bluuebunny/crossref_metadata_2025 huggingface dataset:
Modern Prose and Ancient Inhibitions
Authors: Morse J. Mitchell
Published: December 2017

Both amateurs and professionals write poor prose; in fact, students and professionals alike are afflicted with a neurotic need to avoid clarity and precision of thought. In the creation myths of all civilized countries, the exercise of human intelligence is displeasing to the gods; the beginning of civilization - which is necessarily at odds with nature - is always associated with sin. The universal difficulty in articulating feeling precedes consciousness because we are born into helpless dependence on our parents, who in order for us to survive and be fit for human society must often thwart our infantile inclinations. We cry out against their efforts to tame us and civilize us. Writing well which is a way of creating our personal uniqueness, is always an act of subconscious rebellion against society. We tend to discourage such rebellion in others and suppress it in our-selves. We prefer to think in cliches, and to demonstrate, through our bad grammar, bad logic, and general sloppiness of diction, that we are socially harmless because intellectually null.

The ability to write seems to have declined through a voluntary careless acceptance of slack imprecision, so that our words and processes of thought become confused. A postliterate culture is not inconceivable; we are willmg our literacy gradually away through a voluntary loss of high literary skill The disappearance of literacy may well bring about the wreck of civilization. We must read attentively, and we must teach our students to read. We must rediscover the value of technique. We must take courage from the few brilliant writers among us and develop new literary modes.
The Audiovisual Myth in America: Filling the Cracks of educational Technology
Authors: Rakow Joel
Published: December 2017

Use of audiovisual or educational technology in instruction is typically held to be an improvement over traditional textbook and lecture instruction. This is just one of the assumptions that comprise the audiovisual myth. Others include audiovisual or educational technology as being able to present most clearly what is real, and that this type of instruction exists in some kind of polar relationship to traditional instruction. These assumptions are illustrated in both teacher education textbooks and serious research and theoretical publications. Each assumption is discussed and shown to be untenable. Current explanations for the value or benefit of audiovisual and educational technology are refuted. More substantial assumptions and theoretical undergirding are suggested.
The Sociology of Bilingual Education in the United States
Authors: Llanes Jose
Published: December 2017

In the United States of the 1980's bilingual education is beginning to mature, and as an innovation it may be judged, challenged and explained in terms of its sociology. It is becoming apparent that the success or failure of bilingual education as a remedy or an enrichment has to do with sociocultural factors present in the community but outside the control of educators. Fishman (1976) may be quite correct in saying that “the school can provide instructional power for bilingual education but not functional power for it.” Only the local setting can serve its functional needs. In order to focus this inquiry, we begin by asking a question of each local setting to which bilingual education is brought. The question is: “What is the purpose of bilingual education in this community!” The answers we get may be subsumed under four responses: 1) Bilingual education is more equitable for language minority children. 2) Bilingual education is more effective in teaching English. 3) Bilingual education is helpful in attaining functional bilingualism for a language minority group. 4) Bilingual education is helpful in attaining functional bilingualism for all children. In this essay these four responses are discussed.
Are They in Roses? Teachers and Staff Development
Authors: McPherson Bruce
Published: December 2017

Staff development programs need to account for the low image of teachers and to plan ways in which teachers can develop personal and professional meaning from their work. Current disaffection with public schools inevitably focuses on teachers. This has always been so, teachers historically having had low status and low image within the profession and with the public. While staff development deals mainly with methods and techniques, unless these are linked to larger educational ends, teachers are left trapped in their roles as technicians while their existential being is screened out of their work. Staff development should involve teachers in setting goals, improving conditions of teaching and learning, and gleaning personal and professional meanings from their work as teachers.
The Principal as Staff Developer
Authors: Barth Roland S.
Published: December 2017

The author argues that the individual school site is a promising context for promoting teacher growth and that the school principal has a unique opportunity to influence conditions under which not only students but adults learn and grow. The author examines his own experience as an elementary school principal dedicated to staff development and offers several personal conclusions: attempts at staff development should be differentiated; formal teacher evaluation has only modest influence upon the professional growth of teachers-, there is an important distinction between promoting institutional compliance and promoting professional development; teachers learn most when they work under conditions of mutual visibility; the principal can have, a powerful effect upon the professional growth of teachers through the fulfillment of regular school responsibilities. Finally the author argues for the professional development of principals so that they may become more effective adult educators.
Crippling Our Children with Discipline
Authors: Gordon Thomas
Published: December 2017

