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Learning and teaching of Accounting at all levels of education require the adoption of learner-centred approaches. However, a number of studies have shown that educational initiatives that entail a shift from teacher-centred to learner-centred learning and teaching practices often fail at classroom level. Lack of ability to teach in learner-centred ways may be constrained by limited understanding of learner-centred pedagogy which is caused by various mechanisms including conflicting cultures and discourses. This paper is different from other studies in that it neither analyses pedagogic practices nor explains why teachers cannot teach in learner-centred ways, but attempts to support teachers as agents of change by developing an understanding of learner-centred pedagogy from a Bernsteinian perspective. Bernstein's principles of classification and framing are used as a framework for describing and explaining learnercentred pedagogy with the aim of making contributions towards improving Accounting learning and teaching practices through enhancing the "recognition" of learner-centred pedagogy as an important step towards its "realisation".

This project investigated the learning process and outcomes of a study abroad course in England and France that focused on dramatic social shifts in the world war eras. Well-established adult learning theories provided the course framework, and this study examines the characteristics and elements contributing to transformative learning. Eleven undergraduate students participated in this descriptive qualitative study. Three themes emerged from the research: students experienced a journey of intense emotion (Theme I) and meaning making (Theme II) sparking profound developmental changes (Theme III). Learning involved the whole body with students referring to visceral sensations stimulated by specific places visited during the course. Subsequent disorientation triggered the transformative learning process. Dialogue, journaling, and follow-up projects led to critical self-reflection whereby students questioned their perspectives and self-concepts. Post-travel focus groups revealed the impact of the course on validation and/or revision of student perspectives which led to informed decisions and actions. These findings contribute to a deeper understanding of the complexities inherent in transformative learning, especially through place-based and embodied learning practices. Implications include embracing holistic learning, fostering awareness of the learning environment including historical context, developing authentic relationships, and role-modeling critical thought and reflection.

This article provides insights into the utility of applying theories associated with the complexity sciences to engaged research. The article reflects on a 4-year health-related engagement between the University of Limpopo and the Waterberg Welfare Society in the Limpopo Province, South Africa. The introduction presents the focus of the partnership and the outputs to date. The sections that follow introduce (1) background information about the partnership, (2) the notion of "wicked problems" and resilience, (3) theory relating to anthropogenic complexity that influenced the project, and (4) a description of the taming wicked problems framework, which was developed to facilitate the intervention. The discussion reflects on learning from the project in the context of engaged research, wicked problems, and resilience. It is suggested that building resilience to wicked problems represents a useful addition to engaged scholarship's armamentarium of toolkits from both conceptual and practical perspectives.

The need to modernise school physics to encompass the fundamentals of Einsteinian physics is widely recognised. While the ability of students to comprehend qualitative Einsteinian concepts has been demonstrated, little information exists to determine the best student age and the duration of instruction required for introducing Einsteinian physics concepts. Here, we compare 1-day excursion-based interventions with longer 10- and 20-lesson interventions spread over 3 and 10 weeks, respectively. The programmes covered similar materials with quantitative evaluations for students in year 7 and 9 (13-15 years old). While short-duration interventions are shown to be adequate for introducing core concepts, the longer-duration interventions led to significantly improved uptake of derived concepts. Differences in uptake according to academic talent and gender were observed, particularly for derived concepts. The students tested had generally positive attitudes to science, which changed little during the interventions. The results provide valuable information for introducing Einsteinian physics at schools.

During the Spring 2020 semester, college campuses across the US closed to most in-person activities as the COVID-19 pandemic began, forcing students to complete the remainder of their semesters online and away from campus. These changes disrupted students' opportunities to engage in the social aspects of the college experience and potentially influenced their academic sense of self. This research brief focuses attention on two psychosocial measures to understand the early impacts of the campus closures, both of which are conceptually tied to perceptions of the academic self: academic self-efficacy and academic motivation. Prior evidence suggests that the mechanism by which campus closures may influence students' psychosocial development may stem, in part, from disruptions to the social context.

