bluuebunny/crossref_metadata_2025_split huggingface dataset:
Knowledge and Teaching:Foundations of the New Reform
Authors: Shulman Lee 
Published: May 2015

Lee S. Shulman builds his foundation for teaching reform on an idea of teaching that emphasizes comprehension and reasoning, transformation and reflection. "This emphasis is justified," he writes, "by the resoluteness with which research and policy have so blatantly ignored those aspects of teaching in the past." To articulate and justify this conception, Shulman responds to four questions: What are the sources of the knowledge base for teaching?In what terms can these sources be conceptualized? What are the processes of pedagogical reasoning and action? and What are the implications for teaching policy and educational reform? The answers — informed by philosophy, psychology, and a growing body of casework based on young and experienced practitioners — go far beyond current reform assumptions and initiatives. The outcome for educational practitioners, scholars, and policymakers is a major redirection in how teaching is to be understood and teachers are to be trained and evaluated.This article was selected for the November 1986 special issue on "Teachers, Teaching,and Teacher Education," but appears here because of the exigencies of publishing.
Symposium: Equity in Educational Assessment
Authors: Reardon Sean Fitzpatrick , Scott Kate , Verre John 
Published: May 2015

Testing and assessment are increasingly the levers of choice for educational reform in the United States today. The last two decades have seen an enormous rise in the attention and money devoted to testing and assessing students, and current proposals for a system of national standards and assessments, such as the Clinton administration's Goals 2000 legislation, promise more of the same. In this symposium, "Equity in Educational Assessment," the Harvard Educational Review examines the relationship between new assessment policies and issues of educational equity.
Two assumptions about assessment dominate current policy debates. First is the assumption that changes in assessment policies can be used as a powerful lever for reforming schools. Second is the assumption that new, "authentic" forms of assessment, such as performance assessment and portfolio assessment, are inherently superior to traditional standardized, multiple-choice tests. Both assumptions, however, have gone largely unchallenged in the public discourse about assessment and school reform, despite the fact that there is yet little empirical evidence to indicate whether or not they are valid. In fact, as each contributor to this symposium points out, it is doubtful that merely changing the form of assessments from standardized, multiple-choice tests to open-ended performance and portfolio assessments will improve schools and reduce educational inequities in the United States.
Performance-Based Assessment and Educational Equity
Authors: Darling-Hammond Linda 
Published: May 2015

The use of educational testing in the United States has been criticized for its inequitable effects on different populations of students. Many assume that new forms of assessment will lead to more equitable outcomes. Linda Darling-Hammond argues in this article, however, that alternative assessment methods, such as performance-based assessment, are not inherently equitable, and that educators must pay careful attention to the ways that the assessments are used. Some school reform strategies, for example, use assessment reform as a lever for external control of schools. These strategies, Darling-Hammond argues, are unlikely to be successful and the assessments are unlikely to be equitable because they stem from a distrust of teachers and fail to involve teachers in the reform processes.Darling-Hammond argues instead for policies that ensure "top-down support for bottom-up reform," where assessment is used to give teachers practical information on student learning and to provide opportunities for school communities to engage in "a recursive process of self-reflection, self-critique, self-correction, and self-renewal." Ultimately, then, the equitable use of performance assessments depends not only on the design of the assessments themselves, but also on how well the assessment practices are interwoven with the goals of authentic school reform and effective teaching.
Editor's Review
Authors: Leistyna Pepi 
Published: May 2015

Border Crossings: Cultural Workers and the Politics of Education By Henry A. Giroux New York: Routledge, 1992. 258 pp. $16.95 (paper)
Living Dangerously: Multiculturalism and the Politics of Difference By Henry A. Giroux New York: Peter Lang, 1993. 187 pp. $19.95 (paper)
Between Borders: Pedagogy and the Politics of Cultural Studies Edited by Henry A. Giroux and Peter McLaren New York: Routledge, 1994. 280 pp. $16.95 (paper)
Disturbing Pleasures: Learning Popular Culture By Henry A. Giroux New York: Routledge, 1994. 210 pp. $16.95 (paper)
Editors' Reviews
Authors: Leistyna Pepi , Woodrum Arlie , Szulc Paula 
Published: May 2015

