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Descriptors:
Citations (References); Translation; Primary Sources; Japanese; English; Teaching Methods; Creativity; Contrastive Linguistics; Educational Philosophy; Editing; Books; Educational Research; Criticism

Abstract:
The only available English translation of Makiguchi Tsunesaburo's most characteristic work, "Soka Kyoikugaku Taikei" ("The System of Value-Creating Pedagogy"; 1930-1934), was published as "Education for Creative Living" in 1989 with Alfred Birnbaum as the translator and Dayle M. Bethel as the editor. "Education for Creative Living", not Makiguchi's Japanese original, has been translated into 13 languages and has contributed to introducing Makiguchi's educational ideas to the non-Japanese-speaking world. In this article, the author reports findings of a comparative, cross-linguistic textual analysis of "Education for Creative Living" and "Soka Kyoikugaku Taikei". Her findings indicate that Bethel has made many editorial choices without notifying the reader, such as putting more emphasis on philosophy than pedagogy, simplifying some of Makiguchi's arguments; omitting Makiguchi's references to various scholars; and omitting, inserting and revising portions of text. These editorial choices give the impression of a simpler, less sophisticated, less well-read Makiguchi to non-Japanese readers and render "Education for Creative Living" problematic as a primary source of academic research. (Contains 2 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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United States History; State History; History Instruction; College Curriculum; Courses; State Universities; Reading Assignments; Supplementary Reading Materials; Anthologies; Primary Sources; Textbooks; College Faculty; Interests; Race; Social Class; Sex; Social History

Abstract:
In 1971, the state of Texas enacted a legislative requirement that students at public institutions complete two courses in American history. With that mandate in mind, the Texas Association of Scholars and the National Association of Scholars' Center for the Study of the Curriculum proposed to determine how students today meet the requirement, and what history departments offer as a means of doing so. What courses can students take, and what vision of U.S. history do those courses present? This study is the result of the authors' investigation. Their report focuses on the University of Texas at Austin (UT) and Texas A&M University at College Station (A&M), flagship institutions serving large undergraduate populations. For this study they examined all 85 sections of lower-division American history courses at A&M and UT in the Fall 2010 semester that satisfied the U.S. history requirement. They looked at the assigned readings for each course and the research interests of the forty-six faculty members who taught them. They also compared faculty members' research interests with the readings they chose to assign. They found that all too often the course readings gave strong emphasis to race, class, or gender (RCG) social history, an emphasis so strong that it diminished the attention given to other subjects in American history (such as military, diplomatic, religious, intellectual history). The result is that these institutions frequently offered students a less-than-comprehensive picture of U.S. history. They found, however, that the situation was far more problematic at the University of Texas than at Texas A&M University. If colleges and universities are to provide students with full and sound knowledge of American history, some things need to change. Teachers of American history should take race, class, and gender into account and should help students understand those aspects of history, but those perspectives should not take precedence over all others. The authors offer the following recommendations: (1) Review the curriculum; (2) If necessary, convene an external review; (3) Hire faculty members with a broader range of research interests; (4) Keep broad courses broad; (5) Identify essential reading; (6) Design better courses; (7) Diversify graduate programs; (8) Evaluate conformity with laws; (9) Publish better books; and (10) Depoliticize history. Appended are: (1) Tables; (2) Texas State History Requirement; and (3) Broad Characteristics of Eleven Discipline Categories. (Contains 17 tables, 32 figures and 54 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Student Attitudes; Best Practices; Public Relations; Search Engines; Readiness; Definitions; Trend Analysis; Knowledge Level; Technological Literacy; Online Surveys; Student Surveys; Primary Sources; Familiarity; Search Strategies

Abstract:
Enough evidence is available to support the idea that public relations professionals must possess search engine optimization (SEO) skills to assist clients in a full-service capacity; however, little research exists on how much college students know about the tactic and best practices for incorporating SEO into course curriculum. Furthermore, much of the literature on the topic is in trade publications and blogs rather than scholarly journals. To fill this void, this study has two primary objectives. First, it seeks to shed light on definitions, trends, and current practices relating to the use of SEO in public relations. Second, the study seeks to learn how much students know about SEO and where they acquired their knowledge. Educators can incorporate this information into curricula to help students remain current with the profession. Study findings are informative not only for PR professors who are considering adding SEO elements to courses but also for PR professionals who want to learn more about the topic. (Contains 7 tables and 28 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Females; Teaching Methods; United States History; American Indians; Primary Sources; Textbooks; History Instruction; Case Studies; Geographic Regions