The author advances the thesis that disciplining children is damaging to their physical, emotional, and social well-being. A distinction is made between self-discipline and externally imposed discipline and between the noun “discipline” and the verb “to discipline.” To discipline children, parents and teachers need power, which is derived from administering rewards and punishment. Because parents and teachers find rewards are ineffective, most rely heavily on punishment. Evidence is presented to support that punishment is used by nine out of ten parents, is used on children of all ages, is used frequently at home and in schools, and is often severe. The democratic and equalitarian parenting model put forth in Effectiveness Training is advanced as an alternative to adult power-based control of children.
Parenting for Moral Growth
Authors: Mosher Ralph L.
Published: December 2017

This article presents a series of excerpts from the author's upcoming book entitled Parenting for Moral Growth. It is an attempt to provide parents with a practical overview of over a decade of research into how individuals develop their understanding of morality. As well as offering a popular translation of Kohlberg's cognitive-developmental theory of moral development, the author provides a series of concrete examples of how these theoretical principles can be employed in everyday family interaction. The case is made that regardless of their intentions, parents are moral educators and must become active in this role by implementing moral development strategies in the home environment.
What Children Know about Reading before they can Read
Authors: Carter Anne , Stokes William T.
Published: December 2017

This paper examines the characteristic achievements of children who have not yet begun formal instruction in reading but nevertheless have begun to discover the significance of print. The strategies that fourteen children (mean chronological ages 1;9-5;8) employ to extract meaning from assorted visual stimuli and the children's metalinguistic awareness of these strategies are examined. Three principal strategies are identified: meaning, decoding, and memory. All children showed some competence with each approach but most revealed decided, if temporary, preferences for specific approaches. Clear developmental stages were not found, and age proved a poor predictor of performance. It is argued that young children display substantial metalinguistic awareness of their own approaches to print and that the three distinct strategies used in learning to read may develop simultaneously but independently.
Sex Differences in Children's Art
Authors: McNiff Karen
Published: December 2017

This paper examines the similarities and differences in the art of boys and girls aged six, seven, and eight. It is primarily concerned with the ways in which the subject matter of the children's art reflects sex differences in interests, introspective thought, and symbolic organization of the world. The methodology, based on the spontaneous art experience, seeks to establish that artistic activity is a viable medium through which information on the non-discursive aspects of children's thought can be obtained.

Over 1800 drawings, done by 26 children, were collected. The content of the drawings was examined for its range of subject matter and for thematic trends over time. It was found that girls and boys consistently portray very different subjects. The children's art did not present stereotypic images of sex roles nor could the contrasts be specifically attributed to genetic, social, or psychological differences between the sexes, although there was some correlation with the research findings in those areas. It was concluded that girls and boys have very different expressive interests and needs which are not fully incorporated into their educational environment and which affect all areas of school adjustment.
The Learning Disability Myth in American Education
Authors: Mcknight R. Thomas
Published: December 2017

The growth of interest in the field of learning disability has been unequaled by that in almost any other field in education. While characteristics of the “disorder” are detailed in the professional literature as well as state and federal guidelines, an investigation of the research bearing on the diagnosis of learning disability indicates that the existence of the “disorder” is questionable at best. Diagnosing a child as learning disabled appears to benefit mainly the school system and the child's teachers. The label is used to explain the youngster's learning difficulty and the education system is given a mythical scapegoat for its failure to educate a segment of the school population.
The Importance of the Act of Reading
Authors: Freire Paulo
Published: December 2017

The question of the importance of reading is addressed by considering the ways in which experience itself is read through the interaction of the self and the world. Through examining memories of childhood, it is possible to view objects and experiences as texts, words, and letters and to see the growing awareness of the world as a kind of reading through which the self learns and changes. The actual act of reading literary texts is seen as part of a wider process of human development and growth based on understanding both one's own experience and the social world. Learning to read must be seen as one aspect of the act of knowing and as a creative act. Reading the world thus precedes reading the word and writing a new text must be seen as one means of transforming the world.
Impacts of Liberation Pedagogy: The Case of Workers' Education
Authors: Hakken David
Published: December 2017

Some perspectives with which to evaluate the impact of the pedagogy of liberation on worker education programs in England and the United States are suggested. The pedagogy of liberation is often associated with the work of Paulo Freire and occasionally with that of the Italian Marxist, Antonio Gramsci. After some initial discussion of the nature of liberation pedagogy, the problems involved in assessing its effectiveness, are discussed in reference to specific worker education programs in England and the United States. The analysis of workers' education involves discussion of the pedagogy which informs particular programs and the social psychological dilemmas which often face the worker/students involved in workers' education. The article concludes with a discussion of the implications of the research on workers' education for liberation pedagogy.
Gender and Math Performance: Does Biology Have Implications for Educational Policy?
Authors: Beckwith Jon
Published: December 2017

