What\u27s on First?: Organizing the Casebook and Molding the Mind

This study empirically tests the proposition that law students adopt different conceptions of the judge’s role in adjudication based on whether they first study intentional torts, negligence, or strict liability. The authors conducted an anonymous survey of more than 450 students enrolled in eight law schools at the beginning, mid-point, and end of the first semester of law school. The students were prompted to indicate to what extent they believed the judge’s role to be one of rule application and, conversely, to what extent it was one of considering social, economic, and ideological factors. The survey found that while all three groups of students shifted toward a belief that judges consider social, economic, and ideological factors, the degree of the shift differed in a statistically significant way depending on which torts their professors taught first. These differences persisted throughout the semester, even after they studied other torts. Further, these differences were observed even when the analysis controlled for law school ranking and were more pronounced among students attending the highest ranked schools. In interpreting the survey results, the authors employ sociologist Erving Goffman’s theory of “frame analysis” and the work of cognitive psychologists including Amos Tversky and Daniel Kahneman on “anchoring.” The Article concludes that the category of tort liability to which students are first exposed affects the “frame” or “lens” through which they view the judicial process. This frame becomes anchored and persists throughout the study of other tort categories. The lessons about the nature of the judging process learned implicitly through the professor’s choice of topic sequence may be even more important than the substantive topics themselves

Teachers' Evaluations and the Definition of the Situation in the Classroom

The theoretical contribution of this paper is to regard teachers' evaluations with a prognostic claim about students' future academic ability as a result of a special social situation in the classroom. We assume that after teachers have framed the social situation, particular scripts of action will determine the criteria on which teachers ground their evaluations. In concrete terms, we propose a theoretical approach that integrates existing meritocratic and 'habitus' explanations in the comprehensive framework of frame selection theory with its important distinction between a more automatic and a more rational type of information processing. Our empirical contribution is to test the hypotheses that we deduced from our theoretical assumptions in a set of structural equation models. Using data from the Cologne High School Panel (CHiSP), we find that even when controlling for the path structure of the model, indicators for both kinds of concepts are statistically significant. However, regardless of the underlying type of information processing, the predictive power of indicators operationalizing the meritocratic explanation is comparatively higher.teachers' evaluations, inequality in educational opportunities, frame selection theory, structural equation modeling

Changing values : what use are theories of language learning and teaching?

This paper is a response to the common perception by student teachers that the research and theory courses on their program are overtheoretical and unrelated to classroom practice. While there is some support for a categorical distinction between theory and practice in language education, it is suggested that the beliefs, assumptions and knowledge of teachers are in fact inextricably bound up with what goes on in the classroom. We investigate two groups of student teachers studying at undergraduate and postgraduate level to become Teachers of English to Speakers of other Languages. We examine the extent to which a research and theory course which both groups took in Second Language Acquisition influenced key beliefs which students held relating to language learning during their period of study

What do others think is the point of design and technology education?

As a result of a national curriculum review in England (Department for Education [DfE], 2011), a new curriculum for design and technology (D&T) is being taught in secondary schools from September 2014 (Department of Education [DoE], 2013a). This curriculum is compulsory for a decreasing number of schools; two potential consequences are the nature of D&T in secondary schools changing to reflect local perceptions of the subject and maybe D&T being removed from the curriculum completely. The pressure on D&T’s curriculum content is likely to come from different stakeholders such as senior school leaders, D&T teachers, and pupils. D&T school departments could respond to this pressure by adapting the curriculum to popularise the subject or produce high exam results with a consequence that much of the subject’s value is lost. This paper reports on a small research project conducted in two secondary schools where stakeholder representatives were interviewed to identify their values of D&T. These different stakeholders were interviewed using the active interview method (Holstein & Gubrium, 1995), coded following Aurebach and Silverstein’s method (2003) and their values compared to Hardy’s values framework (Hardy, 2013b). Analysis shows most stakeholders believe a key value of D&T is to provide ‘practical life skills’ (Hardy, p.226), whilst only one recognizes that learning in D&T involves ‘identifying problems to be solved’. The outcomes from the research are being used to support critically reflective conversations within both D&T departments (Zwozdiak-Myers, 2012) framing their evaluation of their local curriculum and making changes to their curriculum

Teachers' contributions to the culture of language classrooms : the case of Spanish as a foreign language

This investigation explores the ways in which teachers contribute to the development ofthe language classroom culture, defined as "a dynamic system of patterns created, changed and maintained by the participants in accordance with their pedagogic and social status, expectations and responsibilities". It draws its data from classrooms of Spanish as a foreign language, and seeks to analyse:• Characteristics ofthe social and institutional context ofthe teachers and their classrooms. • Teachers' views on language teaching and learning, their classrooms and their own teaching. • Verbal and nonverbal means employed by the teachers in their instruction, and more specifically during the transitions between the instructional stages that make up their lessons. • Relationships between the views ofthe teachers and linguistic and nonlinguistic features of their behavior in the classroom.The courses involved in the study were conducted by five different teachers during 1997-1998 in four high schools -three public and one private - and a private liberal arts college, all located in Central Pennsylvania, USA. The methods/instruments for the collection of data were• Background description of the social and institutional context of the teachers and their classrooms. • Three rounds of semi-structured interviews with each teacher. The last interview included stimulated recall. • On-site observation of(a) the physical organization of the classroom, (b) the non-verbal features of the interaction between teachers and students, and (c) the non-pedagogic events taking place during the instruction. • Retrospective analysis (tape and real-time records) of the verbal interaction between teachers and students. • Teacher journals.The results indicate that the teachers' role in the construction of L2 classroom culture is most strongly influenced by their personal theories of teaching and learning, more than by (a) other theoretical and methodological factors, and (b) their interaction with the students. In the tendency to develop their practical knowledge through the instructional sequence, the teachers' pedagogic routines showed a number of striking differences with regard to (a) their combination of pedagogic and disciplinarian control over the instruction and the students, (b) the interaction with the class or specific individuals during the transitions between instructional stages, (c) the use of English and Spanish, and (d) the potential purposes of the performance features

