What’s in a Name: Differential labelling of plant and animal photographs in two nationally syndicated elementary science textbook series

This study investigated plant and animal photographs in elementary science textbooks to discern whether there were disparities in the number of plant and animal photographs or in how those photographs were labelled. We examined the Life Science sections of two nationally syndicated (USA) textbook series. For each text, we identified the photographs with plant and/or animal content and evaluated them for two features: (1) the subject of the photograph, and (2) the specificity of the label (name) provided. We found that photographs with animal subjects were more numerous than those with plant subjects; they also represented a greater diversity of animals and had a higher instance of repetition than did plant photographs. We also found a significant naming disparity: animal photographs were three times more likely to be provided with a specific label (common name) than were plant photographs. Not only were plant photographs less likely to be provided with a specific name for the plant (e.g. orchid or dandelion), but also they were commonly identified only by the name for a plant part (such as flower or leaf) or life‐form (e.g. tree or shrub). To address the disparity revealed by this study, and to encourage student interest in and knowledge about plants, we recommend that educators go beyond textbooks to expose students to a diversity of named plants, and present plants as distinct organisms rather than as a collection of parts.     

Making diversity safe for democracy: American pluralism and the presidential local address, 1885–1992

Research suggests that modern U.S. presidents increasingly use the local address to speak to voters where they live, both literally and figuratively. Yet most explanations of these speeches suggest that their political efficacy is limited to winning votes. Here I call for a reconsideration of the local address as part of rhetorical presidents’ responses to U.S. citizens’ diversity. Specifically, I provide a historical‐critical account of why presidents may have been able to use the local address to manage American pluralism and then offer a reading of how they might have done so, using examples from 1885–1992.     

Behind the Findings: Yes,the Science Explorations Program Worked,but Why?

Abstract The Science Explorations program was developed by the Milwaukee Public Museum (MPM) out of a desire to use the unique resources of MPM to advance informal science education and to address a community need of local and national concern: improving science education and accessibility for underserved audiences. In 2002, with support from the National Science Foundation (NSF) and private donors, MPM launched this after‐school program for a target group of urban, mostly minority, middle school girls, a group at risk for underachievement in science and technology. The museum staff built a combined program with five middle schools and also sought to reach out to family members of the participating girls in order to increase support for the young women's science endeavors. A three‐year evaluation of the Science Explorations program demonstrated positive findings from primarily quantitative data. An aim of this article is to present findings from the qualitative data to shed light on the reasons this program met nearly all of its targets. Findings from case studies and qualitative interviews suggest that the museum staff's efforts to demystify science—a process that provided ongoing access to real scientific endeavors and invited personal contact with scientists—influenced the program's success. Findings also suggest that strong school liaisons may help increase family support for young women's scientific pursuits, which can in turn play a role in their success in this program.     

A Systematic Approach to Teaching Reading and Spelling to a Nine‐year‐old Boy with Severely Impaired Literacy Skills

Abstract An attempt was made to develop reading and spelling skills in a nine year‐old boy who was a severe underachiever in both areas, over an 18 month treatment period. A structured and systematic approach was used with provision of incentives via token reinforcement which could be exchanged for back‐up reinforcers of the child's choice. The remedial reading programme was successful in developing systematic reading strategies which were applied to the decoding of new words. These gains generalised outside the tutoring situation and were reflected in performance on a standardised test of reading. The spelling programme was less successful although the goal of lessening the disparity between spelling age and chronological age was achieved. Follow‐up at 14 months indicated continued gains although the rate of progress was considerably slower following the cessation of regular remedial teaching particularly in the area of spelling. Implications for the development of future remedial programmes are discussed.     

REEARCH REPORT

This paper addresses the concept of geological time as used by students who face tasks that demand three types of skills: to locate events in time, to order them according to time calendar, and to manage time intervals. The empirical study consisted of asking high school students as well as technical school students to carry out tasks that required the use of the three previously mentioned components. It was found, first, that students frequently used erroneous temporal labels, which shows a lack of knowledge that would allow them to locate events within the context of geobiologic data. Second, the students did not store the representation of a succession of events, but were nevertheless able to create it by means of the deductive use of previous knowledge. Finally, the importance of having an appropriate representation of geological time intervals became patent while observing the students' difficulties in understanding geologic changes.     

True Love or Just Friends? Flemish Picture Books in English Translation

Most scholars who discuss norm conflicts in translated children’s books focus on the deletion of taboos. Drawing on two English translations of Flemish picture books, this article shows how norm conflicts can also lead to translation strategies other than deletion. Whereas the adaptation of Carll Cneut’s The Amazing Love Story of Mr Morf demonstrates a conservative approach towards children’s literature, the English version of Ingrid Godon and André Sollie’s Hello, Sailor was carried out and marketed to address the subject of homosexuality for the very young.     

Knowledge producers or knowledge consumers? Argumentation and decision making about environmental management

A longitudinal study of 250 students following the Salters Advanced Chemistry (SAC) course probed a range of chemical ideas including the exothermicity of bond formation and the development of thinking about covalent, ionic and intermolecular bonds. Students responded to the same diagnostic questions on three occasions: at the start, after eight months and sixteen months of a twenty-month course. At the start, many students demonstrated misunderstandings about these chemical ideas, but in general their understanding improved as the course progressed. By the end of the study, about half knew that bond making is exothermic. Initially, few described covalent bonds accurately or understood hydrogen bonding. A majority gave responses at the final survey which were in line with ideas and language a chemist may use. Students attributed changes to the use of context-based materials including a drip-feed approach which allowed their understanding to develop over time. However, some aspects of chemical bonding, including ionic bonding and intermolecular bonds other than hydrogen bonds remained problematic for students despite explicit teaching. The findings have implications for post-16 chemistry teaching, suggesting that a review of teaching strategies is needed in some areas.