The use of new biological theories of human behavior to inform educational policy is criticized. Authors who suggest that detecting a biological basis for a particular human ability indicates the unchangeable nature of that ability are committing the fallacy of biological determinism. One study is chosen to illustrate the problems inherent in attempts to link a biological substrate with human achievement. The study by Benbow and Stanley on differential math performance between boys and girls is analyzed in terms of the assumptions which underlie it. An unstated assumption of the Benbow-Stanley study is that socialization factors, in particular those that cannot be quantified, are not important in the development of math test performance. The authors also commit the error of reification, attributing to a test score a physical meaning. Evidence is described indicating the strong influence of environmental factors on SAT, IQ, and other tests. Finally, the appearance of this study and the publicity it received are seen as a reaction to the emergence of the women's movement in this country in the last 15 years.
Some Issues in the Standardized Testing of Minority Students
Authors: Williams Teresa Scotton
Published: December 2017

The standardized testing of minority students has stimulated some of the most crucial and antagonistic debates in education today. In this crossfire, it is often difficult for the participants to seriously consider arguments emanating from the opposing side. The consequence is that there is little evolution in the capacity of the educational system to adapt to the needs of minority students that are grounded in cultural differences. In one sense, standardized tests reflect this inertia, and in another, they contribute to the problem. Critics of the testing movement assert that current tests purporting to measure intelligence, aptitude, or achievement are biased against certain ethnic/racial groups. Proponents generally protest that misuse of such tests is the real culprit. The major focus of this paper is to examine some potential sources of bias in aptitude and achievement testing of minority and, in particular, black students. In recent years psychometricians have struggled to delineate the nature of bias, to determine when a test score may or may not contain bias, and to develop procedures for detecting, minimizing, or eliminating bias in the test itself. However, many critics of standardized testing claim that bias is inherent in the socio-economic structure of our society and that test characteristics or use must be examined in this context. In this paper the premise is advanced that bias in standardized tests cannot be properly explained or understood without reference to the socio-economic matrix from which it evolved.
Can Language be Tested?
Authors: Troike Rudolph C.
Published: December 2017

In a deep sense, language can never be really tested. Serious questions can be raised as to whether “language tests” actually test language ability, or something else altogether. Chomsky's distinction of competence and performance, and Hymes' elaboration of communicative competence make it clear that tests deal only with performance, not underlying competence. Interaction analysis, constructivism, and discourse analysis also make clear that the test-taker is not the passive object earlier positivist/behaviorist approaches assumed, but interacts with others in constituting the test-taking event, and with the test in constructing an interpretation of the test. Performance depends only in part on linguistic competence, but is also affected by attitudinal and situational factors, personal strategies and goals, and by the possession of schemata for the organization and interpretation of cultural information and discourse structure. Language tests may provide practically useful information for instructional purposes, but language knowledge and skills may in fact be better assessed by tests not overtly designed to test language. Theoretical issues as well as statistical data on certain tests prompt extreme caution in accepting the results of language tests as a sole basis for decision-making.
Knowledge, Power, and Discourse in Social Studies Education
Authors: Cherryholmes Cleo H.
Published: December 2017

Discourse about social studies education and the discursive practices by which it is generated will be explicated in order to analyze what counts as knowledge in—and the power relations which structure—that discursive arena. The argument will be made that knowledge and power interpenetrate and act to produce and reproduce each other. Some of the specific ways this works in social studies education will then be shown.
Social and Familial Childrearing: An Examination of Daycare and the Modern Family
Authors: Klass Carol S.
Published: December 2017

American families' need for out-of-home childcare increases at an accelerated rate each year; yet our society lacks a policy for—and even a national commitment to—high-quality daycare. Such a national policy needs to be formulated within an examination of the tensions between social and familial childrearing. This essay explores these contextual issues from a historical perspective. The essay discusses: first, changes in the family as they relate to changes in the economy and polity; second, the role of the family as the basis for the young child's self-identity and internalization of society's values and practices; and third, the potential implications of changing patterns of the structure and functioning of the American family. Finally, the essay examines historical and current daycare policy and practice in relation to the family and the broader social structure.
Public Educational Systems in a Colonial Context: The case of India's Transition from Indigenous to Modern Ideas and Institutions in the Nineteenth Century
Authors: Shukla Sureshachandra
Published: December 2017