Abstract:
History teachers may well feel challenged with the task of bringing women into their American West curriculums due to the great diversity of women in the West during the nineteenth century. At the same time, the past thirty years or so have produced a plethora of monographs, articles, and primary source collections on women in the American West. So even though many textbooks persist in telling the traditional "great men and great deeds" western history with women relegated to the background, source materials continue to become available on women in the West--though, regrettably, still not in large quantity on all groups of those women. Where teaching methods are concerned, the author finds micro-histories very effective as a means of bringing women into her western curriculums. Micro-histories are also useful when source materials on specific groups of women are in limited supply. Primary source material pertaining to Native American women in the early to mid-nineteenth century, for instance, is scarce, making the micro-history method, perhaps, the best available for conveying the desired information. Finally, for micro-histories to be most effective, teachers must take care to impart this important point to their students: "a micro-history is neither a survey nor is it intended to act in the place of a synthesis; instead, it is a case study intended to assist students in understanding a greater, general history." In order to provide clear and concise thoughts and suggestions on ways teachers might incorporate women more fully into their western history curriculums, the author focuses here on women from three western regions: the Native American region, the overland trail and settlement region, and the western mining towns region. While these represent but a small sampling of nineteenth-century women, and nineteenth-century western regions, the thoughts and suggestions are effective for bringing most groups of western women, from most western regions, into the curriculum. (Contains 17 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
United States History; Course Descriptions; Class Activities; Learning Activities; Schemata (Cognition); Newspapers; Social Environment; Reading Assignments; Lecture Method; Writing Assignments; Primary Sources; Holistic Approach; Student Attitudes; Attitude Change; Teaching Methods; Feedback (Response); History Instruction; College Instruction

Abstract:
As a graduate instructor for HIST 152: United States Since 1877, the author structures the entire course around the motif of the newspaper. She models her curriculum after the newspaper both visually and symbolically and uses it as a theme throughout the class. The newspaper is not a gimmick or cliche, but rather a recurring stylistic theme, an instructional tool, a topic for historical discussion, and a prolific source for reading assignments. She has incorporated aspects of the newspaper into her syllabus design, lecture titles, "PowerPoint" presentation layout and images, lecture topics, classroom activities, and reading and writing assignments. The newspaper motif helps many students better connect to the course material and recognize that history is real--historical events happened to real people in a real place and time in the past. The newspaper motif resonates very well with students. According to student feedback, course observations, and evaluations, her syllabus approach is engaging and effective, and she plans to use it again many times in the future. She is connecting with a large number of students, positively influencing their perceptions of history, and making class fun, interesting, and relevant for them without sacrificing quality content and instruction. She will definitely continue to modify and improve this course structure as she teaches the history survey throughout her career. She wants to hone the method and explore the opportunities it affords. The motif of the newspaper could be used in many nineteenth- and twentieth-century history courses. (Contains 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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History Instruction; Intellectual Disciplines; Differences; Content Area Reading; Reading Comprehension; Teaching Methods; Inferences; Language Usage; Sociolinguistics; Elementary Education; Reading Skills; Grade 4; Historians; Primary Sources; Critical Reading

Abstract:
Teachers can engage students in historical thinking by intentionally structuring close reading tasks. This article provides a practical and theoretical examination of the learning and teaching during a 30-minute social studies class in which students studied colonization by reading a primary source text from the Jamestown Colony. Students used inference as a tool first to explain the literal meaning of the text (explanatory inference) and then to elaborate on that literal meaning to develop their historical ideas (elaborative inference). Also, an inquiry-based teaching method called "critical exploration" was used in this class and is described in practical terms. (Contains 35 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Evidence; Social Sciences; Social Work; History; Primary Sources; Foreign Countries; Theory Practice Relationship