The Role of Teachers in Encouraging Digital Literacy Capabilities in Rural High Schools of Bandung

The anti-hoax social movement was initiated online in Indonesia by relying on the netizens' togetherness to fight the spread of hoaxes in a virtual world by identifying and reporting hoaxes and promoting accurate information and critical thinking skills. Digital scoping is carried out by reporting hoaxes that are spread on social media, while counter-narrative actions take the form of checking facts and disseminating disclaimers. The level of participation of netizens in the anti-hoax movement is relatively high. They voluntarily participate in various anti-hoax campaigns. Teachers in Bandung high schools have been allowed to pick and implement proposals and solutions based on their students' needs and requirements for digital literacy. This technique has effectively surmounted the barriers to students' digital literacy abilities, preventing them from causing problems that students, in particular, feel during studying. As a result, kids can select which news can be believed and which is a scam. The strategy used in education to address students' digital literacy skills has increased students' digital literacy skills, allowing them to learn more quickly and accurately. Teachers can also help pupils develop their digital literacy skills so that other students are not left behind in understanding learning material

The Range of the Availability and Practice of Authentic Assessment Competencies for Intermediate Stage Teachers in Sharurah Governorate

This study aimed to identify the range of the availability and practice of authentic assessment competencies for intermediate stage teachers in Sharurah governorate, and addition to known the effect of these variables (gender, major, experience)on The range of the availability and practice of authentic assessment competencies . a questionnaire was designed which consisted of (44) items measuring five domains of the availability and practice of authentic assessment strategies competencies .It was applied on a sample which consisted of (67) teachers. results of the study showed that the range of the availability and practice of authentic assessment competencies  were highly degree , there were no statistically significant differences were found in the range of the availability and practice of authentic assessment competencies  due to the influence of some variables: (gender, major).and differences were found due to the experience variable, also the result show that a high Correlation between availability and the practice for authentic assessment competencies, and there is a statistically significant effect between the degree of availability of authentic assessment competencies and the degree of  practice of authentic assessment competencies, and we reached to a multiple regression equation, The study included many recommendations, The most important one was the necessity of providing training programs for teachers in the field of modern assessment strategies in order to improve the ability of teachers in this field. Keywords: Learning  competencies , Authentic assessment, Assessment strategies, Intermediate stage.                               

In Service of Service-Learning: Framing an evaluation for effective programs

In 1991 at the Wingspread Conference (Giles, Honnet, and Migliore, 1991) two broad questions emerged to help define and frame the evaluation of service-learning programs: 1) What was the effect of service-learning on intellectual, moral, and citizenship development of participants? 2) What was the effect of service-learning on the advancement of social institutions and democracy

The ecosystemic approach to changing chronic problem behaviour in primary schools

This thesis presents nine papers that consider the ecosystemic approach. The first five deal with a range of theoretical issues including the development of the approach and aspects relating to personality, phenomenological psychology and systems theory. These papers show that ecosystemics is part of the tradition of humanistic educational psychology and more particularly that it is closely related to the work of George Kelly and Carl Rogers. They also show that the approach is based on the phenomenological reduction, imaginative variation and aspects of phenomenological interpretation and on a systems theory which takes an interpretive frame of reference. Four further papers deal with two studies with teachers in Leicestershire that relate theory to practice. The first considers a small-scale study involving twelve primary teachers. The third and fourth relate to a larger study involving thirty-five teachers. The second paper in this group considers both studies from a Rogerian point of view. These papers demonstrate the effectiveness of the approach in primary schools, its impact on teachers and links with the person-centred approach

Managing A Discursive Journey for Classroom Inquiry: Examination of a Teacher’s Discursive Moves

This study presents an analysis of teacher discursive moves (TDMs) that aid students in altering their thinking and talking systems. The participants were a science who handled the immersion inquiry activities. The primary data source was the video recorded in the classroom. This video-based data was analyzed through systematic observation in two phases comprising coding and counting to reveal the mechanics of the discursive journey. Three assertions were made for the dynamics of the discursive journey. First, the teacher enacted a wide range of TDMs incorporating dialogically/monologically oriented, simplified (observe-compare-predict), and rather sophisticated moves (challenging). The challenging moves were the most featured among all analytical TDMs. Second, once higher-order categories were composed by collapsing subcategories of the displayed TDMs, the communicating-framing moves were the most prominent performed moves. Lastly, the teacher created an argumentative atmosphere in which the students had the right to evaluate and judge their classmates and teacher's utterances that modified the epistemic and social authority of the discursive journey. Finally, educational recommendations are offered in the context of teachers noticing the mechanics and dynamics of the discourse journey