The consolidation of British rule in India during the 19th century included some transformations in the Indian educational system. These included organized efforts to restructure the system making it more accessible to a wider clientele. There were attempts to restructure authority in schools and to impose an external examination system. In addition, knowledge came to be viewed increasingly as a commodity which individuals should accumulate. This accumulation of knowledge in schools was supposed to guarantee fuller participation in the labor market. This paper attempts to trace the history of the changes in the educational system in relation to changes in the larger social system. As part of this history it accounts for the forces that work both in support of and in resistance to changes in a colonial context. 1

1 This paper draws very heavily on Shukla, 1958, 1959, and 1967
A Feminist Perspective on the Relationship between Family Life and School Life
Authors: Arnot Madeline
Published: December 2017

Family-school relations as presented in a political economy of education are critically examined. The ways in which the separation of family and work is reinforced and the distinction between male and female spheres is legitimated are analysed within three different relationships: between schools and the economy, schooling and work, and the family and school. New ways of understanding school experience are suggested through a review of new research on family cultures and the reproduction of female class relations. The paper concludes with a call to reintegrate family and work relations, to reassess our assumptions about the family and the formation of class and gender identities, and to develop a feminist perspective within a revised political economy of education.
Ethnicity and Classicism: A Beautiful Connection
Authors: Mitchell Arthur
Published: December 2017

At a time when the majority of schools throughout the country told black kids to go into jazz or modern dance, Mr. Mitchell became a principal and famed soloist with the New York City Ballet.

It was the assassination of Martin Luther King, Jr. in 1968 that changed the direction of Mr. Mitchell's career. He returned to the United States from his directorship of the National Ballet of Brazil determined to make a commitment: to the people of Harlem, the untapped talents of black artists, and the breaking of the traditional barrier against black dancers in the world of classical ballet.

The Dance Theatre of Harlem opened its ballet school the next year with an enrollment of 30. It now includes over 350 students from all areas of the country, and offers professional training in dance, music, chorus, stagecrafts and administration. In 1979, it was one of the first professional dance schools in America to be accredited.

The Dance Theatre of Harlem is now one of the most important companies in America, filling its programs with a distinctive blend of classical and ethnic traditions. The “black” ballet company has moved through the old barriers to become an artistic triumph in the mainstream of American dance.
What is the Source of Art?
Authors: Aso Kaji
Published: December 2017

This paper stresses the importance of the idea of painting. The relationship between the concept of painting and the technique of painting is examined. The process of learning art is related to experience and to the growth of understanding, and not solely to the development of technique. Experience of the world, and of nature, thus becomes the source for painting. In closing, this paper presents the process of a “Dynamic Art Symposium” embodying the relationship between experience and art. I have chosen some topics from my talks in my classes: “Foundation of Painting” at the Boston Museum School of Fine Arts, and the Kaji Aso Studio's “Thursday Night Philosophy.” In closing, this paper presents a “Dynamic Art Symposium” on the Mississippi River, in which the relationship between experience and art is examined.
The Narrativization of Experience in the Oral Style
Authors: Paul Gee James
Published: December 2017

While acknowledging that the distinction between oral and literate styles of communication is not in reality a dichotomy, but a continuum of styles, this paper focuses on the oral style. Many children, often from middle-class mainstream homes, bring to school the foundations of literate styles of speech even before they can write. Other children, often minority children, do not. This paper gives a detailed linguistic-stylistic analysis of a seven year old black child's “sharing time” narrative, a narrative that is clearly in the oral style. “Sharing time” (sometimes called “show and tell”) is a school exercise that is meant to develop literate style communication, though it in fact assumes for success that child already shares aspects of this style with the teacher. Thus, oral style children often appear incoherent to the teacher and end up being given less (and less quality) instructional time and attention than literate style children. The stylistic analysis given here seeks to explicate how the child makes sense of her experience through narrative (the primary role of narrative in human life). I take the position that narrativizing experience is a basic human trait and that, like language, it is not something that children should in any significant sense be better or worse at. Rather, barring the attenuation of this ability by cultural practices or by the school itself, all children make sense of their experiences and do so in a masterful way. Of course, cross-cultural differences also exist, some of them perhaps related to patterns and types of literacy. In fact, the narrative of the young girl studied here shares many features with narratives found throughout the world in oral cultures. I also briefly discuss the role of cultural stereotypes both in the construction of narratives and in the view schools take of communication (linguistics, anthropology, education, stylistics, narrative, and discourse).
Vital Senses: Sources of Lifelong Learning
Authors: Erikson Joan Mowat
Published: December 2017