In this article, the authors contend that the effectiveness in studying foreign languages by students who are blind can be greatly increased with the use of a properly configured screen reader, Job Access With Speech (JAWS), and a braille display. They assert foreign language instruction should not be limited to auditory input from an instructor and JAWS alone, since being able to read and write the language is also of paramount importance. As a consequence, it is vital that a refreshable braille display should be included in the array of technology used by a foreign language student who is blind. The procedures described are most appropriate for use with English-speaking students who are studying second and third languages. The authors describe two major approaches. The first focuses on the language-detection facility found in JAWS. The second focuses on the inclusion of a foreign language synthesizer. The advantages of both approaches are detailed.

This paper draws on material generated from a qualitative study of educational impacts of a British welfare reform affecting housing rent subsidy, size and location commonly known as "the bedroom tax" (Bragg et al., 2015), which was partly taken as a topic for study specifically because of its iconic status as a controversial and unpopular welfare "reform" (or cut). The analysis draws on Foucauldian understandings of subjectification or subject-formation--as elaborated both from within and in relation to the social (Foucault, 1970; 1983; Ball, 1990; Olssen, 2006; Popkewitz & Brennan, 1998), read through new and newly available perspectives (Allen, 2015; Pêcheux, 2014). This approach is applied to discuss how those addressed by educational policy, and also as research participants, are both subject to prevailing political and practice-oriented discourses (of educational "problems", and of the neoliberal frameworks by which poverty and welfare cuts are discussed), but also--at times--how they can become the subject of--in the sense of reformulating--these discourses in their accounts of everyday activities. After outlining our approach and the context for the study, we focus on four examples drawn from the narratives of the various stakeholders in the study--parents/carers, school staff and other community-based organisations as illustrations of how this discursive approach can provide rich readings of relevance to educational policy debates. From these we not only take further discussions of the production and regulation of subjectivities via social and educational policy practices, but also offer indicative glimpses of resistance to this as expressed by those who are its primary subjects, and where in one case such resistance brings our own research commitments under critical scrutiny. As such, the contribution of this article is both topic-related (concerning the educational impacts of policy) but, crucially, also conceptual and methodological, in motivating for a Foucauldian-influenced discursive approach that is sensitive to struggle and resistance.

Globally, the purpose of education is becoming increasingly narrowly defined. In this context, this article proposes that supplementary schooling offers a resource for re-thinking the epistemologies and processes of schooling. Drawing on Derrida's notion of "the supplement", the nature and status of this under-researched and marginal sector is interrogated from a historical perspective. Our primary focus is on educational settings established by adults from Black and minority ethnic communities in urban environments in England, which are typically focused on (and societally marked by their attention to) "language", "culture", "heritage", "identity" and, sometimes, "extra tuition". Drawing on exploratory meetings held with key players and conferences, as well as some informal observations in schools, alongside a review of international literature, we highlight the role of theory in posing "better" questions about this disparate, yet vital, sector. Specifically, we discuss how the supplementary status of these schools is produced from the outset, rather than added later, such that the designation "supplementary" fails to specify its precise relationship with formal, mainstream schooling. "Supplementary" emerges as fundamentally ambiguous, and -- within dominant discourse -- as working to suppress sociocultural features of the "mainstream", thereby highlighting the normative and exclusionary character of that mainstream. Two key issues emerge from this analysis: first, that the few commonalities across supplementary schooling provision may arise precisely because of its binary relationship with mainstream schooling; and, second, this analysis not only decentres the "settled" status of mainstream schooling, but also opens up for inquiry the diverse forms and functions of the mainstream.

This paper examines whether marketing educators' efforts in integrating sustainability-related issues in an undergraduate Integrated Marketing Communications (IMC) course affect students' perceived sustainability literacy. Using the Taxonomy of Significant Learning, a traditional IMC course was redesigned to include sustainability-focused concepts and assignments related to and integrated with the traditional course concepts. Analyzing student pre- and posttests of self-reported data from two questionnaires, one at the beginning of the semester and one at the end of the semester, impact on students' perceived awareness and knowledge of sustainability issues was demonstrated.

