bluuebunny/crossref_metadata_2025 huggingface dataset:
Coaches’ and players’ perceptions of health promotion activities in sport clubs
Authors: Van Hoye Aurélie , Heuzé Jean-Philippe , Meganck Jeroen , Seghers Jan , Sarrazin Philippe
Published: December 2017

Objectives:

To better understand the role sports club coaches can play in health promotion (HP), as well as factors supporting this task, this study compared coaches’ and players’ perception of coaches’ HP activities and tested whether coaches’ basic need satisfaction predicted coaches’ HP activities mediated by self-determined motivation to coach.

Design:

A cross-sectional design was employed. Multivariate analyses were used to compare coaches’ and players perceptions of HP, while structural equation modelling was used to test the model.

Setting:

Community football clubs in the south east of France.

Method:

A sample of 101 coaches and 404 players from 18 soccer clubs completed a questionnaire assessing HP activities’ perceptions. Coaches also completed scales on basic need satisfaction and self-determined motivation.

Results:

Similar patterns were found for coaches and players’ answers, with only a few differences, especially in the Respect for Oneself and Others dimension. Moreover, basic need satisfaction predicted Respect for Oneself and Others through self-determined motivation, while self-determined motivation was related to a Healthy Lifestyle, but basic need satisfaction and self-determined motivation were not linked to Substance Use.

Conclusion:

Results highlight few differences between coaches’ and players’ perceptions of coaches’ HP activities. Coaches’ HP activities are sparse, but seem to be perceived by their players. Self-determined coaches were more likely to promote a Healthy Lifestyle and Respect for Oneself and Others. The lack of relationship between motivational variables and Substance Use could potentially reflect the complexity of drug and alcohol prevention in sports clubs.
Changing hearts and minds: The importance of formal education in reducing stigma associated with mental health conditions
Authors: Hampson Margaret E , Watt Bruce D , Hicks Richard E , Bode Andrew , Hampson Elizabeth J
Published: December 2017

Background:

The expansion of user-friendly mental health services for young people is an important goal of mental health reform in Australia; however, stigma and discrimination associated with mental health conditions constitute major deterrents to help-seeking among young people.

Objective:

This paper reports on a qualitative study conducted in South East Queensland, which explored perceptions concerning employment barriers and support needs of people living with psychosis.

Method:

Focus groups and interviews were conducted with 137 participants comprising community members, employers, clients, carers, employment consultants and health professionals.

Results:

Stigma and discrimination were identified as major employment barriers for people living with psychosis. The formal education system was seen as a key means to overcome stigma and discrimination through improved awareness and understanding of mental health problems.

Conclusion:

This paper highlights participants’ views on how the formal education system might be adapted to increase public awareness and understanding of psychosis and reduce community stigma and discrimination.
Measurements on Gas Breakdown
Authors: Perry F. R.
Published: December 2017

After a brief survey of the two main theories of spark breakdown in gases, an account is given of certain empirical laws relating to breakdown voltages, gap lengths and pressure of the gas. Other factors which affect measured breakdown voltages are discussed namely; humidity, Proximity of neighbouring objects, irradiation, electrode geometry and polarity of unidirectional voltages. The discussion has been confined to phenomena in air but qualitatively the conclusions reached would apply to other gases.
Research into Higher Education after Robbins
Authors: Hartley M. G.
Published: December 2017

Arranged by the Research Unit for Student Problems (London University) and the Acton Society Trust at Senate House, University of London, 5–6 March 1964.
Cascaded R–C Networks and Phase-shift Oscillators
Authors: Heaton ALAN G. , Anderson J. H.
Published: December 2017

This article briefly describes the salient features of the simple three section C–R phase-shift oscillator which is met quite early in electronics laboratory courses. The frequency of operation and the gain required for oscillation are shown to depend on the output impedance of the amplifier which feeds the C–R network. By using a directly coupled cathode follower, the C–R network can be driven under almost ideal conditions where the C–R network determines the frequency and gain requirement.

A simple and rapid method for calculating the frequency and gain for a cascade of ‘n’ identical sections is given, in general form, along with a graph of gain and frequency/no. of sections.

A three section C–R network with tapered sections is analysed from the point of view of the gain required for the limiting case of extremely steep taper.

The R–C transmission line with distributed parameters is considered and the gain required for the open-circuit line type of oscillator is shown to be – coshπ. The limiting gain required for a large number of identical sections appears to approach — coshπ, but this is not proved.
Slip Measurements in Induction Machines
Authors: Charlton W.
Published: December 2017

The particular circuitry described was chosen because the components were available. It is only one way of implementing the scheme and space and probably cost could be reduced by using solid state components where possible.

