(2014). Reinforcing the Cycle of Assessment. Online Submission Purpose: The purpose of this study was to examine the effectiveness of the Multi-Subject Learning Survey (MSLS) as an assessment instrument for graduate students. Methodology: The MSLS was administered as a pre-test to 124 students enrolled in the introductory course for the Master of Science in Library Science degree at an American Library Association (ALA) accredited program in eastern United States. Responses were analyzed using SPSS and descriptive statistics and item response frequencies were computed. Administration of the MSLS for post-test responses was initiated with the students as they completed the capstone course for future comparison. Results: Results from the eight categories were mixed and inconsistent. Students demonstrated over confidence in their abilities to promote intellectual freedom, contribute to problem-solving, communicate effectively, assess technology trends, provide reference and instruction services, respond to the needs of diverse patrons, recognize… [PDF]
(2011). Twenty-One Reasons to Care about the Psychological Basis of Ownership. New Directions for Child and Adolescent Development, n132 p1-8 Sum. Within psychology, most aspects of ownership have received scant attention or have been overlooked completely. In this chapter, the authors outline 21 reasons why it will be important (and interesting) to understand the psychological basis of ownership of property, including its developmental origins: (1) Daily life; (2) A human universal, and cultural and cross-species variation; (3) Myriad inferences; (4) An abstract concept; (5) Object cognition; (6) Beyond objects; (7) Behaving in relation to things; (8) Social behavior; (9) Understanding behavior; (10) Rights and transgressions; (11) Responsibilities of owners; (12) Social relationships; (13) Distributive justice and moral development; (14) Socialization; (15) Social recognition; (16) Conflicts; (17) First- versus third-person perspectives; (18) The self and self-image; (19) Psychology and law; (20) Mental illness and crime; and (21) A meeting of domains…. [Direct]
(2010). A Place at the Table? The Organization of a Pre-Conference Symposium on LGBT Issues in HRD. New Horizons in Adult Education & Human Resource Development, v24 n1 p59-62 Win. The idea for a pre-conference session focusing on lesbian, gay, bisexual, and transgender (LGBT) issues in human resource development (HRD) seemed an appropriate topic for an international conference on HRD. The LGBT rights movement has been closely linked with the world of work and the opportunities made available through shifts from an agrarian economy (see D'Emilio, 1993; Foucault, 1978). The modern gay rights movement started in 1969, when patrons of a New York gay bar, The Stonewall Inn, fought back after a routine police raid (D'Emilio & Freedman, 1997). The riots that resulted from this raid launched the modern demand for LGBT rights. In the years since 1969, unprecedented gains in this movement have resulted in awareness and acceptance in many venues and situations, including workplaces. Policies banning discrimination based on sexual orientation have appeared at state, local, and organizational levels. More companies than ever offer domestic partner benefits, and LGBT… [PDF]
(2014). Career Guidance in Unstable Times: Linking Economic, Social and Individual Benefits. Briefing Note. Cedefop – European Centre for the Development of Vocational Training The economic crisis that peaked in 2009 sent shockwaves that will be felt for years to come. It affected businesses, increased social risk for many and destabilised job and career prospects. Young people, particularly, have been badly affected. They are suffering the highest unemployment rates and their prospects have been damaged most. But, despite high unemployment rates in many countries, skill shortages are reported in science, technology, engineering and mathematics (STEM) occupations. Europe's working population is also getting older. In response, European Union (EU) countries have devised several education, training and labour market policies. In all of them, career guidance and counselling increasingly play a central role due to their effectiveness in developing the right skills and attitudes people need for successful careers. This Briefing Note describes how guidance and counselling can help people and organizations to adapt and be productive under new and atypical economic… [PDF]
(2011). A Response from Japan to TLRP's Ten Principles for Effective Pedagogy. Research Papers in Education, v26 n3 p357-365. This article comments upon James and Pollard's contribution in comparison with perspectives on pedagogy in Japan, where the concept has tended to be discredited by academics. TLRP's clusters of 10 principles are reviewed and found to be persuasive and meaningful, especially in relation to the following points: the emphasis on recognising children's right to determine their future; the stress on "empowering" rather than "effectiveness" of school education; the valuing of abstract knowledge beyond the practical context; "cautious optimism" about the potential to apply brain science to education; the unique value of "scaffolding" in human learning; the proper role of self-evaluation by learners in assessment; the emphasis on making meaning in the interaction between internal desires and external context; the important role of "Kizuna", i.e. human ties or bonds, as a variable mediating between achievement and the economic status of… [Direct]
