Listening to grandmothers

In this column, three proud grandmothers share their unique stories and eloquently describe the transforming experience of becoming a grandmother and the joy associated with witnessing their daughters giving birth.     

Using Tasks to Explore Teacher Knowledge in Situation-Specific Contexts

Research often reports an overt discrepancy between theoretically/out-of context expressed teacher beliefs about mathematics and pedagogy and actual practice. In order to explore teacher knowledge in situation-specific contexts we have engaged mathematics teachers with classroom scenarios (Tasks) which: are hypothetical but grounded on learning and teaching issues that previous research and experience have highlighted as seminal; are likely to occur in actual practice; have purpose and utility; and, can be used both in (pre- and in-service) teacher education and research through generating access to teachers’ views and intended practices. The Tasks have the following structure: reflecting upon the learning objectives within a mathematical problem (and solving it); examining a flawed (fictional) student solution; and, describing, in writing, feedback to the student. Here we draw on the written responses to one Task (which involved reflecting on solutions of $ {\left| x \right|} + {\left| {x - 1} \right|} = 0 $ ) of 53 Greek in-service mathematics teachers in order to demonstrate the range of teacher knowledge (mathematical, didactical and pedagogical) that engagement with these tasks allows us to explore.     

The wonderful world of children's books? Negotiating diversity through children's literature

The present paper reports the findings of a study that sought to identify how diversity (in the form of disability, appearance, and race) is presented in children's books written in or translated into the Greek language. The study focused on the plots and the portrayal of key figures. The sample consisted of 50 children's books written after 1990 that focus on diversity and target children aged 6–12 years. Content analysis framed within the interpretative paradigm was undertaken, and this resulted in the formation of categories representative of the range of plots and character portrayals. The analysis revealed the following key themes: the key figure is presented as different from the group; the key figure is often only accepted through the mediation of another character who is not considered different or an incident; different figures belong together and not with the figures that belong in the dominant group; and the key figure is an excellent character who might also be brave and unique for several reasons. Taking these findings as a starting point, the paper seeks to place the discussion about children's books, diversity, and education in the literature, and it discusses teachers’ role in developing students’ critical literacy skills in order to engage in discussions about diversity without reproducing stereotypes or focussing on the Other.     

Intellectual giftedness: Economic,political, cultural,and psychological considerations

The concept of intellectual giftedness has had a long history in the literature of psychology and education. However, though the existence of the phenomenon underlying this concept has never actually been disputed, there are multiple ongoing debates regarding its definition, methods for its identification, and subsequent programming. This essay is conceived to contribute to the discussion on intellectual giftedness and to provide a global context for the other articles in this issue. The essay is comprised of three major parts. First, we review the defining terms, contexts and theories historically and currently applied to the understanding of intellectual giftedness. Second, we comment on models used to identify it. Third, we discuss the major influences that directly shape the treatment of giftedness in a number of international settings.     

Science education for sustainability, epistemological reflections and educational practices: from natural sciences to trans-disciplinarity

In this three-part article we seek to establish connections between the emerging framework of sustainability science and the methodological basis of research and practice in science education in order to bring forth knowledge and competences for sustainability. The first and second parts deal with the implications of taking a sustainability view in relation to knowledge processes. The complexity, uncertainty and urgency of global environmental problems challenge the foundations of reductionist Western science. Within such debate, the proposal of sustainability science advocates for inter-disciplinary and inter-paradigmatic collaboration and it includes the requirements of post-normal science proposing a respectful dialogue between experts and non-experts in the construction of new scientific knowledge. Such a change of epistemology is rooted into participation, deliberation and the gathering of extended-facts where cultural framings and values are the hard components in the face of soft facts. A reflection on language and communication processes is thus the focus of knowledge practices and educational approaches aimed at sustainability. Language contains the roots of conceptual thinking (including scientific knowledge) and each culture and society are defined and limited by the language that is used to describe and act upon the world. Within a scenario of sustainability, a discussion of scientific language is in order to retrace the connections between language and culture, and to promote a holistic view based on pluralism and dialogue. Drawing on the linguistic reflection, the third part gives examples of teaching and learning situations involving prospective science teachers in action-research contexts: these activities are set out to promote linguistic integration and to introduce reflexive process into science learning. Discussion will focus on the methodological features of a learning process that is akin to a communal and emancipatory research process within a sustainability scenario.     