As mentioned, the device does not require a direct connection to the rotating part and if a known frequency, e.g. mains, is used as the input to the reference counter, it can function as a shaft speed indicator.
Real Time Edge Detection for Vidicon Camera Derived Images
Authors: Adams A. E.
Published: December 2017

Real time edge detection for Vidicon camera derived images

This paper describes a low-cost technique for the real-time detection of image boundaries within a television picture. The technique allows easy demonstration of the effect on image information of changing threshold levels and lighting conditions, as well as greatly reducing the memory requirement for image storage. Styles of edge information transmission are discussed.
A Real-Time Network Analyzer Employing Ultrasonic Dispersive Delay Line
Authors: Lam F. K. , Leung C. K.
Published: December 2017

A real-time network analyzer employing ultrasonic dispersive delay line

A real-time network analyzer which produces a continuous display of both the amplitude and phase spectrum of a network is described. The analyzer is based on a Fourier transformer implemented with an ultrasonic dispersive delay line. Experimental results demonstrating its capability are presented.
Output Feedback Controller for Improved Dynamic Stability in Power Systems
Authors: Min Lim Choo , Elangovan S.
Published: December 2017

Output feedback controller for improved dynamic stability in power systems

The design of controllers to improve dynamic stability of a single machine infinite-bus power system is described. The controllers are so designed that only some or all of the closed-loop system eigenvalues have pre-assigned locations in the s-plane. The effectiveness of each controller thus designed is evaluated using a non-linear test.
A Unified Approach to the Teaching of Electromagnetic Heating of Industrial Materials
Authors: Metaxas A. C.
Published: December 2017

A unified approach to the teaching of electromagnetic heating of industrial materials

Electroheat is a multi-disciplinary subject comprising a number of seemingly diverse techniques. A unified approach has been put forward which links the fundamental electromagnetic principles of some parts of electroheat, such as direct resistance, induction, radio frequency and microwave heating.
Induction Heating of Vessels
Authors: Hobson L. , Day J.
Published: December 2017

Induction heating of vessels

The conventional wrap-around induction heating technique and the travelling wave induction heating technique have been compared as a means of heating mild steel vessels. Two small-scale units have been designed and constructed which may be useful as demonstration units for lecturers teaching electrical engineering principles to non-electrical engineers.
From Exposition to Exploration
Authors: Spence R. , Burgess J.
Published: December 2017

From exposition to exploration

APL is a mathematical notation which is suitable for blackboard and textbook use, and also for programming a computer; the paper provides a view of its attractive properties and some examples of its use, in the context of teaching the principles of electronic circuit analysis.
Microprocessor-Based Interactive PWM Inverter
Authors: Chan F. H. Y. , Cheng K. H.
Published: December 2017

Microprocessor-based interactive PWM inverter

A novel method of implementing an on-line interactive PWM inverter controller is presented. It uses a real-time operating system with an active and standby memory band concept. Only the active band is used in the actual control and the standby band is for editing. After updating, the two bands are flipped.
Methods of Generating Switching Surges Using a Distribution-Type Transformer
Authors: Raghuveer M. R. , Krishnamurthy K. A. , Mathur R. M.
Published: December 2017

Methods of generating switching surges using a distribution type transformer

Three methods, two conventional and a proposed method, are compared with regard to their effectiveness in generating ‘switching surge’ waveforms of magnitudes normally required in laboratory insulation testing. The results of theoretical computations show that the original proposed method has some advantages to offer over the other two.
Cultivating Virtue?
Authors: Tigner Steven S.
Published: December 2017

but he can grow them, conditioning the soil to nurture the growth of the seed potatoes he has to work with. A university cannot make good graduates, but it can nurture their production. It can foster the kind of environment that encourages moral maturation and growth.
Curiouser and Curiouser: The Virtue of Wonder
Authors: Fisher Kathleen M.
Published: December 2017

through virtues of thought. Through our actions and attitudes toward scholarly work and through the academic expectations we place upon our students, we represent and convey certain beliefs about the ethics of teaching and learning One of the most valuable intellectual capacities we can foster in our students is the art of being curious. As a state of inquisitive attention to the world, curiosity embodies both intellectual and moral virtues. By drawing on the medieval monastic unity of intellectual and moral life, traditional religious practices such as hospitality, obedience, and charity can be applied to academic work. By cultivating students' intellectual curiosity, we encourage in them a more balanced set of scholarly skills and attitudes, and we help them to grow in wisdom, kindness, and generosity.
Sport Psychology in an Urban High School: Overview of a Two-Year Collaboration
Authors: Gilbert Jenelle N. , Gilbert Wade D. , Loney Brittany , Wahl Mary-tyler , Michel Elizabeth
Published: December 2017

