conflicting views and beliefs of a democratic society. Parents distrust what they regard as intrusion in an area they consider to be their domain and resist what they construe as “government” interference. Professor Glenn proposes that a way to combat the values stand-off is to develop schools as distinctive, coherent communities, each based on a shared vision and shared goals. This is perhaps easier to accomplish in charter and magnet schools, and of course in independent schools, particularly those with an already established religious ethos.
Why Shakespeare Was Not a Relativist and Why it Matters Now
Authors: Aeschliman M. D.
Published: December 2017

The extremes of sectarian fanaticism and Machiavellian relativism were both prominent in Shakespeare's day. It was an era of religious strife, incipient nationalism, growing monarchical absolutism, and also of “liberated” Machiavellian cynicism and “will to power”—no “golden age” of moral certainty and equanimity. Somehow, the literary genius of Shakespeare not only avoided these extremes or heresies but implicitly or explicitly critiqued them all, providing a permanent legacy of vivid moral commentary, exhortation, and illustration. This legacy has had an incalculably great ethical influence on the thought, sensibility, and education of English-speaking peoples across four centuries and several continents. Particularly in its nondenominational critique of relativism, it is a precious educational resource that eloquently affirms the fundamental reality of ethics for the person who would be truly human. Ordered liberty is always imperilled by its counterfeit and competitor—licentious libertinism. Shakespeare loved the former and hated the latter, with enduring effect.
Yesterday, Today, and Tomorrow: The History and Social Science Classroom
Authors: Mason Cheryl L. , Dralle Anthony
Published: December 2017

THE TECHNOLOGY OF THE HISTORY AND SOCIAL SCIENCE CLASSROOM has changed significantly over the past forty years. Exciting visions. But universal access to technology has not been realized. PDAs (“personal digital assistants”) offer possibilities for greater access at a fraction of the cost of desktop or laptop computers. PDAs will open up a new universe of powerful applications for the history and social science classroom. Whether these applications will exert a powerful impact on student learning will depend on whether teachers have access to the technology, training on its use, and experience applying these new electronic tools in their classrooms.
Geography Teaching and the New Technologies: Opportunities and Challenges
Authors: Lemberg David , Stoltman Joseph P.
Published: December 2017

Technology has revolutionized geography as a profession and has had a significant impact on the teaching of the subject in K–12 and higher education. Geographic Information Systems (CIS) have transformed the work of professional geographers and university geography faculty. GIS is also a powerful technology for geography teachers at the pre-college level. With this new tool, students can engage in serious inquiry about issues of local and global significance using authentic data. Current research findings about GIS in schools are summarized, along with exemplary GIS projects. Realizing the potential of GIS in the classroom will require new efforts to prepare elementary and secondary geography teachers.
Technology, the Economics Profession, and Pre-College Economic Education
Authors: Robinson William , Davis James E.
Published: December 2017

The profession of economics has been profoundly altered by the introduction of technology, perhaps to an extent greater than any other social science, due in part to the role that mathematics and statistics play in the discipline. The use of statistical models and simulations has transformed not only the work of economists; it has changed economics curricula and teaching methods at colleges and universities. These changes are making their way into the pre-college economics curriculum as well. A case is made for a different kind of economics instruction for pre-college economics teachers, including the content to be addressed and the technology to be applied.
Multicultural Matters: An Investigation of Key Assumptions of Multicultural Education Reform in Teacher Education
Authors: Cherng Hua-Yu Sebastian , Davis Laura A.
Published: December 2017

Five decades of rhetoric and reform in teacher education underscore the importance of multicultural education in preparing teachers to meet the needs of all students. State and national policy initiatives targeting multicultural education build on two assumptions: first, that preservice teachers lack the multicultural awareness to function as culturally responsive educators, and second, that higher levels of multicultural awareness correspond with increased pedagogical proficiency. Few studies have examined variation in multicultural awareness across preservice candidates, or the link between multicultural awareness and prospective teachers’ measured competencies. Using a novel dataset of 2,500 preservice teachers’ beliefs and student teacher performance assessments, we find that Black and Latino candidates report greater multicultural awareness, while Asian Americans report less, compared with their White counterparts. Prior experience working with nondominant populations is linked with higher levels of awareness, particularly for minority respondents. Propensity score matching analyses reveal that multicultural awareness is tied to candidates’ competence in creating nurturing classroom environments.
Death from a driverless vehicle
Authors: Das Siddhartha , Menezes Ritesh G
Published: December 2017

Road traffic accidents are a major cause of fatalities around the world, and a number of deaths are caused by moving traffic on public roads. Deaths from vehicles that are off the highway may be called non-traffic fatalities which can be due to a vehicle reversing, carbon monoxide poisoning, weather-induced over-heating inside the vehicle and electric windows. Children (and animals) are the usual victims. We report a case from India where a man was found lying dead by the roadside with a lorry nearby. The autopsy findings indicated that he had been run over, but as there was no history of a vehicular collision and with no eyewitnesses, the investigators were unsure of the probable sequence of events that led to his death. The autopsy findings, history, circumstantial evidence and chemical analysis enabled us to work out what had happened.
Body Aesthetic Preference in Preschoolers and Attraction to Canons Violation: An Exploratory Study
Authors: Cinzia Di Dio , Berchio Cristina , Massaro Davide , Lombardi Elisabetta , Gilli Gabriella , Marchetti Antonella
Published: December 2017