Educational data mining provides various advantages to the education systems in many ways. It enhances the teaching process, the learning process, the scholastic performance of students, career selection, employability, and more. The differences in attitude of students' behavior lead to difference in their academic performance. The article covers the non-intellectual parameters of students to enhance their academic performance. The study tests the relationship between psychometric constructs of students and their academic correlate. The models for enhancing intellectual performance which involves various non-intellectual parameters are analyzed using structural equation modeling. It is observed that the values of the models were retrieved near to fit values. The results entail that the models will be beneficial for students in improving their academic performance by revising their psychological parameters.

This paper advances an approach, 'child as method', as a resource for interrogating models of development in childhood and education. Kuan-Hsing Chen's (2010) book "Asia as method" has generated interest across childhood and educational studies. Here 'child as method' is presented as a related intervention. Just as "Asia as method" (re)considers the status of the national and transnational, so 'child as method' helps explicate the ways 'child' and 'development' are linked across economic, sociocultural and individual trajectories. The example of translation is discussed in relation to sociocultural approaches and how together these might inform childhood and educational studies debates. The notion of 'method' at work (as framework, technique or narrative) is also clarified as informed by feminist and decolonisation approaches. It is argued that 'child as method' offers strategies for resisting abstraction and remaining attentive to forces and relations of (re)production at issue within adult-child and child-state-development relations.

Healthy Transitions is a program of the University of Tennessee's Ready for the World initiative, a broad plan to transform campus culture and prepare students for the 21st century. Healthy Transitions partners the university with a local community of Burundian refugees. The university joined several community organizations interested in the refugees' integration, and in examining the Burundians' experiences and perceptions during and post migration. Focus group data identified key areas of concern for the Burundians. Community-based participatory research provided relevant data and an infrastructure, including a nonprofit established by the Burundians, that enable the Burundian community to co-direct ongoing research and programming. (Contains 2 figures.)

Portfolio assessment of teaching practice was first introduced into the University of Botswana's Faculty of Education in May 2010. This study sought to investigate the impact of this innovative new professional development/assessment system on the professional growth and development of in-service teachers. The findings of the study suggest that although student teachers found portfolio development to be cumbersome and time-consuming, the general consensus was that developing portfolios provided useful and valuable learning experience which enhanced their creativity, reflective practice and continuous professional growth. Overall, students found portfolio development and its assessment and evaluation of a cumulative collection of their creative works to be a better approach for the assessment of teaching than the traditional approach. The study also found out that there was a lack of consistency in the way supervisors assessed students' portfolio and for this reason, it concluded with the recommendation that in order to increase the reliability and credibility of portfolio assessment, there is a need to provide intensive orientation and clear guidelines to students and all classes of supervisors in future in the form of clear expectations for the purpose of selection of artifacts, organization, reflection, assessment and evaluation of portfolios. (Contains 1 table.)

This article develops an emerging analytical approach, "child as method" (Burman 2018a, 2018b), to attend to the role played by "the child" and, by extension, children within the production of false beliefs and commitments. Specifically, "child as method" is applied to contemporary political discourse around immigration, in relation to current forms of racist discourse circulating in Britain, by mobilizing a critical reading of Octave Mannoni's (1969/2003) essay, "I Know Well, but All the Same." This influential essay explores the dynamics of (self and other) delusion and misrecognition, with corresponding exclusionary effects. In this, Mannoni proposes that cultural pedagogies involving the deception of children are pivotal to forms of socially shared, willful adherence to convictions that are recognized to be untrue. Extending his social psychoanalytic reading (or what would now be described as a psychosocial reading, Frosh 2010), the author highlights how this motif not only underlies racist discourse but also accounts for its intractable deniability, and so persistence; so also implicating practices around children, childhood, pedagogy, and education. An intersectional reading of Mannoni's essay attending to the mutual implications of class and gender, as well as generational relations is then offered that shows how Mannoni too, reflecting his own time and position, was subject to the same dynamics (including, but not only, racialized othering) that he discusses. Implications of this for his claims, alongside those of a key critic of Mannoni's other writings--Frantz Fanon--are discussed as part of a wider critical project of formulating pedagogies for decolonization via an attention to "child as method."