The purpose of the article is to provide an overview of an applied sport psychology intervention designed for high school student-athletes. To illustrate the process, as well as the product, each year of the two-year project is presented separately. Problems encountered with this type of intervention, such as working in the high school environment, as well as the lessons learned, are discussed so that others interested in working with high school student-athletes can benefit. Finally, the authors provide suggestions for future directions related to sport psychology in the high school setting.
Promoting Conceptual Thinking in Four Upper-Elementary Mathematics Classrooms
Authors: Kazemi Elham , Stipek Deborah
Published: December 2017

Informed by theory and research in inquiry-based mathematics, this study examined how classroom practices create a press for conceptual learning. Using videotapes of a lesson on the addition of fractions in 4 primarily low-income classrooms from 3 schools, we analyzed conversations that create a high or lower press for conceptual thinking. We use examples of interactions from these fourth-and fifth-grade lessons to propose that a high press for conceptual thinking is characterized by the following sociomathematical norms: (a) an explanation consists of a mathematical argument, not simply a procedural description; (b) mathematical thinking involves understanding relations among multiple strategies; (c) errors provide opportunities to reconceptualize a problem, explore contradictions in solutions, and pursue alternative strategies; and (d) collaborative work involves individual accountability and reaching consensus through mathematical argumentation.
Designing for Knowledge Integration: The Impact of Instructional Time
Authors: Clark Douglas , Linn Marcia C.
Published: December 2017

Science educators face constant tradeoffs between allocating time to important topics and including more topics in the curriculum. We study 3,000 students experiencing 4 increasingly streamlined versions of a computer-enhanced middle school thermodynamics curriculum to investigate the impact of instructional time on knowledge integration. Knowledge integration refers to the process of adding new ideas and sorting through connections to develop a cohesive account of scientific phenomena. Our analyses contrast performance on inquiry assessments that require knowledge integration with performance on multiple-choice items. The results show that decreasing instructional time is strongly and significantly related to diminishing student knowledge integration around complex concepts. Whereas the inquiry assessments capture the impact of decreasing instructional time on knowledge integration, the multiple-choice assessments are relatively insensitive to these decreases. To explore further the process of knowledge integration, we follow 50 students through the full curriculum. We then analyze the performance of 1 representative student from middle school through high school. These case studies show why packing the curriculum with many science topics results in superficial understanding for many students. We show why deep understanding of science requires sustained study of carefully designed materials.
Mathematics Learning and Knowing: A Cognitive Process
Authors: Greenes Carole
Published: December 2017

The recent reform in mathematics education has been fueled by the poor performance of students on tests of mathematical concepts, skills, and strategies, and by the growing influence of constructivism, a theory of cognitive development. To enhance student understanding and performance, educators are recommending that the curriculum focus on the big ideas that undergird all areas of mathematics, including arithmetic, algebra, geometry, probability, and statistics, and that have application in other disciplines. By learning and using the processes of investigation to explore the big ideas in various contexts, students gain a robust and more lasting understanding of the concepts. This emphasis on exploration and understanding requires new instructional methodologies and assessment techniques.
Code-Scaffolding: A Pedagogic Code-Switching Technique for Bilingual Content Instruction
Authors: Fennema-Bloom Jennifer R.
Published: December 2017

This article addresses the value of code-switching during bilingual content instruction. The linguistic data were collected during a larger ethnography of communication case study of the language practices of three bilingual Mandarin/English speaking science-content teachers working as they negotiate meaning and instruction for recently arrived non-traditional Chinese immigrant high school students. Through a pedagogic analysis of naturally occurring code-switching practices, the author argues that code-switching is indeed a pedagogic tool used by bilingual teachers in the act of making content comprehensible and as such, it is similar to scaffolding devices regularly used in monolingual education.
Blogging and Audience Aeness
Authors: Lapp Diane , Shea Andrea , Wolsey Thomas Devere
Published: December 2017

Awareness of audience is a difficult concept for young writers to embrace. However, Weblogs or blogging may foreground the needs of the audience for a given written work, and provide novice authors the tools to obtain and make use of audience feedback, and subsequently, grow as writers who are aware of their audience. The article presents a case study conducted in a second-grade classroom for the purpose of comparing students' growing awareness of audience and the ways in which their written work addressed the needs of the audience. Methods used included analysis of student written work, student comments to peers on blog posts, and survey data. Findings show that student writers were able to improve their writing based on the near-immediate feedback provided by their peers; students were able to provide substantive feedback on the work of others; and students were motivated to revise their work based on the feedback they received via blog comments.
Teachers' Education, Teaching Practice, and Retention: A Cross-Genre Review of Recent Research
Authors: Cochran-Smith Marilyn , Cannady Matthew , Mceachern Kirstin Pesola , Piazza Peter , Power Christine , Ryan Amy
Published: December 2017

