A diversified instructional reading program in the fourth grade using a single basic text

Can a fourth-grade class of children with varying degrees of measured reading achievement make normal progress by using one set of basic readers for all, which differentiated assignments for group work after the initial lesson has been presented? It was assumed the interests at this level, the type of creative writing or paraphrasing the story of the reading text, repetitious language arts activities, and research in reading could be developed so that all the children would achieve by using one basic reading text

Vernacular cinema, self-concept and the perceptual–conceptual shift:exploring conversations between film education and developmental psychology

Co-authored by film education practitioners and developmental psychologists, this article seeks to establish an interdisciplinary dialogue between the emergent discourses of film education and developmental psychology. In particular, it explores the possible implications for our understandings of film education of recent psychological research into: (1) the cognitive and social consequences for young people of developing a sense of self; and (2) understandings of children’s development of visual cognition. Seeking areas of commonality and mutual resonance between different disciplinary vocabularies and methodologies, ultimately we present a series of proposals for how film education may benefit from further interface with developmental psychology

The right to fail? Problematizing failure discourse in international conservation

A growing body of critical research interrogates the tendency within international conservation circles to present interventions as successful, even when evidence points to substantial negative impacts. The flip side of this ‘selling’ success is a growing emphasis on the importance of embracing and even celebrating failure. Yet this important trend in international conservation policymaking has yet to be examined in depth. We address this research gap by first tracing the origins of the embracing failure narrative, linking it to the historical handling of failure in conservation and in fields such as business management and international development. We then explore the implications of this framing of failure for international conservation policy and practice by examining relevant policy literature and illustrative case studies in Tanzania and Peru. Based on this analysis, we demonstrate how a ‘right to fail’ can justify both continuing and discontinuing conservation interventions in highly problematic ways. We show how the framing of failure as a positive outcome for global learning can reduce accountability for significant and long-lasting negative consequences of failed interventions. Furthermore, the emphasis on approaches to learning that employ narrow technical frames can depoliticize issues and limit possibilities to fundamentally question and transform dominant conservation models with histories of persistent failure. Consequently, we argue that by affording interventions the ‘right to fail’, conservation actors with a stake in dominant models have taken control of failure discourse in ways that reinforce instead of undermine their ability to ‘sell’ success amidst negative (or limited) local outcomes. While it is of course important to acknowledge failure in order not to repeat it, we caution against embracing failure in ways that may further exacerbate conservation injustices and hinder transformative societal change. We advocate instead for an explicitly political approach to addressing failure in conservation

Vernacular cinema, self-concept and the perceptual–conceptual shift: exploring conversations between film education and developmental psychology

Co-authored by film education practitioners and developmental psychologists, this article seeks to establish an interdisciplinary dialogue between the emergent discourses of film education and developmental psychology. In particular, it explores the possible implications for our understandings of film education of recent psychological research into: (1) the cognitive and social consequences for young people of developing a sense of self; and (2) understandings of children’s development of visual cognition. Seeking areas of commonality and mutual resonance between different disciplinary vocabularies and methodologies, ultimately we present a series of proposals for how film education may benefit from further interface with developmental psychology

Vernacular cinema, self-concept and the perceptual–conceptual shift: exploring conversations between film education and developmental psychology

Robert Munro - ORCID: 0000-0002-4755-9691 https://orcid.org/0000-0002-4755-9691https://doi.org/10.14324/FEJ.06.2.026pubpub

The hitchhiker’s guide to co-production: six ways to link knowledge and action for sustainability

By directly linking research processes to change makers, co-production promises to create more impactful knowledge and actions. However, what co-production means in practice is not always clear or consistent. Drawing on the experiences of 32 co-production initiatives from around the world that aim to enhance sustainability, Josephine Chambers, Carina Wyborn, Henrik Österblom, Lakshmi Charli-Joseph, Jessica Cockburn, Rosemary Hill, Ruth Brennan, Chris Cvitanovic and their many co-authors, present a scheme for understanding different kinds of co-production, and the different tradeoffs they entail. In so doing, they highlight 6 modes of co-production that emerge when particular design choices are made