Personal financial literacy (PFL) is an imperative life skill that all 21st-century students should have. Research shows that the levels of financial literacy in both developing and developed countries are very low across people of all ages. This deplorable state of affairs has negative implications on the well-being of the populace, as evidenced by increased indebtedness, lower saving, poor planning for retirement, and the making of many poor personal financial decisions. Recognizing the potential benefits of financial literacy at both individual and national levels, many countries have started to offer financial education in their schools. This article analyzed the business subjects' curriculum at secondary school level in Botswana and literature published on the subject of PFL, and found that there exists a gap in this area and a need to offer PFL to all learners in the school system. Despite the need for such a move, Botswana does not have a deliberate program in its curriculum that specifically addresses this problem. This article discusses the benefits of personal financial education, the inadequacy of current business subjects to meet this need, and concludes by recommending a mandatory PFL subject in the Botswana secondary school curriculum.

UK Orthodox Jewish educators face a number of ethical dilemmas surrounding truth-telling in the classroom. While they must comply with government legislation and high standards of professional conduct, they may also wish their practice to be informed by halachic considerations. This theoretical study explores the potential tensions that may arise when allegiances to the above areas lead to conflicting courses of action, and attempts to plot a course of appropriate conduct that can satisfy all considerations. Direct distortion is identified as an inappropriate tool, whereas omission of content that will hinder students' Orthodox development is considered preferable to unfiltered disclosure.

Discussions of the writings of theorist, psychiatrist and revolutionary, Frantz Fanon, in the fields of education and childhood typically focus on his account of a traumatic encounter with a white child, whose fear at the sight of a black man is said to create a vilified, racialised identity and installs an irreversible social and corporeal alienation. Yet Fanon's writings include a range of other depictions of children, childhood and education which reflect his broader views of colonial and decolonisation processes that include recognisable tropes of classic developmentalism, including gender chauvinisms. Nevertheless, it is suggested that the diversity and complexity of child-related allusions across his texts allow for other critical readings that can inform educational debates on anticolonial analyses, of children, childhood and of their more general role in post and anti-development discourse.

In recent years, general relativity (GR) and gravitational-wave astronomy have emerged both as active fields of research and as popular topics in physics classrooms. Teachers can choose from an increasing number of modern instructional models to introduce students to relativistic ideas. However, the true potential of an instructional model can only be unleashed if teachers know about its scope and limitations and how the model relates to key concepts of the theory. GR is a conceptually rich theory and many relativistic concepts entail subtleties that often elude non-experts. Building on the recent introduction of a digital warped-time model (Kersting 2019 "Phys. Educ." 54 035008), this article identifies three potentially confusing concepts in GR. We present three pedagogical pathways to address these concepts and supplement our considerations with quantitative treatments accessible at the upper secondary school level. By interlacing pedagogical and content-specific perspectives, we aim to support teachers who wish to deepen their knowledge of relativistic phenomena. At the same time, we offer specific instructional strategies to make successful use of the warped-time model. Our perspectives contribute to an on-going re-evaluation of practices in modern physics education that can offer new impetus to the physics teaching community beyond the learning domain of relativity.

Frantz Fanon's analysis of colonial experience has widely influenced educational theory and practice. Yet, despite much focus on the gendered and sexed dynamics of racialization processes, and their applications to the dynamics in particular of teaching and learning, surprisingly little attention has been given to how these intersect both with generational relations and the models of children/childhood on which his account relies. In this paper, Fanon's representations of childhood across all his texts are analyzed and evaluated. It is argued that attending to the diversities and instabilities of these representations not only strengthens critical engagement with Fanon's ideas conceptually, methodologically and in terms of pedagogical process, but also prompts reassessment of their contemporary relevance for, and corresponding challenges to, current pedagogical and political practice.

This article evaluates the continuing contemporary relevance of Foucauldian analyses for critical educational and social research practice. Framed around examples drawn from everyday cultural and educational practices, I argue that current intensifications of psychologisation under neoliberal capitalism not only produce and constrain increasingly activated and responsibilised educational subjects but do so via engaging particular versions of feminisation and racialisation. Like Hacking's "looping effect", Foucauldian ideas may themselves now figure within prevailing technologies of subjectivity but this means we need more, as well as more than, Foucault.

