Able and gifted: judging by appearances?

In this article I reflect upon an aspect of my research involving Year 6 pupils identified by their teachers as ‘able’ or ‘gifted’ in mathematics, using ‘able’ to refer to high achievers and ‘gifted’ to exceptionally high achievers. I discuss the differences I observed between the able and gifted when solving mathematical tasks, and consider what these differences may mean for professionals involved in identifying gifted pupils. I speculate that teachers’ judgements are highly influenced by those aspects of achievement that are readily visible, such as answering questions quickly, and discuss the potential problems associated with judging by appearances

An American Golem: Comic Books, Creation, and the Virtue of Escape in Michael Chabon’s The Amazing Adventures of Kavalier & Clay

This thesis examines Michael Chabon’s defense of escapist stories as manifested in his Pulitzer Prize winning novel, The Amazing Adventures of Kavalier & Clay (2000). Through this work, Chabon traces the history of escapist stories and superheroes in Judaism through the anthropomorphic figure of Jewish folklore, the golem. Chabon explores the ways in which the creation of a golem overlaps with the creation of a comic book. Additionally, Chabon shows the ability of escapist stories—those that allow the reader to leave reality and enter into fantasy—to facilitate healing from deep emotional wounds. This healing is demonstrated through the journey of the protagonist, Josef Kavalier, as he relies on fantastical stories—both written by others and himself—to reacclimate to the world after trauma. In response to those who claim that escapist literature is only a turning away from reality and history, Kavalier & Clay demonstrates the value of escapist stories in facilitating recovery from trauma

How do I enhance motivation to learn and higher order cognition among students of Science through the use of a virtual learning environment?

In this paper I explore the capacity of Moodle to enhance the teaching and learning of Leaving Certificate Biology within a small urban secondary school. I simultaneously investigate the potential of the technology to enhance higher-order cognition and motivation to learn among the students. Adopting an action research approach has led me to a much deeper understanding of the tacit knowledge that inspires my work. The chief stimulus to my research was the realisation that my explicit practice was in negation of my implicit values. I have come to know my practice and over time changed it. I can now see evidence of a greater congruence between my espoused core educational values and my explicit actions. Cycle one of the research focuses on setting up and introducing Moodle to a group of Biology students. The second cycle shows the feasibility of a community of enquiry through a discussion-forum. A process of social validation runs concurrently, in which interested individuals substantiate my claim that my core educational values are being translated into my practice. Throughout I learn to strike a balance between co-learner and guide. Consequently the students come to act as co-authors in moving away from authoritarian dissemination of facts. This facilitates a community of inquiry, revolving around the collaborative negotiation of meaning. There is clear evidence of increased higher-order cognition and motivation to learn among the participants within this virtual community