Search results

The purpose of this paper is to canvass debates arising from encounters between architectural and educational history and to introduce a themed section of four papers exploring aspects of the history of school design and the spatial arrangements of Australian schooling across the twentieth century.

This is an interpretive introductory essay that characterizes trends in historical and sociological studies of school space and materialities, and synthesizes the arguments and contributions of the four companion papers.

A case is made for greater exchange among educational, architectural and social historians and key insights and findings from the four papers concerning school space, design and educational ideas are summarized. Themes of community, citizenship and progressive education are highlighted.

The value of the paper lies in introducing the context and scholarly debates framing a collection of four papers that seek to open up new avenues for investigating the history of modern schooling through studying intersections between school space and design and educational purposes and aspiration.

In this chapter, educational policy development addressing the learning needs of the at-risk population in Curacao is described as a direct result of the implementation of the global standards of the EFA goals. The at-risk student population is defined in this chapter as the proportion of students whose home language differs from the school language. Achievement is based on proficiency in the language of schools and a national tracking system, which has historically accommodated the learning needs of the at-risk into various school types. This chapter argues how the global promises for a quality education for all is exposing a more than 40-year-old policy of national tracking that questions the right to an academic education for the majority of the at-risk students. Goal 4 of the EFA places Curacao as an example of islands which have long surpassed the target for participation in technical and vocational programs. The chapter opens with an overview of the goals and targets that created a framework for continuous structural reform of a complacent system of education for all backed by compulsory education.

The following classified, annotated list of titles is intended to provide reference librarians with a current checklist of new reference books, and is designed to supplement the RSR review column, “Recent Reference Books,” by Frances Neel Cheney. “Reference Books in Print” includes all additional books received prior to the inclusion deadline established for this issue. Appearance in this column does not preclude a later review in RSR. Publishers are urged to send a copy of all new reference books directly to RSR as soon as published, for immediate listing in “Reference Books in Print.” Reference books with imprints older than two years will not be included (with the exception of current reprints or older books newly acquired for distribution by another publisher). The column shall also occasionally include library science or other library related publications of other than a reference character.

This paper aims to present recently published resources on information literacy and library instruction through an extensive annotated bibliography of publications covering all library types.

This paper annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and information literacy published in 2017 in over 200 journals, magazines, books and other sources.

The paper provides a brief description for all 590 sources.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

This article explores the little understood practice of school interior design and the manner in which school interiors give form to ideas about what the work of children and teachers could and should look like. Its focus is a perceived link between the concepts of school work made material in the design of new twenty‐first century learning environments and those expressed in the design of Modernist progressive schools such as Richard Neutra’s Corona Ave, Elementary School, California. The article’s impetus comes from current interest in the inter‐relationship between the design of physical learning environments and pedagogy reform as governments in Australia and internationally, work to transform teaching and learning practices through innovative school building and refurbishment projects. Government campaigns, for example the UK’s Schools for the Future Program and Australia’s Victorian Schools Plan, use a promotional rhetoric that calls for the final dismantling of the cellular classroom with its industrial model of work so that ‘different pedagogical approaches and the different ways that children learn [can] be represented in the design of new learning environments’, in buildings and interiors designed to support contemporary constructivist‐inspired pedagogies.

Many states are restructuring their US history state assessments to include written-response assessment items that evaluate students' literacy skills in high-stakes environments. The purpose of this study was to investigate how the addition of an extended-response item to a US history state assessment was associated with an increase in the racial achievement gap.

The theoretical framework included linguistic complexity of standardized assessment items and academic language demand and utilized a difference-in-difference research design.

The findings indicate that the achievement gap between students of color and White students increased when an extended-response assessment item was added to an exclusively multiple-choice item exam and that this increase in the achievement gap may be contributed to a literacy gap.

The continued investigation of how students of color perform on different types of extended-response standardized assessment items. And, the continued investigation of evidenced-based instructional practices that focus on developing students' literacy skills in US history as well as culturally responsive instructional practices.

The knowledge and implementation of literacy instruction and culturally responsive instruction in US history classrooms as well as in preservice teacher education programs and in-service professional development programs.

The current study is one of the first large-scale investigations into the racial achievement gap on US history written-response standardized assessment items and in identifying a literacy gap between students of color and White students on US history written-response state assessment items.

Nobody concerned with political economy can neglect the history of economic doctrines. Structural changes in the economy and society influence economic thinking and, conversely, innovative thought structures and attitudes have almost always forced economic institutions and modes of behaviour to adjust. We learn from the history of economic doctrines how a particular theory emerged and whether, and in which environment, it could take root. We can see how a school evolves out of a common methodological perception and similar techniques of analysis, and how it has to establish itself. The interaction between unresolved problems on the one hand, and the search for better solutions or explanations on the other, leads to a change in paradigma and to the formation of new lines of reasoning. As long as the real world is subject to progress and change scientific search for explanation must out of necessity continue.

This paper aims to present recently published resources on library instruction and information literacy providing an introductory overview and a selected annotated bibliography of publications covering all library types.

This paper introduces and annotates English-language periodical articles, monographs, dissertations, reports and other materials on library instruction and information literacy published in 2018.

The paper provides a brief description of all 422 sources, and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians and anyone interested as a quick reference to literature on library instruction and information literacy.

The chapter describes a four-year research project, the objective of which was to design and develop an intervention tool to assist middle school students in their information seeking when engaged in an inquiry-based learning project.

Bonded design method was used to design a proof-of-concept (POC) low-tech Guide, and focus group and Informant Design methods were utilized to develop a Web Guide.

In creating an intervention tool, whether low-tech paper-based or high-tech websites, different methodologies that relied heavily on the participation of students in the design process were successfully utilized.

The research shows that participation of children and adolescents in designing the content of technology for educational use is imperative.

This is a long-term research project, which is unparalleled and unique in its scope, duration, breadth, and depth. Having access to the grade eight classes in a single school over a four-year period has proven to be a remarkable research opportunity, seldom reported in the literature.

This paper aims to highlight recent resources on information literacy (IL) and library instruction, providing an introductory overview and a selected annotated bibliography of publications covering all library types.

This paper introduces and annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and IL published in 2015.

This paper provides information about each source, describes the characteristics of current scholarship and highlights sources that contain either unique or significant scholarly contributions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and IL.