Meaningful and emancipatory education which empowers citizens as democrats is the ideal education which can propel the socio-economic and political fibre of nay nation-state. After independence, Botswana aligned her education system with the envisioned development process. The sad thing about this ambitious approach in Botswana is that it sought to produce citizens who would pragmatically be engaged in the development of a democratic nation-state yet the pedagogically approaches to education were at variance with pragmatic and empowering democratic education. The ultimate result became mass production of the educated or degreed citizens who could not penetrate the job market. Bookish and examination-oriented education which is far divorced from vocation and the realities of the job market ultimately results in the perpetuation of frustrated educated citizens who roam the streets as victims of the diploma disease. Botswana is traumatized by the diploma disease as evidenced by escalating figures of unemployed graduates. As such, this paper argues that Botswana's education system should focus on the ideals of pragmatic democratic education by embracing and advancing Business Education which will empower citizens to develop vocational skills which they can utilize to create jobs for themselves, thus countering the current traumatic scourge of the diploma disease.

There are established links between education and well-being, and between poverty and education. This article draws on interviews with parents of school-aged children impacted by a policy in the UK commonly referred to as the 'bedroom tax'. A critical psychology perspective to education is put forward, acknowledging the complex interrelationships between psychological well-being, sociopolitical factors and education.

Self-regulation is of interest both to psychologists and to teachers. But what the word means is unclear. To define it precisely, two studies examined the American Psychological Association's system of controlled vocabulary--specifically, the 447 associated terms it presents--and used techniques from the Digital Humanities to identify 88 closely related concepts and six broad conceptual clusters. The resulting analyses show how similar ideas are interrelated: self-control, self-management, self-observation, learning, social behavior, and the personality constructs related to self-monitoring. A full-color network map locates these concepts and clusters relative to each other. It also highlights some of the interests of different audiences, which can be described heuristically using two axes that have been labeled "abstract versus practical" and "self-oriented versus other-oriented."

This paper details the construction of a weather vane for the measurement of wind direction in field situations. The purpose of its construction was to analyse how wind direction affected the attractiveness of an insect pheromone in a dynamic outdoor environment, where wind could be a significant contributor to odour movement. The apparatus described provides a cheap and easy-to-construct alternative to commercial wind vanes, and was shown to provide accurate and continuous measurement of wind direction.

This paper critically evaluates the ways we look to children to educate us and explores how we might depart from that dynamic, exploring how a range of conceptual frameworks from historical and cultural studies and psychoanalysis might contribute to understanding the problematic of childhood, its problems and its limitations. While "child as educator" may appear to reverse the typical power relations between adults and children, it is argued that this motif in fact repeats many of the same problems as any claims about what children, and especially what "child", is like. Specifically, the paper first reviews analyses of what is at stake in the figure of "child"; second, feminist engagement with the notion of "intersectionality" is discussed in terms of how it might inform debates about childhood. Finally, drawing on Lacanian psychoanalytic approaches, analysis focuses on the notion of misrecognition structured in the "as" connecting "child" and "educator".

Previous studies have shown that the "strength" of connectivity between regions can vary depending upon the cognitive demands of a task. In this study, the "location" of task-dependent connectivity from the primary visual cortex (V1) was examined in 43 children (ages 9-15) performing visual tasks; connectivity maxima were identified for a visual task requiring a linguistic (orthographic) judgment. Age, sex, and verbal IQ interacted to affect maxima location. Increases in age and verbal IQ produced similar shifts in maxima location; in girls, connectivity maxima shifted primarily laterally within the left temporal lobe, whereas the shift was primarily posterior within occipital cortex among boys. A composite map across all subjects shows an expansion in the area of connectivity with age. Results show that the "location" of visual/linguistic connectivity varies systematically during development, suggesting that both sex differences and developmental changes in V1 connectivity are related to linguistic function. (Contains 2 tables and 4 figures.)