Reference

TELECOMMUNICATIONS SYSTEMS AND SERVICES DIRECTORY —ISSUE TWO, edited by John Schmittroth Jr. and Martin Connors (Detroit, Mich.: Gale Research, 1984--$170.00 for the first edition, being issued in three parts, paper)

THE BOOK PUBLISHING ANNUAL: HIGHLIGHTS, ANALYSES & TRENDS (New York: R.R. Bowker, 1984---$49.95)

THE COMPUTER AND BUSINESS EQUIPMENT INDUSTRY MARKETING DATA BOOK (Computer and Business Equipment Manufacturers Association, 311 First Street, N.W., Washington, D.C. 20001--price not given, paper)

THE SOCIAL AND ECONOMIC IMPACT OF VIDEOTEX, TELETEXT AND COMPUTERS: AN ANNOTATED BIBLIOGRAPHY, by Roberto Valdez, et al., and THE SOCIAL AND ECONOMIC IMPACT OF TELEPHONES by Elena Pernia, et al. (Honolulu, Hi.: East-West Center, 1984--price not given, but cost covers reproduction and postage, paper)

WHAT'S IN PRINT: THE SUBJECT GUIDE TO MICROCOMPUTER MAGAZINES, by W.H. Wallace (Blue Ridge Summit, Pennsylvania: TAB Books, 1984--price not given, paper)

DICTIONARY OF NEW INFORMATION TECHNOLOGY ACRONYMS, by M. Gordon, et al. (London: Kogan Page/Detroit: Gale Research, 1984--$56.00)

THE VIDEOTEX MARKETPLACE (Bethesda, Md.: Phillips Publishing, 1984--$97.00, paper)

A VIDEOTEX/TELETEXT BIBLIOGRAPHY (Videotex Industry Association, 1901 Ft. Myer Drive, Suite 200, Rosslyn, VA 22209--$25.00, paper)

AUDIO VIDEO MARKET PLACE: A MULTIMEDIA GUIDE 1984 (New York: R.R. Bowker, 1984--$45.00 paper)

THE INTERACTIVE CABLE TV HANDBOOK (Bethesda, Md.: Phillips Publishing, 1984--$97.00, paper)

COMPUTERIZED LITERATURE SEARCHING: RESEARCH STRATEGIES AND DATABASES, by Charles L. Gilreath (Boulder, Colo.: Westview, 1984--$25.00)     

Salivary hormones and anxiety in winners and losers of an international judo competition

The purpose of this study was to investigate the responses of salivary hormones and salivary secretory immunoglobulin A (SIgA) and anxiety in winners and losers during an international judo competition. Twenty-three trained, male, national-level judo athletes provided three saliva samples during a competition day: morning, in anticipation of competition after an overnight fast, mid-competition, and post-competition within 15 min post-fight for determination of salivary cortisol, salivary testosterone, salivary testosterone/cortisol ratio, SIgA absolute concentrations, SIgA secretion rate and saliva flow rate. The competitive state anxiety inventory questionnaire was completed by the athletes (n = 12) after the first saliva collection for determination of somatic anxiety, cognitive anxiety and self-confidence. Winners were considered 1-3 ranking place (n = 12) and losers (n = 11) below third place in each weight category. Winners presented higher anticipatory salivary cortisol concentrations (p = 0.03) and a lower mid-competition salivary testosterone/cortisol ratio (p = 0.003) compared with losers with no differences for salivary testosterone. Winners tended to have higher SIgA secretion rates (p = 0.07) and higher saliva flow rates (p = 0.009) at mid-competition. Higher levels of cognitive anxiety (p = 0.02) were observed in the winners, without differences according to the outcome in somatic anxiety and self-confidence. The results suggest that winners experienced higher levels of physiological arousal and better psychological preparedness in the morning, and as the competition progressed, the winners were able to control their stress response better.     

Biomechanical analyses of synchronised swimming standard and contra-standard sculling

Synchronised swimming involves a variety of sculling movements essential for body support and propulsion but its study is scarce. We aimed to biomechanically compare standard and contra-standard sculling techniques, and to observe the relationship between measures. Six synchronised swimmers performed two, 30 s maximal intensity, fully tethered standard and contra-standard sculling motions. Kinetic and kinematic data were obtained using a load-cell and underwater cameras, respectively. Force decreased along both techniques’ bouts, but no differences in-between techniques were noted for any kinetic variables. Standard sculling presented a higher cycle rate and a lower elbow mean angle than the contra-standard sculling (2.4 ± 0.3 vs. 2.0 ± 0.2 cycles/s and 134.1 ± 5.8 and 141.5 ± 4.7°, p < 0.05). In the standard sculling, by removing and maintaining the variation between participants (r _w and r, respectively), the absolute mean force was directly related with cycle rate (r _w  = 0.60) and wrist angular velocity during flexion (r = 0.82), while in the contra-standard condition the force was inversely associated with wrist mean angle (r = ?0.95) and directly with hand speed (r _w  = 0.76), and elbow angular velocity (r _w  ≈ 0.60). Therefore, technique learning and training require different attention by coaches and swimmers.