Pepi Leistyna:
Critical Pedagogy and Predatory Culture: Oppositional Politics in a Postmodern EraBy Peter McLaren New York: Routledge, 1995. 285 pp. 16.00 (paper).
Arlie Woodrum:
Visions of Entitlement: The Care and Education of America's Childrenedited by Mary A. Jensen and Stacie G. Goffin Albany: State University of New York Press, 1993. 292 pp. 59.50, 19.95 (paper).
Paula M. Szulc:
Media, Children, and the Family: Social Scientific, Psychodynamic, and Clinical PerspectivesEdited by Dolf Zillman, Jennings Bryant, and Aletha Huston. Hillsdale, NJ: Lawrence Erlbaum, 1994. 339 pp. 79.95, 34.50 (paper).
Television and the Exceptional Child: A Forgotten AudienceBy Joyce Sprafkin, Kenneth Gadow, and Robert Abelman. Hillsdale, NJ: Lawrence Erlbaum, 1992. 171 pp. 49.95, 24.50 (paper).
Editors' Reviews
Authors: Miech Edward 
Published: May 2015

Education on the Internet: A Hands-On Book of Ideas, Resources, Projects, and AdviceBy Jill H. Ellsworth. Indianapolis: Sams, 1994. 591 pp. 25.00 (paper)
EdWeb: Exploring Technology and School ReformBy Andy Carvin. World Wide Web site (http://edweb.gsn.org). Sponsored by the Corporation for Public Broadcasting and the Center for Networked Information Discoveryand Retrieval.
The Internet Resource Directory for K–12 Teachers and Librarians, 1995–1996 editionby Elizabeth B. Miller. Englewood, CO: Libraries Unlimited, 1996. 199 pp. 25.00 (paper)
Way of the Ferret: Finding Educational Resources on the Internet, revised editionBy Judi Harris. Eugene, OR: International Society for Technology in Education, 1994. 191 pp. 29.95 (paper)
Bewitched, Bothered, and Bewildering: The Use and Misuse of State SAT and ACT Scores
Authors: Powell Brian , Steelman Lala Carr 
Published: May 2015

Twelve years ago, Brian Powell and Lala Carr Steelman analyzed state SAT scores in a landmark article in the Harvard Educational Review. At the time, politicians and the media, among others, had been using raw state SAT scores to make inferences about the relative quality of education among the U.S. states. Powell and Steelman, however, found that more than 80 percent of the variation in average state SAT scores could be attributed to the percentage of students in a state taking the test — in other words, in states where the percentage of students taking the SAT was low, state SAT averages tended to be high because that test-taking population included a high proportion of high-achieving students, and vice-versa. Since the percentage of students taking the SAT was not necessarily linked to the quality of education in a given state, Powell and Steelman cautioned against using unadjusted state SAT averages to evaluate educational quality.
In this article, Powell and Steelman revisit the subject of state SAT scores, providing an update on how state SAT scores continue to be used and misused in public deliberation over the last decade, reanalyzing interstate variation in SAT scores using contemporary data, and extending their analysis to investigate variation among state ACT scores. Powell and Steelman conclude by reaffirming their earlier position that state rankings based on SAT scores change dramatically once they have been adjusted for factors such as the participation rate or the class rank of the student test-taking population. In addition, despite the claims of some researchers and policymakers that money does not make much difference in terms of student achievement, Powell and Steelman find that public expenditures are positively related to state SAT and ACT performance.
Editors' Reviews
Authors: Campbell Carolyn 
Published: May 2015

Taking Stock: The Writing Process Movement in the '90'sEdited by Lad Tobin and Thomas Newkirk. Portsmouth, NH: Boynton/Cook, 1994. 287 pp. 23.50.
A Fresh Look at Writingby Donald H. Graves. Portsmouth, NH: Heinemann, 1994. 408 pp. 20.00.
Introduction
Authors: Eisen Vitka , Hall Irene 
Published: May 2015

Would you be interested in a brief narrative of the details of [a graduate school of education] kicking me out, ejecting me, requesting I stop attending as a part-time student and future Ed.D. candidate around the end of November, 1947?
So begins a letter we received from a man who said that he was asked to leave a graduate program in education because of his homosexuality. Such dismissals made on the basis sexual orientation occurred in many different areas of U.S. society during the immediate post–World War II era.1 Consequently, the publication of this Special Issue on Lesbian, Gay, Bisexual, and Transgender People and Education by the Harvard Educational Review, a journal connected with a prestigious university and with a long and respected scholarly tradition, resonates with symbolic power. Indeed, the subject has moved from "closet to cover" over the last fifty years — from a hidden topic talked about behind closed doors (if at all) to the front cover and central focus of this Special Issue.
We received the above letter, as well as 124 original manuscripts, in response to our call for papers about lesbians, gays, bisexuals, transgender people, and education. This tremendous response amazed, impressed, and overwhelmed us. It made evident the sociosexual transformations that have been occurring in the United States over the past twenty-five years. This response also validated our view that a growing body of knowledge is being developed in lesbian and gay studies, and that societal changes in the perceptions and experiences of sexuality have left many people with reflections, research, and ideas to share.
Symposium: "Habits of Thought and Work": The Disciplines and Qualitative Research
Authors: Page Reba , Spindler George , Hammond Lorie , Heath Shirley Brice , Metz Mary Haywood , Rogers Annie , Lampert Magdalene 
Published: May 2015