Educating for personal knowing requires an approach to learning that is based in direct sensory experience. The materials, tools and processes of creative art activity nurture the development of vital sensory experience at every stage of the life cycle. Through imagination, sensory experience is transformed into self-knowledge and conceptual thought: together they illuminate the processes of all personal knowing.
Maternal Work and the Practice of Peace
Authors: Ruddick Sara
Published: December 2017

There is a real basis for the conventional and symbolic association between women and peace. Women have distinctive motives for rejecting war, distinctive abilities to engage in nonviolent action, and distinctive intellectual perspectives from which to criticize militaristic thinking. These distinctive motives, abilities, and perspectives derive from maternal work although they are shared to differing degrees and for different reasons by all women and by men who are mothers or identify with their work. The peacefulness of women could become of use in peace politics. Although neither mothers nor women are now, as a group, antimilitarist, the peacefulness which derives from maternal work could become a resource for peace.
Educated beyond Our Intelligence
Authors: Weaver W. Timothy
Published: December 2017

This article discusses the effects of a hypothetical policy restricting entry to American colleges and universities on the basis of academic standards. Admission would he restricted to those applicants whose test scores and high school records placed them in the upper one half of their high school classes. Those failing to meet the standard presumably would be forced to go to work. The merits of the policy are examined in the context of conservative and liberal educational reform movements. Perceived economic and social benefits of college attendance are discussed.
Tracking, Inequality, and the Rhetoric of Reform: Why Schools Don't Change
Authors: Oakes Jeannie
Published: December 2017

This paper looks critically at the historical, political, and economic context of differentiated schooling. The argument is made that this context explains the failure to address inequality in the current agenda for educational reform. The present inattention reflects the politics of economic scarcity and social conservatism, but, more importantly, it reflects persistent and deeply rooted assumptions about human abilities and the role of schools in providing equal opportunity. Neither the mood of generosity toward poor and minority children in the 1960s nor the current stinginess has altered the enduring differentiated structure of school.
Popular Literacy and the Roots of the New Writing
Authors: Willinsky John
Published: December 2017

The place of writing in the curriculum has recently increased in importance under a series of new approaches based on a processing model of how writers write. An overlooked aspect of these new programs in the schools is the degree to which they parallel aspects of an earlier, popular literacy. In a brief recounting of incidents in the history of literacy with a focus on Renaissance Europe, 17th- and 18th-century England, and the 20th-century United States, three historical elements are brought to light which now play a strong part in the new programs. In these programs literacy (a) is sociable, (b) has its roots in nonstandardized language, and (c) places a premium on performance and publication. Insofar as the new writing takes up these aspects of popular literacy, there is reason to feel that it will work to some degree in meeting the current literacy crisis. However, the traditions of popular literacy have both political and social ramifications which warrant our attention. Popular literacy in the past has been entangled in the sensational and subversive and has not always been well received. This history raises questions as to what can be expected and what is desired of this new thrust in writing. The advocates of the new writing programs need to confront the potential of this increased voice, this latest form of popular literacy, which they have begun to encourage.
“It'S So Opinioney”
Authors: Tetreault Mary Kay Thompson
Published: December 2017

Drawing upon classroom discussions in high school women's history courses and follow-up interviews six years later, this article addresses three central questions: “What impression does viewing our history from primarily a male perspective, with the authority of the school behind it, make on students?” “What impression does viewing our history from a female perspective, with the authority of the school behind it, make on students?” “How can a gender-balanced history help female and male students to think about the concerns they have in shaping their own lives and in judging their society?”
Building from Children'S Strengths
Authors: Carini Patricia F.
Published: December 2017

This essay discusses what the childhood perspective offers—and what we would lose were we deprived of it. In that context it discusses current threats to childhood and the effects of these threats on education; the strength and potential of our humanness, with special emphasis on children's own strengths as a basis for their education and the power of collective thought, cooperative action, and, above all, human warmth and affection for developing that strength and potential. The conclusion describes an education based on children's strengths as makers of meaning and knowledge, and ways teachers can learn to recognize and respond to these strengths.
Putting the Clothes on the Dollies: The Education (Of A) Professor
Authors: Barritt Loren S.
Published: December 2017

In 1985–86 the author was a visitor in an elementary school in the Netherlands. He describes his first nervous days as the observer who preserves his distance and then as the participant who feels at home because he is involved in the life of the school. The children welcome him with warmth and understanding and the teachers with tasks that awaken him to the meaning of being a teacher with young children. At the end of his year in the school, when he reviews his notes to identify themes that seem characteristic, he finds that enthusiasm for learning, patience with the children's progress, spontaneity in response to children's interest, and the use of drama are recurring patterns in the classrooms of the preschoolers.
The Lie of the Child Redeemer
Authors: Grumet Madeleine R.
Published: December 2017