Abstract:
Objectives: The purpose of this article is to present a theoretical frame of reference for the study and assessment of social work from the perspective of a history of ideas. Method: The study employed an analysis of primary and secondary historical sources. Results: Social work as a practice and research field is embedded in the genesis of modern social science as developed by the Scottish School of thinking, and organized practice for the betterment of life conditions of individuals, groups, and communities. Conclusion: The history of ideas of social work provides a theoretical frame of reference for identifying the historical roots of social work, defining its core as well as professional and research territory relative to other professions and disciplines, and placing evidence-based social work practice in a historical context. (Contains 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Evidence; Teacher Characteristics; Professional Development; Science Instruction; Science Teachers; Urban Schools; Scientific Principles; Science Education; Beliefs; Knowledge Base for Teaching; Knowledge Level; Multiple Choice Tests; Transcripts (Written Records); Primary Sources; Persuasive Discourse; Scientific Literacy; Case Studies; Cognitive Style; Inferences

Abstract:
Using a case study method, the experiences of a group of high school science teachers participating in a unique professional development method involving an argue-to-learn intervention were examined. The participants (N = 42) represented 25 different high schools from a large urban school district in the southwestern United States. Data sources included a multiple-choice science content test and artifacts from a capstone argument project. Findings indicate although it was intended for the curriculum to be a robust and sufficient collection of evidence, participant groups were more likely to use the Web to find unique evidence than to they were to use the provided materials. Content knowledge increased, but an issue with teacher conceptions of primary data was identified, as none of the participants chose to use any of their experimental results in their final arguments. The results of this study reinforce multiple calls for science curricula that engage students (including teachers as students) in the manipulation and questioning of authentic data as a means to better understanding complex socioscientific issues and the nature of science. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Policy; Evidence; Research; Decision Making; School Districts; Case Studies; Research Utilization; Performance Factors; Primary Sources; Central Office Administrators; Institutional Characteristics; Educational Practices; Use Studies; Educational Administration

Abstract:
The current educational policy climate in the USA places immense pressure on school district central offices to use evidence to inform their decisions in order to improve student learning. In light of both the expectations of evidence-based decision making and the significance of central offices in supporting teaching and learning, there is considerably little understanding of whether, how and why central office decision makers use research evidence to support educational decisions. Through an embedded case study of Hamilton School District and three central office decisions, this research examines the role of research in central office decisions, focusing on how research is used, what research resources are used and the factors that influence use. Evidence of limited instrumental and political uses of research in comparison to conceptual and symbolic use, preferences for practitioner-oriented resources, and the importance of research attributes, organizational context and culture, and decision-maker characteristics are presented. Findings suggest a need for strategies to improve instrumental use, including reconsidering the production and dissemination of research, facilitating the flow of knowledge within the central office, and further examination of conceptual uses of research. (Contains 2 tables and 4 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Evidence; Evolution; Primary Sources; Feedback (Response); Psychomotor Skills; Animals; Human Body; Cognitive Processes; Objectives; Correlation; Comparative Analysis

Abstract:
It is important to monitor feedback related to the intended result of an action while executing that action. This monitoring process occurs hierarchically; that is, sensorimotor processing occurs at a lower level, and conceptual representation of action goals occurs at a higher level. Although the hierarchical nature of self-monitoring may derive from the evolutionary history of humans, little is known about this cognitive process in non-human primates. This study showed that the relative contributions of kinematic information and goal representations to self-monitoring differ for chimpanzees and humans. Both species performed aiming actions whereby participants moved a cursor to hit targets. Additionally, a distractor cursor was presented simultaneously, and participants discriminated the cursor under their control from the cursor not under their control. The results showed that chimpanzees found it difficult to determine whether they were controlling the distractor when it moved toward the target, even though the distractor's kinematics and the participant's actions were dissociated. In contrast, humans performed efficiently regardless of any overlap between the presumptive and observed goals of the action. Our results suggest that goal representation, rather than motor kinematics, is the primary source of information for self-monitoring in chimpanzees, whereas humans efficiently integrate both dimensions of information. Our results are consistent with evidence showing species differences during imitation of others' actions, and suggest that humans have evolved the cognitive capacity to monitor motor kinematics in a more flexible manner than have chimpanzees. (Contains 6 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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