The potential of ‘didactic mixing’ in Lifelong Learning

In the expansion of Lifelong Learning (LLL) at Higher Education Institutes (HEIs), we suggest that our task, as teachers, is to develop democratic, experiential, emancipatory and imaginative initiatives. In line with this aim, this paper suggests an approach to lifelong learning in which students and practitioners learn from and with each other. Key to our argument is that this ‘didactic mixing’ occurs at three levels: 1) the mixing of practitioners and students from different backgrounds, 2) the mixing of different ways of knowing, in particular, combining scientific and professional expertise with experiential knowledge, and 3) the mixing of different settings both on and off campus. Drawing on our experiences, we present teacher reflections on two courses that we organized in parallel in the winter of 2022: i.) Techniques of Futuring, in which master’s students and societal practitioners engaged with the contentious issue of the future of the rural Netherlands, and ii) the Coalition of Hope, in which master’s students and societal practitioners reflected on their personal and emotional experiences in engaging with societal change for sustainable futures. In reflecting on our design choices, we conclude that mixing in participants, ways of knowing, and settings allows teachers to craft their courses to their pedagogical foundations by continuously asking with whom, how, and where and why one learns. Furthermore, we propose that no single ‘mix’ counts as unambiguous best practice, but rather hope that this paper inspires teachers and others in the LLL community to reflect and act upon the setup of the learning experience and explore the agency they could have in didactic mixing

Study protocol for a comparative effectiveness trial of two models of perinatal integrated psychosocial assessment: The PIPA project

Background: Studies examining psychosocial and depression assessment programs in maternity settings have not adequately considered the context in which psychosocial assessment occurs or how broader components of integrated care, including clinician decision-making aids, may optimise program delivery and its cost-effectiveness. There is also limited evidence relating to the diagnostic accuracy of symptom-based screening measures used in this context. The Perinatal Integrated Psychosocial Assessment (PIPA) Project was developed to address these knowledge gaps. The primary aims of the PIPA Project are to examine the clinical- and cost-effectiveness of two alternative models of integrated psychosocial care during pregnancy: \u27care as usual\u27 (the SAFE START model) and an alternative model (the PIPA model). The acceptability and perceived benefit of each model of care from the perspective of both pregnant women and their healthcare providers will also be assessed. Our secondary aim is to examine the psychometric properties of a number of symptom-based screening tools for depression and anxiety when used in pregnancy. Methods: This is a comparative-effectiveness study comparing \u27care as usual\u27 to an alternative model sequentially over two 12-month periods. Data will be collected from women at Time 1 (initial antenatal psychosocial assessment), Time 2 (2-weeks after Time 1) and from clinicians at Time 3 for each condition. Primary aims will be evaluated using a between-groups design, and the secondary aim using a within group design. Discussion: The PIPA Project will provide evidence relating to the clinical- and cost- effectiveness of psychosocial assessment integrated with electronic clinician decision making prompts, and referral options that are tailored to the woman\u27s psychosocial risk, in the maternity care setting. It will also address research recommendations from the Australian (2011) and NICE (2015) Clinical Practice Guidelines

Playing With The Trouble: Exploring (mini)games for interdisciplinary connections

This workshop explores the use of play to foster and support interdisciplinary connections and collaborations in a systemic design context. We are developing creative prototype ‘minigames’ which address different aspects of the challenges faced in collaborations between disciplines, including facilitating collective imagination, surfacing worldviews, embracing ambiguity and uncertainty, and/or ‘unmaking’ systems, as part of a project which brings together an interdisciplinary team of researchers working at the intersection of technical, social, political, (bio)medical, and humanistic fields. The systemic design community, experienced in crossing boundaries and working at different levels of abstraction, is well positioned to contribute to this area, but also, we hope, will benefit from participating in playtesting some of the prototype minigame activities at RSD11. We will aim to make the most of participants’ own (inter-)disciplinary and systems expertise—this is intended to be a session in which participants make new connections and collaborations with each other through play, with the minigames potentially offering useful methods for participants to use and apply in their own work and practice