This essay describes the image of the child in educational theory and argues that the image of the child redeemer is, in its emphasis on isolation from others and from the surrounding world, a spurious image for reform. It suggests that we attend to the redeeming lies of our daughters instead of the pronouncements of our innocent sons. It argues, however, that both innocence and deceit are properties of relations, not of individual persons. Curriculum and teaching must acknowledge the child's experience rather than constraining it in innocence or labeling it a lie.
Understanding and Motivating Personnel in the Second Half of Life
Authors: Krupp Judy-Arin
Published: December 2017

An adult's concept of self and the world changes with aging. Adults modify their view of career, family, youth, destructiveness, and involvement. As a result people at different ages and stages commit discrepantly to career, professional development, and job-related growth. Knowledgeable leaders use many of these developmental forces as motivational tools to increase employee productivity and enthusiasm. This article investigates developmental changes for adults in the second half of life and discusses ways to use life's developmental tasks to motivate others. The article answers three questions: (a) What developmental tasks typify the second half of life? (b) How can school personnel utilize these tasks and their openness to learning related to the task to increase employee productivity and enthusiasm? and (c) What kinds of interventions have educators across the country employed successfully to link developmental needs of employees in the second half of life to school goals? The article emphasizes issues related to de-illusionment, individuation (including young–old, creative–destructive, attached–separate, and male–female), career, and family. It connects theory with concrete, practical interventions.
The Construction of School Knowledge: A Case Study
Authors: Nespor Jan
Published: December 2017

This paper examines the ways in which a form of knowledge, specifically the knowledge of how to read, is structured and enacted in educational settings. Drawing on recent research in cognitive psychology, the paper explores how reading instruction might shape students' capacities to deal with written language in nonschool settings. The question of how the structuring of school knowledge influences cultural production and reproduction is examined, using the conceptual framework of Pierre Bourdieu as a theoretical foil. The substantive focus of the study is the remedial reading program of a public community college.
Schooling and the Civic Exclusion of Latinos: Toward a Discourse of Dissonance
Authors: Walsh Catherine E.
Published: December 2017

In the United States, schooling has been traditionally viewed as the primary mechanism by which individuals are socially and politically prepared to function as active citizens. Through educational support of what has been termed “civic inclusion,” peripheral members of society, i.e., minorities and the poor, are purportedly given access to mainstream society.

This article examines the fallacy of civic inclusion for Latino students in U S. schools and demonstrates how schools actually promote an educational and civic exclusion. Discussed are the language, culture, and community-related strategies students utilize to confront exclusion and the new forms of inclusion which this discourse engenders.
What is the “Dialogical Method” of Teaching?
Authors: Shor Ira , Freire Paulo
Published: December 2017

Shor and Freire discuss here the dialogical method of liberatory education. Dialogue is not a mere technique to achieve some cognitive results; dialogue is a means to transform social relations in the classroom, and to raise awareness about relations in society at large. Dialogue is a way to recreate knowledge as well as the way we learn. It is a mutual learning process where the teacher poses critical problems for inquiry. Dialogue rejects narrative lecturing where teacher talk silences and alienates students. In a problem-posing participatory format, the teacher and students transform learning into a collaborative process to illuminate and act on reality. This process is situated in the thought, language, aspirations, and conditions of the students. It is also shaped by the subject matter and training of the teacher, who is simultaneously a classroom researcher, a politician, and an artist.
Saying No to Ron and Nancy: School-Based Drug Abuse Prevention Programs in the 1980S
Authors: Forbes David
Published: December 2017

The paper questions the individualism inherent in many prevention programs and argues that the recent drug scare has intensified some programs' social control functions. Responding to pressure from corporations and the breakdown of traditional socializing agencies, schools have assumed greater responsibility for students' moral behavior. Through drug abuse prevention programs in particular, schools have encouraged the accumulation of social skills as a means to ensure success, and they have increasingly applied authoritarian sanctions along with psychological manipulations in an attempt to regulate student behavior. This paper suggests an alternative model for drug abuse prevention along the lines of Paolo Freire's and Ira Shor's dialogical education.
Social Stratification of School Knowledge in Character Training Programs of South Buffalo, New York, 1918-1932
Authors: Thomas William B. , Moran Kevin J.
Published: December 2017