(2010). The Development of Reproductive Strategy in Females: Early Maternal Harshness [right arrow] Earlier Menarche [right arrow] Increased Sexual Risk Taking. Developmental Psychology, v46 n1 p120-128 Jan. To test a proposition central to J. Belsky, L. Steinberg, and P. Draper's (1991) evolutionary theory of socialization–that pubertal maturation plays a role in linking early rearing experience with adolescent sexual risk taking (i.e., frequency of sexual behavior) and, perhaps, other risk taking (e.g., alcohol, drugs, delinquency)–the authors subjected longitudinal data on 433 White, 62 Black, and 31 Hispanic females to path analysis. Results showed (a) that greater maternal harshness at 54 months predicted earlier age of menarche; (b) that earlier age of menarche predicted greater sexual (but not other) risk taking; and (c) that maternal harshness exerted a significant indirect effect, via earlier menarche, on sexual risk taking (i.e., greater harshness [right arrow] earlier menarche [right arrow] greater sexual risk taking) but only a direct effect on other risk taking. Results are discussed in terms of evolutionary perspectives on human development and reproductive strategy, and… [Direct]
(2010). Figure Drawing. Arts & Activities, v147 n2 p14 Mar. The figure has \figured\ prominently in the choice of subject matter for many artists throughout history. Whether they may choose to depict it in an abstract or expressive form, most artists are quite capable of realistic portrayals of the human form. And all people know that one of the very first drawings made by young children is a symbol for the figure. Seen first is the very familiar \head-feet\ representation. As children emerge from the symbol stage, they want to make more realistic drawings and make comments such as, \It doesn't look right\ or \I can't draw.\ This article presents some tried-and-true aids to help children make figure drawings with which they are satisfied, and that encourage them to continue drawing. All of these suggestions assist the student in learning to see and observe accurately. Continued practice with figure-drawing activities will result in happier students, as they look at their work and see that it actually \looks right.\… [Direct]
(2011). Leaving. Qualitative Inquiry, v17 n7 p631-638 Sep. Within this article, the author presents a personal story, \Leaving,\ which highlights the problematic experience of opposing established practice. The tale tells of the difficulty faced by creative agency when confronted by a constraining structural hegemony. Specifically, it draws attention to the professionalization of academic life through a cult of managerialism. Although the narrative is presented without extensive framing theory allowing multiple readings, the task is sociological as opposed to literary. Consequently, following the story, a discussion of its purpose, and a rationale for engaging in creative writing as a form of academic representation, two possible, though connected, theoretical sense-making lenses are offered: Foucault's concept of the \discourse of right\ through which power is both created and exercised, and Habermas's cautionary note related to the power of systematic rationality to usurp the human \lifeworld.\ (Contains 3 notes.)… [Direct]
(1965). SECOND NATIONAL NEA–PR/R CONFERENCE ON CIVIL AND HUMAN RIGHTS IN EDUCATION (WASHINGTON, D.C., MAY 10-11, 1965). THIS CONFERENCE REPORT SUMMARIZES THE SPEECHES AND DIALOGUES OF THE PARTICIPANTS FROM VARIOUS EDUCATIONAL AND CIVIL RIGHTS ORGANIZATIONS. SOME OF THE ISSUES WHICH WERE DISCUSSED INCLUDE SCHOOL DESEGREGATION AND EQUALITY OF EDUCATIONAL OPPORTUNITY AS AFFECTED BY CURRICULUM DEMANDS, INSTRUCTIONAL MATERIALS, TEACHER ATTITUDES, AND BIG CITY PLANS TO END SEGREGATION. THE NEGRO PROTEST MOVEMENT, CIVIL RIGHTS LEGISLATION AND PROFESSIONAL RESPONSIBILITY, AND THE RIGHTS OF MINORITY GROUP TEACHERS WERE OTHER TOPICS OF DISCUSSION. AMONG THE PROJECTS OF THE NATIONAL EDUCATION ASSOCIATION (NEA) WHICH ARE DESCRIBED ARE A FUND TO ASSIST TEACHERS WHO HAVE BEEN UNFAIRLY DISMISSED FROM THEIR JOBS OR WHOSE PROFESSIONAL RIGHTS HAVE OTHERWISE BEEN VIOLATED AND NEA URBAN SERVICES. IN ADDITION, A SERIES OF STEPS FOR THE DEVELOPMENT OF ACTION PROGRAMS FOR EDUCATIONAL EQUALITY ARE LISTED. (LB)… [PDF]
(2009). Must an Educated Being Be a Human Being?. Studies in Philosophy and Education, v28 n4 p329-349 Jul. This paper argues that an educated being logically does not have to be a human. Philosophers analyzing the concept of education have reached a consensual notion of the matter; but in applying that idea, they have barely discussed whether or not human beings are the only entities that may be educated. Using their notion as the core of a heuristic conception of education, this paper attempts to show that in some contexts it might make sense to predicate education of certain non-human entities. In addition, the paper examines the place of beliefs, reflective intelligence, practical thinking, and feelings in education. It concludes by discussing its implications for educational theory and practice and for the connections between the educated being and personhood and the right to education…. [Direct]