In the United States, there is enormous controversy about how teachers ought to be prepared and licensed. Many of the sharpest controversies stem from acute public skepticism about whether formal teacher preparation is really necessary at all given the lack of conclusive evidence that teacher preparation has a direct impact on students' achievement. With these larger issues in mind, this article presents a review of recent research that empirically examines the connection between teachers' education and either teaching practice or teacher retention (or both). The literature in six distinct genres of research is reviewed with cross-genre conclusions and implications.
Eight-Year Study and Charter Legitimacy
Authors: Welch Matthew James
Published: December 2017

Current school reform debates often connect schools' autonomy, such as that of charter schools, to opportunities for pedagogical innovation. Scholars like Lubienski (2003, 2004) have argued that, at least in charter schools, this theory does not always hold. While charter schools offer choices for parents, the array of possibilities is narrower than market advocates envision is possible (Hess, 2008). Using the organizational lens of isomorphism, this paper builds on these findings through an historical examination of the progressive Eight-Year Study and the isomorphic obstacles participating schools faced with colleges, and professional peers, and parents. It closes with a discussion of the implications for schools and policy makers who seek to promote innovative practices in schools, including the need for people-centered reform and the promise for charter innovation in areas like structure, governance, and culture.
Reconciling Multiple Conceptions of Citizenship: International School Teachers' Beliefs and Practice
Authors: Alviar-Martin Theresa
Published: December 2017

This qualitative case study examined the beliefs and practice of two teachers in an international school in order to inform debates about the potential of education for critical, transnational, and multiple citizenship. Data from interviews and observations indicated that teachers conceptualized and taught citizenship in ways that reflected the fluid and evolving nature of civic identity, rights, and obligations. However, the teachers noted challenges in linking their students' daily civic experiences and academic programs, and reconciling the school's civic ethos with the wider, nation-centric discursive practices of citizenship in the United States.
Examining Multiple Dimensions of Word Knowledge for Content Vocabulary Understanding
Authors: Cervetti Gina N. , Tilson Jennifer L. , Castek Jill , Bravo Marco A. , Trainin Guy
Published: December 2017

This study traces the development of a vocabulary measure designed to assess multiple types of word knowledge. The assessment, which was administered in conjunction with a science unit about weather and the water cycle for third-and-fourth graders, included items for six knowledge types—recognition, definition, classification/example, context, application, and interrelatedness. The model that included the full range of items provided a better fit with the construct vocabulary knowledge than did the model that included only the definitional knowledge most often assessed in traditional measures. This study provides preliminary support for the feasibility of a multidimensional vocabulary assessment.
Teaching and Learning Morphology: A Reflection on Generative Vocabulary Instruction
Authors: Templeton Shane
Published: December 2017

Students' knowledge of morphology can play a critical role in vocabulary development, and by extension, reading comprehension and student writing. This reflection describes the nature of this knowledge and how it may be developed through the examination of generative vocabulary knowledge and the role of the spelling system in developing this knowledge. In addition, it explores morphological development and the significant insights and understandings that students should attain: the basic nature of word formation processes, the spelling-meaning connection, the generativity of morphology: roots and affixes, etymology and morphology, and the role of morphological knowledge in learning other languages.
Revisiting the Role of Explicit Genre Instruction in the Classroom
Authors: Frankel Katherine K.
Published: December 2017

At the end of the twentieth century, genre theorists and practitioners debated the possibility of explicitly teaching genres in classrooms. Though the debate is decades old, it continues to be relevant to contemporary discussions about literacy instruction because it addresses questions about how to provide all students with access to genres of power. In this article, I highlight one example of explicit genre instruction in Australia that is particularly noteworthy for its critical and dialogic aspects, and then make connections between this approach and similar theoretical and pedagogical work in the United States. I conclude with a discussion of some of the implications for pedagogy that are derived from my analysis.
Learning about the Literacy Development of English Language Learners in Asynchronous Online Discussions
Authors: de Oliveira Luciana C. , Olesova Larisa
Published: December 2017

The present study examined asynchronous online discussions in the online course “English Language Development” to identify themes related to teachers and teacher candidates' learning about the language and literacy development of English Language Learners (ELLs) when they facilitated online discussions. Our overall goal was to determine whether teachers and teacher candidates developed sufficient understanding to effectively educate ELLs. Participants were 29 teachers and teacher candidates who were enrolled in the course in the fall semester, 2011 at a large research university in Indiana. The following research questions were addressed: 1) What do candidates identify as key issues for the literacy development of ELLs when they facilitate online discussions? and 2) In what ways did they discuss these key issues in the online environment? The analysis of teachers and teacher candidates' weekly online discussion postings (n = 154) indicated that student-discussion facilitation can impact the levels of teachers and teacher candidates' understanding about the literacy development of ELLs.
The Scaled Arrival of K-12 Online Education: Emerging Realities and Implications for the Future of Education
Authors: Basham James D. , Smith Sean J. , Greer Diana L. , Marino Matthew T.
Published: December 2017