This essay shows how policy makers and teachers in Buffalo, New York designed and implemented a stratified curriculum as an outgrowth of the school district's character training program. They differentiated by socio-economic status the knowledge type they disseminated to their pupils in the early 1900s, emphasizing academics in elementary schools which higher- and middle-status pupils attended. In contrast, they emphasized character training at the expense of academics in lower-status schools.
A Case Study of the Selection/Censorship Problem and the Educational Value of Literature
Authors: Bogdan Deanne
Published: December 2017

This paper is a case study of a graduate class in women's literature and feminist criticism, in which student rebellion against one of the works to be studied appeared to be an instance of censorship. Proceeding from a definition of censorship as agnosis or resistance to knowing, the author defends the legitimacy of the students' refusal to read or to know within the context of their emergent ideological identity. The paper raises questions about the relationship between censorship and selection of literature texts, the literary versus the stock response, and humanist assumptions underlying the educational value of literature.
From Orthodoxy to Pluralism: A Postsecondary Curricular Reform
Authors: Zita Jacquelyn
Published: December 2017

The College of Liberal Arts at the University of Minnesota requires all undergraduate students to complete at least two courses which have a primary focus on Afro-American, American Indian, Asian American, and/or Chicano cultures. This U.S. Cultural Pluralism Requirement, as it is called, was adopted in 1985 after two years of intense debate. In this article, the considerations that went into the shaping and ultimate adoption of this requirement are recounted and analyzed.
Understanding the Tensions between Equity and Quality of Secondary Schooling
Authors: Montero-Sieburth Martha
Published: December 2017

This paper identifies the inherent tensions between equity and quality of schooling in meeting diverse student needs. Intended goals of providing equity, as defined historically, are clarified in light of the shifts in meanings of quality as analyzed by Bruce Fuller over a 20-year span. Alternative goals, based on research studies and classroom observations, are presented, as well as future equity concerns for American secondary schools.
Can Narratives of White Identity Reduce Opposition to Immigration and Support for Hard Brexit? A Survey Experiment
Authors: Kaufmann Eric
Published: December 2017

Britain’s vote to leave the European Union highlights the importance of White majority opposition to immigration. This article presents the results of a survey experiment examining whether priming an open form of ethno-nationalism based on immigrant assimilation reduces hostility to immigration and support for right-wing populism in Britain. Results show that drawing attention to the idea that assimilation leaves the ethnic majority unchanged significantly reduces hostility to immigration and support for Hard Brexit in the UK. Treatment effects are strongest among UK Independence Party, Brexit and White working-class voters. This is arguably the first example of an experimental treatment leading to more liberal immigration policy preferences.
Tourists’ Participation on Web 2.0: A Corpus Linguistic Analysis of Experiences
Authors: Rahmani Kamal , Gnoth Juergen , Mather Damien
Published: December 2017

With the advent of Web 2.0, tourists are increasingly documenting their stories/reviews online. This online process of story-telling helps them enhance their experiences. The study demonstrates how tourists’ informal participation on Web 2.0 can contribute to tourism research. We discuss the nature of tourists’ participation on Web 2.0 according to the principles of participatory research. This further helps demonstrate how online data are produced and what characterizes it. Corpus Linguistics (CL) is then applied to extract hidden meanings in data sets in both exploratory studies as well as to test theory. Using this novel approach, we study tourists’ experiences in New Zealand to firstly, identify experience themes, and secondly, predict tourists’ evaluations using a Semantic Differential (SD) model. The methodology provides researchers with the ability not only to compare different destinations according to the experiences they trigger but also to exploit advantages of both qualitative rich data and quantitative analysis.
Book Review: Tanuja Kothiyal, Nomadic Narratives: A History of Mobility and Identity in the Great Indian Desert
Authors: Beri Suraj
Published: December 2017

Tanuja Kothiyal, Nomadic Narratives: A History of Mobility and Identity in the Great Indian Desert. New Delhi: Cambridge University Press, 2016, xiii + 299 pp., ₹734, ISBN: 9781107080317 (Hardbound).
Citizen Support for Military Expenditure Post–9/11
Authors: Simon Christopher A. , Lovrich Nicholas P. , Liu Baodong , Wei Yehua Dennis
Published: December 2017

Citizens adjust their perceptions of military expenditure based largely on their worldview, as defined by their race, ethnicity, ideology, gender, socioeconomic status (SES), and education. Worldview might also reasonably be impacted by nativity. We explore the relationship between nativity and public opinion about military expenditure. Native-born survey respondents are less likely to believe that military expenditures are excessive than those born abroad. Race, ethnicity, ideology, nativity, and confidence in the military are the most significant variables used in explaining attitudes about military expenditure. Interaction analysis carried out for this article and reported here demonstrates that Hispanic and Asian ethnicity impacts on public perception of military expenditure are significantly greater when factoring in the nativity of survey respondents. With a growing portion of non-native-born citizens joining the electorate, public opinion analyses regarding military expenditure should take into account nativity as well as SES, gender, race, ideology, education, and ethnicity when seeking to explain public opinion dynamics.
Voice through exit: Changing working conditions by independent contractors’ participation
Authors: Ruiner Caroline , Wilkesmann Maximiliane , Apitzsch Birgit
Published: December 2017

