551 and Counting: An Insight Into the Show One Whirled View

The documentary film 551 and Counting: An Insight into the Show “One Whirled View” takes a contemplative look at the public access show One Whirled View and its creators. One Whirled View has aired locally on public access television in Fayetteville, Arkansas for the past twenty-four years. The show was created by Roger Henry and Dan Vega, two eclectic friends that share a similar view of current news. This twenty-four minute film includes interviews with both Roger Henry and Dan Vega. Other interviews with Joel Hirsch, Dr. Sidney Burris, Richard Drake, and Dan Robinson help to substantiate information and give the film a credibility, as well as additional entertainment value. The film is comprised of interview footage mixed with archival footage presented from the extensive collection of One Whirled View programs over the past twenty-four years. This film explores a friendship between two men that is documented on tape over 551 shows that have aired on public access television. The goal of this film is to show the true dedication that Roger and Dan have to their audience by finding news that major media outlets are not necessarily reporting on a larger level. This film also shows how friendship combined with dedication and passion for news, can result in a rich catalog of moments that are on tape forever for the whole world to see

An analysis of the general content, grade placement, and philosophy of state courses of study in arithmetic for grades one to six.

Thesis (Ed.M.)--Boston Universit

Investigating Variability in Classroom Performance amongst Children Exhibiting Difficulties with Early Arithmetic

Researchers in both psychology and mathematics education acknowledge that children’s mathematical performance can vary inexplicably from day to day, though there has been little detailed investigation of the form of variability discussed in this paper. The paper builds on research suggesting this might be a particular issue for children considered to have learning difficulties in mathematics. The children concerned were seven- to nineyear- olds taught together for mathematics in a small group with high levels of adult help in assessment, planning and teaching. Observational research was conducted, with the researcher making weekly visits over the course of a year. Findings synthesise a range of evidence for each child gathered both during planned assessment tasks and as part of routine classroom activity. The data are used to chart the performance of individuals over this period. Findings suggest that arithmetical capacities were not fixed and easily assessed, but varied from day to day. This variability is considered in some detail with the aim of offering explanations for perceived differences. Elements such as task presentation and subtle mathematical differences between tasks provide partial explanations. Many differences remain unexplained, and it is argued that variability is in fact a feature of learning. Finally, implications for practice in assessing children and planning for their mathematical development, are considered