Dramatic increases in K–12 online education for all students, including those in traditionally underserved populations, necessitate a reconceptualization in the way educators plan and implement instruction. In this article the authors examine the complex array of variables and implementation models that must be accounted for during the pivot from a purely brick-and-mortar educational system to one that makes use of both virtual and blended environments. The authors call for enhanced emphasis on instructional goals and design principles, rather than the capabilities of available technology. They conclude that educational leaders and researchers must play a role in three key areas: using technology to enhance the accessibility and usability of curricular materials to meet the needs of different types of learners, advancing the understanding and practices of in-service and pre-service teachers through preparation that focuses on online learning, and fostering collaboration between educational researchers and technology innovators and developers to build a research base that will inform K–12 online education.
The Influence of the Pedagogical Content Knowledge Theoretical Framework on Research on Preservice Teacher Education
Authors: Mecoli Storey
Published: December 2017

Pedagogical Content Knowledge (PCK), Lee S. Shulman's (1986) theoretical framework, has had a substantial influence on research in preservice teacher education, and consequently, schools of education. This review builds from Grossman's (1990) oft-cited case studies that concluded that beginning teachers provided with excellent teacher education developed more substantial PCK than novice teachers without this coursework. Beginning with this assertion, this review presents studies on preservice teacher education, specifically in the areas of science, mathematics, and technology. All the studies reviewed have at their core some version of the question: “How do prospective teachers acquire pedagogical content knowledge through their coursework?”
Disciplinary Literacy and Pedagogical Content Knowledge
Authors: Carney Michelle , Indrisano Roselmina
Published: December 2017

This review is a report of selected literature on theory, research, and practice in disciplinary literacy, primarily reading. To reflect the theme of this issue of the Journal of Education, the authors consider the ways this literature can be viewed through the lens of Pedagogical Content Knowledge (PCK) (Shulman, 1986) which includes: “subject matter content knowledge, pedagogical content knowledge, and curricular knowledge” (p. 9). Given the need for con tent area teachers to understand the complexities of the reading process when designing a curriculum in which reading is fundamental to the learners' acquisition of knowledge, this process is considered to be the “curricular” focus. Although each of these forms of knowledge is the subject of particular sections of the report, we concur with Shulman (1987) in noting that the ultimate task of the teacher is “blending” (p. 8) all the forms of knowledge in the service of effective instruction. This article was written, in particular, for practitioners and teacher educators who have responded to the recent focus on disciplinary literacy.
Diversity, Group Identity, and Citizenship Education in a Global Age
Authors: Banks James A.
Published: December 2017

Worldwide immigration and quests for rights by minority groups have caused social scientists and educators to raise serious questions about liberal assimilationist conceptions of citizenship that historically have dominated citizenship education in nation-states. The author of this article challenges liberal assimilationist conceptions of citizenship and citizenship education. He argues that citizenship education should be reformed so that it reflects the home cultures and languages of students from diverse groups, and he contends that group rights can help individuals to attain structural equality. In the final part of the article, he discusses the implications of his analysis for transforming citizenship education.
Teachers' Reflections on Education in a Global Age
Authors: Callis Laura Kyser , Osborn Daniel
Published: December 2017

In this article we present profiles of and reflections by teachers, including the authors, who are uniquely situated to offer insights on education in a global age. The respondents have experience teaching overseas or have accompanied students on a visit to a sister school overseas. The group includes colleagues of the authors and faculty members in international schools who were participants in the 2014 Boston University Poetry Institute for Educators. To gather the information for the profiles and reflections, we interviewed our colleagues about their K–12 education, insights into and analysis of their experiences teaching abroad, and thoughts on education in a global age. We used e-mail to correspond with the international teachers, focusing on their students, schools, and overseas experiences. We also asked them to tell us the most important insight gained from teaching in an international school that they would offer to U.S. teachers who wish to educate their students to be global citizens. The profiles and reflections are presented in this text.
Preparing Elementary Teachers as Global Citizenship Educators
Authors: An Sohyun
Published: December 2017