In the course of worldwide reforms in health care systems, flexible employment is of increasing relevance in medicine and also includes the highly skilled workforce of hospital physicians. With reference to Hirschman’s seminal work on exit, voice and loyalty, this article analyzes the phenomenon of deploying locum tenens physicians as independent contractors in hospitals. The results of two qualitative empirical studies drawing on 30 qualitative interviews show conditions and consequences of exit– voice– loyalty behavior on different levels. On the meso level of organizations, locum tenens physicians help to enforce improvements in everyday hospital practices because as independent contractors, they gain a new, more autonomous position – they receive voice through exit.
Migraine‐Related Aural Fullness: A Potential Clinical Entity
Authors: Moshtaghi Omid , Ghavami Yaser , Mahboubi Hossein , Sahyouni Ronald , Haidar Yarah , Ziai Kasra , Lin Harrison W. , Djalilian Hamid R.
Published: December 2017

In this case series, we set out to describe the clinical entity of isolated, prolonged aural fullness (AF) and its relationship with migraine. Patients with isolated, persistent AF for 6 months or more were included with all possible etiologies ruled out. Migraine dietary and lifestyle changes and medical migraine prophylactic therapy were prescribed to all. Eleven patients were included (mean age, 52 years). Six (54%) patients fulfilled International Headache Society criteria for migraine with or without aura. Changes in perceived sensation of AF using the visual analog scale and quality of life questionnaires resulted in a statically significant improvement (P <. 001, 95% confidence interval [CI], 4.7 to 6.72, and P <. 001, 95% CI, −5.3 to −2.7, respectively). As such, an improvement of isolated, prolonged AF with migraine lifestyle changes and prophylactic treatment may suggest an etiological association between migraine and prolonged aural fullness.
Methods for Handling Unobserved Covariates in a Bayesian Update of a Cost-effectiveness Model
Authors: Thorpe Benjamin , Carroll Orlagh , Sharples Linda
Published: December 2017

Health economic decision models often involve a wide-ranging and complicated synthesis of evidence from a number of sources, making design and implementation of such models resource-heavy. When new data become available and reassessment of treatment recommendations is warranted, it may be more efficient to perform a Bayesian update of an existing model than to construct a new model. If the existing model depends on many, possibly correlated, covariates, then an update may produce biased estimates of model parameters if some of these covariates are completely absent from the new data. Motivated by the need to update a cost-effectiveness analysis comparing diagnostic strategies for coronary heart disease, this study develops methods to overcome this obstacle by either introducing additional data or using results from previous studies. We outline a framework to handle unobserved covariates, and use our motivating example to illustrate both the flexibility of the proposed methods and some potential difficulties in applying them.
Experiences of Patients with Mental Illness’ Interactions with Medical Students: A Systematic Review
Authors: Dearman Samuel P. , Joiner Adam B. , Gordon Morris , Vince Gill
Published: December 2017

Objectives:

Mental health is a key area for learning within undergraduate medical education. Given the nature of mental illness, interactions may have the potential to uniquely affect patients. This study set out to systematically review studies reporting experiences and perceptions of patients with mental illness’ clinical interactions with medical students. This includes which factors encourage patients to interact with medical students and if patients perceive negative and positive effects from these interactions.

Method:

Studies reporting patient experiences of involvement in undergraduate medicine were included. A standardised search of online databases was carried out independently by 2 authors and consensus reached on the inclusion of studies. Data extraction and quality assessment were also completed independently, after which a content analysis of interventions was conducted and key themes extracted. Studies were included from peer-reviewed journals, in any language.

Results:

Eight studies from 5 countries were included, totaling 1088 patients. Most patients regarded interacting with medical students as a positive experience. Patients described feeling comfortable with medical students, and the majority believed it is important for students to ‘see real patients’. Patients described benefits to them as enjoyment, being involved in student education, and developing an illness narrative.

Conclusions:

Results suggest that most patients with mental illness want to interact with medical students, and this should be encouraged during student placements. Further research, however, is required to understand in more depth what else can be done to improve the comfort and willingness for patients to interact with students, including barriers to this.