This paper explores how psychoanalytic ideas might support a project of critiquing the developmental paradigm as it influences, and links, models of economic and individual development on which educational policy and practice rely. After outlining the conceptual domain and questions at issue, the paper rereads some key claims about Enlightenment and its relationship with representations of immaturity as inviting scope for reinterpreting contemporary intensifications of developmentalism. This provides some further rationale and focus for the turn to psychoanalysis as a critical conceptual and methodological resource (although with some key qualifications). Ideas drawn from feminist and postcolonial engagements with psychoanalysis are used to inform discussion of two indicative texts about childhood, drawing on contemporary Lacanian interpretations that are applied to address the problematic of childhood, before finishing with some speculations on alternative modes of engagement with Enlightenment and developmental approaches. (Contains 6 notes.)

This article analyses child development "as text" to highlight newly emerging contemporary tropes of northern, normalized childhoods in relation to gender, racialization and familial organization. A recent UK marketing campaign for the washing powder Persil is analysed for the ways it mobilizes discourses of childhood and child rights. This indicates some key consolidations, especially around the configuration of gendered and racialized representations as ushered in through recent modes of psychologization and feminization. Discussion focuses on how text such as this deconstructs the opposition between popular cultural and expert (developmental psychological) knowledges to mediate their mutual elaboration and legitimation. The article ends by reflecting on the consequences of the focus on psychologization and feminization in relation to possible alliances and antagonisms of inter- and cross-disciplinary approaches to childhood, and their contributions to challenging wider development discourses. (Contains 17 notes.)

This article explores political ambiguities surrounding the mutual implication between technology and subjectivity, through the analysis of recent cultural texts about childhood. These ambiguities are shown to rely upon the mobilisation of memory and assume specific gendered forms. The appeal to the past figured by the child is also shown to install a normative developmental trajectory alongside the motif of technology signalling a marked "break" with the past. Whether conceived as technologically savvy or as post-natural romantic, it seems that the (male) child persists as a key counterpart to the--currently economically displaced and emotionally de-skilled--adult male. The argument is elaborated through analysis of popular cultural texts which--crossing genres, contexts and a five-year period--form an arena through which the themes of expertise, technology and gendered idea-typical modes of childhood can be explored. Juxtaposition between the three UK texts and an Indian text suggests that memorial identifications (facilitated by gendered continuities within a particularly conservative rendering of identification), may offer possibilities of a redemptive position, as well as new sites of regulation (and market exploitation). This, however, like the UK varieties, is at the cost of limiting utopian subjective possibilities to traditional narratives of development and gender (hetero)normativity. (Contains 8 notes.)

Long-term memory for fear of an environment (contextual fear conditioning) emerges later in development (postnatal day; PD 23) than long-term memory for fear of discrete stimuli (PD 17). As contextual, but not explicit cue, fear conditioning relies on the hippocampus; this has been interpreted as evidence that the hippocampus is not fully developed until PD 23. Alternatively, the hippocampus may be functional prior to PD 23, but unable to cooperate with the amygdala for fearful learning. The current experiments investigate this by separating the phases of conditioning across developmental stages. Rats were allowed to learn about the context on one day and to form the fearful association on another. Rats exposed to the context on PD 17 exhibited significant fear only when trained and tested a week later (PD 23, 24), but not on consecutive days (PD 18, 19), demonstrating that rats can learn about a context as early as PD 17. Further experiments clarify that it is associative mechanisms that are developing between PD 18 and 23. Finally, the hippocampus was lesioned prior to training to ensure the task is being solved in a hippocampus-dependent manner. These data provide compelling evidence that the hippocampus is functional for contextual learning as early as PD 17, however, its connection to the amygdala or other relevant brain structures may not yet be fully developed.

Educational research has a long history of engagement with emotions. Together with feminist research, it has championed the legitimacy of research approaches that not only admit but also analyse researcher reflexivity. The article's author cautions against subscription to emerging cultural discourses promoting the validity and expression of emotions--distinguishing between a feminist agenda and appropriations of a pseudo-feminist discourse that now permeate neo-liberal governmentality. First, the article analyses the assumptions underlying the "emotional literacy" paradigm, before, secondly, addressing some specifically educational developments related to the shift towards "life span" and "lifelong learning" within university assessment strategies in the form of "personal development profiles". It is argued that we need to attend very closely to the epithet "emotional literacy" as a process of schooling for the production of "discourse about" emotion, rather than the discovery or recognition of some essential inner, individual feelings. Rather than becoming "literate about" emotions, the task is to "analyse the models of writing" emotions in circulation. The article finishes with some more general policy connections that underscore the broader political agendas served by the "emotional" turn. (Contains 26 notes.)