(2014). Islamic Education, Eco-Ethics and Community. Studies in Philosophy and Education, v33 n3 p315-328 May. Amid the growing coalescence between the religion and ecology movements, the voice of Muslims who care for the earth and its people is rising. While the Islamic position on the environment is not well-represented in the ecotheology discourse, it advances an environmental imaginary which shows how faith can be harnessed as a vehicle for social change. This article will draw upon doctoral research which synthesised the Islamic ecological ethic (eco-ethic) from sacred texts, traditions and contemporary thought, and illustrated how this ethic is enlivened in the educational landscape of Islam. Knowledge of the relationship between human beings and the natural world, of the creative order upon which the world was created, and of right living, is essential in this educational project and the global ecoIslamic movement employs a range of institutes, from the "masjid" to the "maktab", to impart the environmental message of Islam. Despite the manifestation of environmental… [Direct]
(1986). Common Values, Common Heritage, and Human Rights–The Most Delicate of Subjects for a Teacher at the German-German Border. Social Studies, v77 n1 p23-25 Jan-Feb. Using examples from Germany, the USSR, and the United States, this article explores the inconsistency of nationalism and chauvinist pride with the commonality of human nature as represented in the values, convictions, creeds, morals, and ethics of the people in these countries. (JDH)…
(1995). World Education Report, 1995. The Education of Women and Girls; Challenges to Pedagogy; Education for Peace, Human Rights and Democracy. This report, the third in UNESCO's series of World Education Reports, focuses on the largest single category of persons denied equality of educational opportunity in the world today: women and girls. The report examines global trends and developments in female access to formal education in both industrial and developing countries, focusing in particular on male-female disparities and gaps in key indicators (literacy rates, enrollment ratios, years of schooling, school retention and dropout rates, fields of study), as well as on girls' experiences in the educational process itself (such as pedagogy, testing, and assessment) and on the relationship between this process and adult life chances. Numerous figures, boxes, and tables are contained within the four chapters. Appendixes offer statistical notes, regional tables, world education indicators, and national reports and UNESCO reports, publications, and periodicals concerning education, 1993-95. (MLF)…
(2012). Insight Problem Solving: A Critical Examination of the Possibility of Formal Theory. Journal of Problem Solving, v5 n1 Article 6 p56-100 Oct. This paper provides a critical examination of the current state and future possibility of formal cognitive theory for insight problem solving and its associated "aha!" experience. Insight problems are contrasted with move problems, which have been formally defined and studied extensively by cognitive psychologists since the pioneering work of Alan Newell and Herbert Simon. To facilitate our discussion, a number of classical brainteasers are presented along with their solutions and some conclusions derived from observing the behavior of many students trying to solve them. Some of these problems are interesting in their own right, and many of them have not been discussed before in the psychological literature. The main purpose of presenting the brainteasers is to assist in discussing the status of formal cognitive theory for insight problem solving, which is argued to be considerably weaker than that found in other areas of higher cognition such as human memory,… [Direct]
(2012). Just the Facts: Common Core State Standards. Educational Horizons, v90 n4 p8-9 Apr-May. In this article, the author talks about the Common Core State Standards and what they mean to teachers and their students. The Common Core State Standards Initiative provides an opportunity for classroom practitioners across the nation to hone their skills, focus on student learning, and ensure that all the students they serve will be working toward the college and career readiness that is critical to their future success. In 2009, the National Governors Association and the Council of Chief State School Officers agreed to coordinate a state-led, voluntary effort to develop core academic standards in English language arts and mathematics. One year later, after collaboration with individual teachers, school administrators, experts on human development, feedback from national organizations representing a variety of education stakeholders (including teachers, postsecondary educators, and civil rights groups), and a period of public comment, reviews, and revisions, the final Common Core… [Direct]