Sensitivity to canons of beauty as represented in the human body—and as typically defined in the Western Culture—has been poorly studied in children. Current literature shows that infants as young as about three months are sensitive to the human body structure and its parts. Using a sample of 54 three- to five-year-old children, the present study investigated preference for drawings representing the “canonical” body structure, contrasting these with drawings showing the same bodies, but where the relation between trunk and legs was modified. It was hypothesized that preference for the canonical body structures would emerge as early as three years, increasing with age. Results only partially supported the hypothesis: while three-year-olds showed a significant preference for the canonical body structures as predicted, a significant preference reversal was found for the four-year-olds, with a tendency to return to preferring the canonical body at five years. The results are discussed in light of research findings associated with developmental theories hallmarking visual art perception in children.
The Preacher, the Text, and the People
Authors: Brueggemann Walter
Published: December 2017

“My impression is that in controversies in the church that get the pastor in trouble, controversies about theology and ethics, that is, controversies about interpretation, we usually assume two parties in the quarrel, pastor and people (or some people). Given two parties, controversies predictably lead to -win/lose situations. What has happened in many such situations is that the text has disappeared as a live, vocal partner in the conversation.”
Efficient history matching with dimensionality reduction methods for reservoir simulations
Authors: Zhang Dongmei , Shen Ao , Jiang Xinwei , Kang Zhijiang
Published: December 2017

Oil reservoir history matching is a well-known inverse problem for predicting production by optimizing enormous unknown parameters with numerical simulation. Typically it can be formulated in a Bayesian framework with geological priors. Instead of gradient-based optimization with the possibility of converging to a local minimum, evolutionary algorithms have been introduced to globally find optimal parameters. Due to the high-dimensional parameters, the optimization could become inefficient; therefore, many dimensionality reduction algorithms have been applied in history matching. However, these methods suffer from the linear assumption or the pre-image problem, which could affect the model optimization. In this paper, based on the evolutionary algorithm termed Multi-objective Evolutionary Algorithm Based on Decomposition, which is capable of simultaneously optimizing the parameters with respect to the data of several oil wells, we propose history matching with dimensionality reduction by explicitly utilizing the nonlinear dimensionality reduction model Auto-Encoder to reduce the number of unknown parameters, which can naturally handle the pre-image problem and then improve model performance in terms of precision and complexity. Experimental results based on PUNQ-S3 data verify the efficiency of the newly proposed methods.
Occupational Stratification in Contemporary Britain: Occupational Class and the Wage Structure in the Wake of the Great Recession
Authors: Williams Mark
Published: December 2017

Occupations traditionally played a central role in stratification accounts. In the wake of the Great Recession, debates regarding the extent and nature of occupational stratification have been reinvigorated. An exploration of occupational wage stratification patterns defined by both detailed occupational unit groups and the broader occupational class categories of the National Statistics Socio-Economic Classification (NS-SEC) reveals the proportion of wage inequality between occupations and occupational classes has remained broadly stable 1997 to 2015. No compelling evidence is found for growing wage inequalities between detailed occupations within NS-SEC categories. This article underlines the continued utility of occupations and particularly the NS-SEC grouping of them in describing the structure of stratification in contemporary Britain.
Developing a hybrid cooling vest for combating heat stress in the construction industry
Authors: Guo Yueping , Chan Albert PC , Wong Francis KW , Li Yi , Sun Shu , Han Xiao
Published: December 2017

Many frontline workers in the Hong Kong construction industry have to perform physically demanding work under hot working conditions, which could reduce work efficiency and time and increase the occurrence of heat cramps, heat exhaustion, and heat stroke. This study aimed to develop a hybrid, new cooling vest to combat heat stress in the construction industry. Following the functional clothing design process, a problem identification was conducted. Preliminary ideas were formed through the analysis of available types, research, a survey, literature review, and brainstorming. The design was refined through the use of desirable phase change material packs, fans with high wind velocity/long duration, and fabrics with thin, vapor-permeable, wind/water/abrasion-resistant properties, and UV protection, as well as clothing ergonomic design that considers fit, mobility, convenience, and safety. The desirable thermal functional performance in the new cooling vest was previewed through a computer-aided design platform S-smart system. The design criteria were established and a prototype was developed. The environmental chamber testing results showed that, in a hot environment, the mean skin temperature (35.8℃ vs. 36.59℃), heart rate (110 beats/min vs. 116 beats/min), and core temperature of the subjects with the new cooling vest were significantly lower than those with the control (without the new cooling vest ). A significantly longer exercise time was obtained with the new cooling vest compared with the control (22.08 min vs. 11.08 min). Significant improvements in levels of coolness, dryness, comfort, and physical recovery were observed with the new cooling vest. Results suggest that the new cooling vest can reduce the thermal stress of construction workers and improve their work performance and comfort.
Frantz Fanon and the decolonial turn in psychology: from modern/colonial methods to the decolonial attitude
Authors: Maldonado-Torres Nelson
Published: December 2017

Frantz Fanon, one of the foremost theoreticians of racism, colonization, and decolonization was a psychiatrist by training who wrote about psychology, social theory, and philosophy, among other areas. In his “work in psychology” Black Skin, White Masks, Fanon declares that he will “leave methods to the botanists and mathematicians.” In the face of colonial methods and attitudes, he searches for a decolonial attitude that seeks to “build the world of you.” With the search for this attitude at its core, Fanon’s corpus makes the case for a decolonial turn in psychology that poses the primacy of attitude over method in knowledge production. In such a form, psychology becomes a decolonial transdisciplinary practice that is close to decolonized versions of other fields in the human sciences, such as philosophy, sociology, history, literature, and political theory, as well as to decolonial activism and praxis.