As a social studies teacher educator, I conducted action research to inform my practice and contribute to the emerging discussion of preparing teachers for global citizenship education. Building on the literature on global citizenship and teacher education, I developed, taught, and reflected on an elementary social studies methods course that aimed to assist elementary teacher candidates to develop the concepts, approaches, and confidence to become global citizenship educators. Based on analysis of multiple data sources and my reflections, I discuss the possibilities and limitations of a single-course approach to teacher education in the context of globalization.
Preparing Globally Minded Teachers through the Incorporation of the International Baccalaureate
Authors: Ryan Ann Marie , Heineke Amy J. , Steindam Caleb E.
Published: December 2017

In this article, we describe the initiative of one university's teacher education program to incorporate the International Baccalaureate Teacher Certificate. Responding to the growing number of public and private International Baccalaureate World Schools in urban and suburban settings in our region, the program aims to prepare teachers to meet the needs of diverse learners within a rigorous and global approach to curriculum and instruction. Writing for teacher educators considering the integration of this internationally minded teaching and learning framework, we explain the redesign of our teacher preparation program that was intended to target and integrate the principles and practices of the International Baccalaureate.
An Analysis of Strategies for Teaching Standards-Based Lesson Plan Alignment to Preservice Teachers
Authors: Drost Bryan R. , Levine Anita C.
Published: December 2017

Research consistently shows that well-aligned lesson plans lead to better student learning outcomes. The development of well-aligned plans presents a challenge both to preservice teachers in their attempts to master the process and to the teacher educators who instruct them. This exploratory study examined strategies for teaching lesson plan alignment utilized by 87 teacher educators in the United States. Analysis of the results showed that three instructional approaches–- expository, hands-on, and collaborative–-were used, with the predominant evaluative tool being either an analytic or completion rubric. Data also revealed that the participants tended to focus more on summative performance–-the completed lesson plan–-than on students' engagement in formative practice.
Changing Readers, Changing Texts: Beginning Reading Texts from 1960 to 2010
Authors: Hiebert Elfrieda H.
Published: December 2017

Over the past 50 years, substantial changes have occurred in the texts used for the instruction for beginning reading. This article analyzes four prominent perspectives that have most influenced beginning reading instruction texts in the United States over this period. This article examines changes in beginning reading texts in relation to changes in the nation's demographics and young children's literacy-related experiences, including media exposure, availability of children's books, and time spent in nonparental care. These analyses are followed by an examination of the research underlying three assumptions that shape the reading instruction found in all current core reading programs: (a) earlier is better, (b) word repetition is not a factor in learning to read, and (c) one size fits all. The review ends with a call for the careful design and selection of texts for students whose literacy levels are impacted greatly by the quality of their school experiences–-children in high-poverty communities.
Development toward School Readiness: A Holistic Model
Authors: Gaynor Alan Kibbe
Published: December 2017

This article describes a systemic analysis of the early childhood development factors that explain the variance in readiness for school among representative 5-year-olds in the United States. The model expresses a theory that incorporates a broad set of causally interactive endogenous variables that are hypothesized to be driven by the effects of three exogenous variables: parental education, immigrant status and racial/ethnic identity, and single-parent/divorced/remarried vs. stable-marriage family status. While exogenous is generally defined as “outside,” for the purposes of this analysis, racial/ethnic identity is exogenous in that, in contrast to the endogenous variables in the model, it is not influenced–-and does not change–-in interaction with other variables in the model.

The model was run in computer simulation mode. The results are compatible with what is known about school readiness patterns. While this finding does not establish validity per se, it does suggest that the model provides a reasonable multivariate, systemic description of factors that determine readiness for school at the age of 5 and that offer a reasonable explanation for the variance in school readiness among 5-year-olds.

Finally, the model was run in experimental computer simulation mode to evaluate the likely effects of five interventions that relate to: (1) cognitive and academic factors, (2) health care and nutrition, (3) income, (4) reducing the effect of low income on family stress, and (5) a combination of all these types. All the interventions were simulated by modifying the structure of the model to moderate the effects of low parental education and low income on other key variables in the system of early childhood development.

As expected, combining the interventions related to cognitive and academic factors, health and nutrition, and family stress with straightforward increases in low family income had a very substantial effect on the relative age of school readiness of children of parents with very low educational attainment (from a relative age of 2.9 years to a relative age of 4.3 years)–-with very modest improvements in school readiness for children whose parents did not graduate from college. It is acknowledged that such a set of comprehensive interventions would be very costly and, probably, politically infeasible. The more limited and less costly interventions–-e.g., cognitive and academic–-vary in their likely effectiveness; the least effective interventions are those that affect only health and nutrition.

