Personality Change as a Validation of the Bereiter Differential-Change Scales

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/67011/2/10.1177_001316446802800112.pd

Knowledge building as a mediator of conflict in conceptual change

This study examined how individuals and peers process scientific information that contradicts what they believe and assessed the contribution of this activity to conceptual change. Participants included 54 students in Grade 9 and 54 students in Grade 12, who were randomly assigned to four conditions: (a) individual conflict, (b) peer conflict, (c) individual assimilation, and (d) peer assimilation. Depending on the condition, students were asked to think aloud or discuss with their peers eight scientifically valid statements, which were presented in an order that either maximized or minimized the conflict between new information and existing beliefs. Pretest and posttest measures of prior knowledge and conceptual change were obtained, and student verbalizations were tape-recorded and coded for five levels of knowledge-processing activity. Two major approaches were identified from this analysis: direct assimilation, which involved fitting new information with what was already known, and knowledge building, which involved treating new information as something problematic that needed to be explained. A path analysis indicated that the level of knowledge-processing activity exerted a direct effect on conceptual change and that this activity mediated the effect of conflict. Knowledge building as a mediator of conflict in conceptual change helps to explicate previous equivocal research findings and highlights the importance of students' constructive activity in learning.published_or_final_versio

The effect of prednisone on pancreatic islet autografts in dogs

Prednisone was shown to induce hyperglycemia in dogs submitted to total pancreatectomy and pancreatic islet autotransplantation. The hyperglycemia caused by a 10-day course of prednisone, 1 mg/kg/day, starting on the day of operation was reversible within 1 week after steroid discontinuance. Three weeks after prednisone was stopped, there was no detectable adverse effect on glucose homeostasis as judged by fasting blood sugar levels and intravenous glucose tolerance test results. Four months after transplantation, glucose disappearance was delayed in animals previously treated with the prednisone compared with those previously treated with prednisone plus insulin or control animals. This was accompanied by lower insulin values on intravenous glucose tolerance testing and suggests a long-term subtle effect on islet function. The mechanism of the steroid effect is not known. However, this model could be used to test the diabetogenicity of other immunosuppressive agents including cyclosporine, FK 506, and azathioprine. © 1993

In vivo effect of FK506 on human pancreatic islets

The purpose of this study was to evaluate the in vivo effect of FK506 on human pancreatic islets. Twenty-five nude mice were made diabetic by one intravenous injection of streptozotocin. Approximately 600 islets were administered in the renal subcapsular space 3-5 days following streptozotocin administration. One week after transplantation, the mice were divided in four groups. In group 1, the animals received 1 injection of 0.5 ml of diluent i.p. daily for one week. In groups 2, 3, and 4 the treatments were daily i.p. injection of 0.3, 1, and 3 mg/kg FK506, respectively. After treatment, the functional integrity of the transplanted human islets was tested by measuring the plasma glucose and human C-peptide response to intraperitoneal glucose injection in groups 1 and 4. IPGTT alone was assessed in groups 2 and 3. The results indicate that i.p. administration of FK506 for one week at a dose 0.3 mg/kg/day did not result in any significant alteration of glucose disappearance and C-peptide response to IPGTT. Higher doses of FK506 produced a significant delay in glucose disappearance in groups 3 and 4, and a significant inhibition of glucose-mediated C-peptide response in group 4. © 1991 by Williams and Wilkins

Talking To Teachers About Social Dialects

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/98321/1/j.1467-1770.1971.tb00061.x.pd

The emergent curriculum: navigating a complex course between unguided learning and planned enculturation

This study uses the ‘logic’ of emergence to rethink the practice and purposes of modern Western schooling which, conventionally, is organized around a representational epistemology and aims to enculture the student into a particular way of being. The idea of ‘planned enculturation’ is, however, problematic for contemporary multicultural societies for it raises the question of which or whose culture should be promoted through schooling. The authors argue that emergentist challenges to representational epistemology have not released schooling from its problematic function of planned enculturation. However, if the logic of emergence is applied not only to knowledge but also to human subjectivity then the educational problem of planned enculturation disappears. When emergentist logic is applied in this double sense, it becomes possible to understand the primary responsibility of the educator not as a responsibility to promote a particular way of being, but as a responsibility to the singularity and uniqueness of each individual student. If this is what counts as ‘educational responsibility’ then this would distinguish ‘responsible’ educational practices from unguided learning on the one hand and practices of planned enculturation/socialization (training) on the other

Metalanguage in L1 English-speaking 12-year-olds: which aspects of writing do they talk about?

Traditional psycholinguistic approaches to metalinguistic awareness in L1 learners elicit responses containing metalanguage that demonstrates metalinguistic awareness of pre-determined aspects of language knowledge. This paper, which takes a more ethnographic approach, demonstrates how pupils are able to engage their own focus of metalanguage when reflecting on their everyday learning activities involving written language. What is equally significant is what their metalanguage choices reveal about their understanding and application of written language concepts

Community of inquiry and inquiry-based learning

Peer reviewe

Circle talks as situated experiential learning: Context, identity, and knowledgeability in \u27learning from reflection\u27

This article presents research that used ethnographic and sociolinguistic methods to study ways participants learn through reflection when carried out as a “circle talk.” The data indicate that participants in the event (a) invoked different contextual frames that (b) implicated them in various identity positions, which (c) affected how they could express their knowledge. These features worked together to generate socially shared meanings that enabled participants to jointly achieve conceptualization—the ideational role “reflection” is presumed to play in the experiential learning process. The analysis supports the claim that participants generate new knowledge in reflection, but challenges individualistic and cognitive assumptions regarding how this occurs. The article builds on situated views of experiential learning by showing how knowledge can be understood as socially shared and how learning and identity formation are mutually entailing processes