As George Marcus notes in Ethnography through Thick and Thin, the academic disciplines are built on particular "habits of thought and work."1 While Marcus was referring specifically to anthropology, the same can be said of other disciplines: each has its own epistemology, conventions, and sets of questions.Among the many disciplines influencing the study of education are anthropology, pedagogy, linguistics, psychology, and sociology. Each has brought rich perspectives and methodologies, including qualitative methodologies, to educational research. Their intersection and their entry into the mainstream of educational research at varying points can lead to a complex and ongoing conversation about the past, the present, and the future of qualitative research on education.Our goal as editors of this Symposium is to encourage and spark that conversation among those who read, write, and do qualitative research. To do so, we posed the following questions to five researchers, each of whom represents one of the above disciplines: What has been your field's most important contribution to the general area of qualitative research? How has your field influenced the methods of qualitative research? How has your field influenced the central questions of qualitative research? Because qualitative research is an evolving area, how do you see that evolution occurring? Where do you see that process of change leading? We also invited a response to these articles, which reaches across the disciplines with a conversation we hope continues among you, the readers, writers, and doers of qualitative research.
HER Classic Reprint - Student Social Class and Teacher Expectations: The Self-Fulfilling Prophecy in Ghetto Education
Authors: Rist Ray 
Published: May 2015

In 1970 the Harvard Educational Review published an article by Ray Rist that described how, for the one class of children he observed, their public school not only mirrored the class system of the larger society but also actively contributed to maintaining it. Now, thirty years later, the Editorial Board of the Harvard Educational Review has decided to reprint this article as part of the HER Classics Series. We hope that by reacquainting readers with this article, and by introducing it to new readers, we can encourage all of us to think about the work that remains in creating a just and equitable educational experience for all children.Many studies have shown that academic achievement is highly correlated with social class. Few, however, have attempted to explain exactly how the school helps to reinforce the class structure of the society. In this article, Dr. Rist reports the results of an observational study of one class of ghetto children during their kindergarten, first- and second-grade years. He shows how the kindergarten teacher placed the children in reading groups which reflected the social class composition of the class, and how these groups persisted throughout the first several years of elementary school. The way in which the teacher behaved toward the different groups became an important influence on the children's achievement. Dr. Rist concludes by examining the relationship between the "caste" system of the classroom and the class system of the larger society.
Análise de Horário de Colheitas e Partes da Planta para Extração de Óleo Essencial de Manjericão
Authors: José Jefferson Vieira , Marques Patrícia Angélica Alves , Silva Lívia Previatello da , Francisco João Paulo , Rocha Hermes Soares da 
Published: May 2015

Óleos essenciais constituem um dos mais importantes grupos de matérias-primas para a indústria de alimentos, farmacêutica, perfumaria e afins, sendo o rendimento na extração especialmente influenciado por parâmetros edafoclimáticos e fatores agronômicos. Este trabalho teve como objetivo verificar se o horário de colheita do Ocimum basilicum L. (Lamiaceae) tem influência sobre o rendimento da produção do óleo essencial nas diferentes partes da planta. O experimento foi conduzido em casa de vegetação na Escola Superior de Agricultura “Luiz de Queiroz”, situada no município de Piracicaba (SP). O delineamento experimental foi inteiramente aleatorizado, contendo as quatro partes da planta de ambos os horários de colheita, com um fatorial 4x2, com três repetições, sendo quatro partes das plantas (folhas, caule herbáceo, caule sublenhoso e inflorescências) e dois horários de colheita: 9h00 e 15h00. O óleo essencial foi extraído por hidrodestilação em aparelho tipo Clevenger modificado por uma hora e trinta minutos. Os resultados obtidos demonstram que o horário de colheita influenciou na extração de óleo essencial e as partes da planta de Ocimum basilicum L. que apresentaram o maior teor de óleo essencial foram a inflorescência e as folhas. Analysis of Harvest Time and Plant Parts for the Extraction of Basil Essential Oil Essential oils are an important group of prime matters for food, pharmaceutical, cosmetic industries whose extraction yield is particularly affected by soil-climate parameters and other agronomic factors. Current analysis investigates whether harvest time of Ocimum basilicum L. (Lamiaceae) affects yield of essential oil in the different segments of the plant. The experiment was conducted in the vegetation house of the Higher Agriculture School “Luiz de Queiroz” in Piracicaba SP Brazil. Experiment was totally randomized with four sections of the plant for two harvest timetables (4x2), with three replications, or rather, four sections of the plant (leaves, herb stem, sub-lignin stem and inflorescences) and two timetables 9h00 and 15h00. Essential oil was extracted by hydrodistillation in a Clevenger apparatus modified for one hour and thirty minutes. Results showed that harvest affect the extraction of essential oil, while leaves and inflorescences were the parts of the plant Ocimum basilicum L. with the highest rate of essential oil. KEYWORDS: hydrodistillation; medicinal herbs; Ocimum basilicum L.
Tüm Boyutlarıyla Pedofili
Authors: Polat Oğuz 
Published: May 2015