The findings of this systemic analysis are generally consistent with the literature, at the same time emphasizing the weaknesses in the current knowledge base, which is largely based on correlational research. What is needed–-although difficult to do–-is bivariate experimental research that would provide the effect sizes that are needed for more precise systemic analysis.
Educating for Global Perspectives: A Study of Teacher Preparation Programs
Authors: Poole Cyndi Mottola , Russell William B.
Published: December 2017

Multiple global education frameworks (AACTE, 1989; Klassen, 1975; Merryfield, 1997; Roberts, 2007) have suggested that two keys to globalizing teacher education curricula are the integration of global content courses and participation in co-curricular cross-cultural experiences. Therefore, this study sought to determine the extent to which global content courses and co-curricular cross-cultural experiences had been integrated into the teacher preparation of preservice teachers in multiple certification areas at a large public university in the southeastern United States, as well as the effects of that integration on the global perspectives of preservice teachers. Significant differences in the rate of participation were found in preservice teachers in one of seven types of global content courses examined, but in none of the 10 types of co-curricular cross-cultural experiences examined. The results of this investigation also confirmed that higher rates of participation in both global content courses and co-curricular cross-cultural experiences have a significant positive relationship with preservice teachers' global perspectives.
Mentoring and Career Development among University Faculty
Authors: Perna Frank M. , Lerner Bart M. , Yura Michael T.
Published: December 2017

Historically, the major theories of career development have directly or indirectly implicated the role of older adults in the personal and professional development of young adults. Increasily, attention has been focused on explaining the dynamics and effects of these mentoring relationships. In this article we review and discuss the research relating to mentoring and university faculty career development.
Approaches to Parent-Teacher Relationships in U.S. Early Childhood Programs during the Twentieth Century
Authors: Powell Douglas R. , Diamond Karen E.
Published: December 2017

The nature of parent-teacher relationships in early childhood programs, including interventions for children with disabilities, is examined within a sociopolitical context across five eras of the twentieth century. Two general approaches are discerned: practices that view parents as learners in need of expert information and advice about child rearing, prevalent through the 1950s, and strategies involving parents as partners with educators in program decision-making, which began to surface in the 1960s. Attention is given to the influence of the Parent Teacher Association in the early 1900s as a response to societal changes stemming from the Industrial Revolution; contributions of the child study movement of the 1920s to parent education activities; effects of the Great Depression on ideas and practices related to individuals with disabilities; the growth of parent advocacy on behalf of children with disabilities; and the influence of the civil rights movement of the 1960s and widespread demographic changes of the 1970s on parent-teacher relationships. Current issues in forming and sustaining parent-teacher partnerships in early childhood programs are identified.
Young Children and Reading: Trends across the Twentieth Century
Authors: Teale William H.
Published: December 2017

Over the past three decades, the increase in theoretical understanding and the positive instructional innovations in early childhood reading education have been profound. This article chronicles the most important of the twentieth-century developments by presenting (1) a description of what has been tried in early childhood reading education, (2) an analysis of why what has been tried has been tried, and (3) results of the efforts.
Children's Play and Early Childhood Education: Insights from History and Theory
Authors: Saracho Olivia N. , Spodek Bernard
Published: December 2017

Play has long been a significant part of early childhood education programs. How play is used in programs today, as well as how it is regarded, often relates to how play has been conceived at various times in the past. Understanding how play has been interpreted throughout history and how educators and psychologists view play today can help teachers of young children better understand the nature of play and how to use it in early childhood programs. This article reviews the history of the portrayal of play in art and literature, and both the classical and contemporary theories of play.
“Habits of Mind” as an Organizer for the Curriculum
Authors: Goldenberg E. Paul
Published: December 2017

The call for “mathematics for all” requires serving students who will never use even the rudiments of what we today call high school mathematics, as well as those who must be prepared for advanced study: To craft a sensible “mathematics for all,” one must therefore make decisions based on something other than which particular concepts, skills, or facts to include—for virtually none fit the test of utility “for all”—without sacrificing the needs of students who will pursue advanced study or sacrificing the time, effort, and self-esteem of those who won't.

One approach, suitable for other disciplines as well as mathematics, involves taking particular ways of thinking seriously and giving them top priority among the various principles one needs for organizing the curriculum. By doing so in any one discipline, one can directly help students acquire the selected thinking skills and, at the same time, aid the acquisition of domain-specific concepts, skills, and facts in the content area. Further, by doing this across disciplines, one may increase the likelihood that students will see interconnections in the thinking—even as the facts and contexts differ—and become more flexible in applying the reasoning they learn across domains. This article explains the idea and the method as they apply to mathematics teaching, from elementary school up through early college and teacher education.
New Assessment Practices in Mathematics
Authors: Schulman Linda
Published: December 2017