Pedophilia is a deviant sexual behavior which is a sub-category of paraphilias. If acted out, pedophilia is legally defined as sexual child abuse. Pedophilia includes fondling a child's genitals, intercourse, rape, sodomy, exhibitionism, and commercial exploitation of children through prostitution or the production of pornographic materials. Pedophiles who have sexually abused children require intense psychological and pharmacological therapy prior to release into the community because of the high rate of repeat offenders. The incidence of pedophilia has been markedly underestimated. It is often discussed whether sexual offenders of children are pedophiles or child molesters. It depends on exact definition and operationalizational categorization .Practical question from forensic point of view is whether there are any differences between the group of 'pedophiles', who have sexually offended child and the group of child molesters, who do not meet criteria for pedophilia. It confirms the opinion that not all of child sexual offenders are pedophiles. Regarding pedophilia remains the problem of its definition in conditions of practical acceptance.Keywords: Pedophilia, Child sexual abuse, paraphilia
İlaçların Postmortem Yeniden Dağılımı Toksikolojik Örnek Alma Veri Değerlendirme ve Yorumlama
Authors: Özşeker Pınar Efeoğlu , Dağlıoğlu Nebile , Gülmen Mete Korkut 
Published: May 2015

Postmortem reditribution (PMR) refers to the changes that occur in drug concentrations after death. It involves the redistribution of drugs into blood from solid organs such as the lungs, liver and myocardium. Postmortem drug concentrations show variations depending on sampling sites and characteristics of the drugs. Drug properties such as volume of distribution, lipophilicity, and pKa are important factors. Basic, lipophilic drugs with a volume of distribution greater than 3 l/kg are most likely to undergo PMR.The anatomical location of blood sampling can influence the drug concentration. Blood collected at autopsy is an important biological sample and consist of cardiac and peripheral blood. The cardiac blood concentrations are, in general, higher than peripheral blood concentrations. Postmortem drug concentrations in peripheral blood were reported to be similar to antemortem drug concentrations. Therefore blood collected from peripheral sites is recommended for drug analysis and interpretation. While many laboratories is determinig the redistribution in postmortem cases, they use cardiac:peripheric blood (C/P) concentration ratio. When this ratio is substantially greater than unity, the drug is considered to exhibit postmortem redistribution. The liver to peripheral blood (L/P) ratio is also evaluated as a marker of postmortem redistribution because of postmortem drug concentration is more stable in tissues. Confidence of drug concentration measured in postmortem blood is decreased and the importance of tissue analysis come back on the agenda again.The interpretation of concentrations of drugs measured in the postmortem period is complex. In this reason, in our study “What is the postmortem redistribution and Which biological samples should be taken for the correct and reliable assessment of the toxicological data? ” answers to the questions will be presented in the literature.Keywords: Drug, Postmortem Redistribution, Forensic Toxicology
Assimilation of Time-Lapse Temperature Observations and 4D-Seismic Data With the EnKF in SAGD Petroleum Reservoirs
Authors: Zagayevskiy Yevgeniy , Deutsch Clayton Vernon 
Published: May 2015

Summary
This paper presents the applications of the ensemble-Kalmanfilter (EnKF) inverse-modelling technique to petroleum-reservoir characterization of thermally operated oil fields in northern Alberta, Canada. The EnKF is applied to 2D- and 3D-case studies based on the steam-assisted-gravity-drainage heavy-oil-extraction method. The modelling technique integrates effectively both static and dynamic data (petrophysical core data from wellbores, continuous temperature data measured by thermocouples, and 4D-seismic attributes) into a petroleum-reservoir model. Assimilated secondary information provides better insight into geologic properties of a reservoir and improves production forecasting. The method performs well for linear or slightly nonlinear systems that follow a Gaussian distribution, but shows worse performance for nonlinear or non-Gaussian systems. Integration of a large amount of data with a small number of realizations leads to ensemble collapse because of insufficient degrees of freedom. Increasing the ensemble size is a solution, but by increasing forecasting time. To overcome these issues and reduce computational time, matrix localization techniques and a shortcut based on replacement of the model realizations with their mean in forecasting are suggested. Even though the EnKF has been proved to be simple in implementation and effective for modelling of continuous linear systems, special care should be taken for modelling nonlinear systems, including categorical variables (e.g., geologic facies).