Assessment practices need to change in mathematics classrooms that adopt the curriculum standards recommended by the National Council of Teachers of Mathematics (NCTM). An assessment system that focuses on broad learning outcomes, uses tasks that are aligned with instructional practices, involves students actively in the process, and informs teachers' instructional and curricular decisions is recommended. Such an assessment process requires teachers to identify important mathematical ideas, along with performance standards that describe what students must do to demonstrate that those ideas have been learned. Open-ended questions, observations, interviews, pre- and post-assessments, self- and peer-assessments are strategies that can be used to gather evidence of students learning. Documentation strategies are needed to help teachers organize and manage assessment data. NCTM has provided six standards for assessment that teachers can use as guidelines to help them evaluate the appropriateness of assessment tasks.
Teaching Teachers to Teach Mathematics
Authors: Spungin Rika
Published: December 2017

Group investigations from the areas of number theory, probability, and geometry. are presented and discussed. By working in groups, sharing ideas, and making and testing conjectures, prospective teachers gain confidence in their own ability to do mathematics and develop a variety of useful problem-solving strategies.
Morality and Happiness: Book IV of Plato's Republic
Authors: Parry Richard D.
Published: December 2017

Book IV of the Republic offers a pioneering argument for the value of morality in its own right and as such stands at the head of an important strand of our moral tradition. Plato's Socrates argues that the human psyche has three “parts”: reason, a spirited part, and an irrational appetitive part. Each part seeks its own goods: primarily food, drink, and sex for appetite; victory, achievement, recognition and the like for the spirited part. Reason's wisdom is required, however, to correct for the shortsightedness of appetite and the blindness of ambition in seeking their respective goods Under reason's wise rule, the three together can form a just unity, a psychological commonwealth in which each part receives its just due. Their concerted action leads to treating others justly as well. Such justice in the soul, such psychic harmony, is worth more than any material advantage that might be gained by committing injustice.
Teaching Virtue: The Contrasting Arguments (Dissoi Logoi) of Antiquity
Authors: Roochnik David
Published: December 2017

The question of whether and how virtue should be taught has been discussed by thinkers in the West for at least 2,500 years. Chapter VI of the Dissoi Logoi, “Concerning Wisdom and Virtue, Whether They Are Teachable,” concludes that, yes, of course virtue can be taught. It is not, however, a standard or typical subject. Even if it is teachable, it is, as a project for educators, “strange.” The basic issue animating the chapter remains very much alive today, and what we learn from the ancient author's treatment of it carries important lessons for contemporary educators.
Everything Must be Argued: Rhetorical Theory and Pedagogical Practice in Cicero's De Oratore
Authors: Mendelson Michael
Published: December 2017

The method of Cicero's practice and pedagogy in De Oratore is explicitly designed to allow for the comparative estimate of competing positions and represents a salutary effort to discover in any controversy the possible basis for cooperative action.
Confessions 7.9: What has Athens to do with Jerusalem?
Authors: Herzman Ronald
Published: December 2017

In Book VII of his Confessions Augustine argues (with Origen and against Tertullian) that there is a congruence between Christianity and classical culture that provides ground for a synthesis, though not without tension and struggle. The Confessions is such an important document because it is a record of the process as well as the results of the struggle between Athens and Jerusalem. Augustine here models an illuminating approach to the multicultural tensions of today.
Whither Goes Character Education? Objectives, Pedagogy, and Research in Education Programs
Authors: Leming James S.
Published: December 2017

Following a brief history of moral education in the twentieth century, ten representative contemporary character education programs are reviewed. Similarities and differences between the programs are noted with regard to their objectives, pedagogy, and research. It is concluded that while these programs are highly diverse with regard to theoretical assumptions and pedagogical practice, emerging research in the field offers the hopeful promise that, theory and practice may be advanced in a systematic manner.
The Moral Dimension of Civic Education in the Elementary School: Habit or Reason
Authors: White Charles S.
Published: December 2017

The elementary classroom is the locus of vigorous debate about how schools should foster the development of civic virtue, which the Founders believed was essential to sustain a democratic republic. Two general approaches to moral development are vying for support. One focuses on forming moral habits; the other, on developing moral reasoning. The article describes each approach and summarizes the critiques of its opponents. The author recommends the use of both approaches in elementary schools, with an early emphasis on habit formation and a gradual increase in attention to moral reasoning.
Children and Community Service: Character Education in Action
Authors: O'keefe Joseph M. , S. J.
Published: December 2017

Throughout the nation, schools are called upon to contribute to the formation of their students' character, especially in regard to civic virtue. This article reviews the literature on school-based community service programs. Then, based on the findings of an on-going national survey, it examines community service in urban Catholic elementary schools. Next, it describes the broad dimensions of community involvement and outlines community service programs in a representative school. Lastly, it concludes that a group of urban Catholic elementary schools, through their particular religious emphasis on public community, offer an important model for all elementary schools, private and public.