Multiplicative reasoning is required in different contexts in mathematics: it is necessary to understand the concept of multipart units, involved in learning place value and measurement, and also to solve multiplication and division problems. Measures of hearing children's multiplicative reasoning at school entry are reliable and specific predictors of their mathematics achievement in school. An analysis of deaf children's informal multiplicative reasoning showed that deaf children under-perform in comparison to the hearing cohorts in their first two years of school. However, a brief training study, which significantly improved their success on these problems, suggested that this may be a performance, rather than a competence difference. Thus, it is possible and desirable to promote deaf children's multiplicative reasoning when they start school so that they are provided with a more solid basis for learning mathematics.

One of the central challenges in mastering English is becoming sensitive to consistency from spelling to sound (i.e. phonological consistency) and from sound to spelling (i.e. orthographic consistency). Using functional magnetic resonance imaging (fMRI), we examined the neural correlates of consistency in 9-15-year-old Normal and Impaired Readers during a rhyming task in the visual modality. In line with our previous study [Bolger, D. J., Hornickel, J., Cone, N. E., Burman, D. D., & Booth, J. R. (in press). Neural correlates of orthographic and phonological consistency effects in children. "Human Brain Mapping"], for Normal Readers, lower phonological and orthographic consistency were associated with greater activation in several regions including bilateral inferior/middle frontal gyri, bilateral anterior cingulate cortex as well as left fusiform gyrus. Impaired Readers activated only bilateral anterior cingulate cortex in response to decreasing consistency. Group comparisons revealed that, relative to Impaired Readers, Normal Readers exhibited a larger response in this network for lower phonological consistency whereas orthographic consistency differences were limited. Lastly, brain-behavior correlations revealed a significant relationship between skill (i.e. Phonological Awareness and non-word decoding) and cortical consistency effects for Impaired Readers in left inferior/middle frontal gyri and left fusiform gyrus. Impaired Readers with higher skill showed greater activation for higher consistency. This relationship was reliably different from that of Normal Readers in which higher skill was associated with greater activation for lower consistency. According to single-route or connectionist models, these results suggest that Impaired Readers with higher skill devote neural resources to representing the mapping between orthography and phonology for higher consistency words, and therefore do not robustly activate this network for lower consistency words. (Contains 4 tables and 4 figures.)

Assessment is essential for designing individualized educational plans (IEPs) for children. In order to contribute effectively to this process, assessments must be appropriate for the group, show neither floor nor ceiling effects, and help teachers formulate specific aims. Different attempts to develop such assessments for the writing of deaf primary school children have shown floor effects. This paper reports the validation of an analytic instrument aimed at assessing deaf primary school children's writing and at contributing to the design of IEPs. Participants (N = 167) were deaf children in the age range 6y6m to 13y11m, who were attending special schools or mainstream schools with units for the deaf; orally educated deaf children fully integrated in mainstream schools were not included. The writing samples were elicited by means of a story picture sequence. The dimensions of analysis included 16 items related to aspects of grammar and story development. A single and reliable scale was formed by these items, generating one score with a normal distribution. High inter-judge reliability, high test-retest correlation and a high correlation with reading comprehension were observed. We conclude that the assessment is a useful, reliable and valid instrument for analysis of deaf children's writing. (Contains 4 tables.)

Recent research indicates that teachers would prefer to allow for more student voice in classroom discipline decision-making than is currently the case. This paper identifies factors that teachers suggest inhibit them from implementing their ideas of best disciplinary practice. It also examines which classroom discipline issues teachers are willing to submit to student voice. Among the most important inhibitors of best disciplinary practice identified by almost 300 Australian secondary teachers were: too many things to do; classroom size and layout; and a lack of support from the school administration. When presented with 30 varying management issues, an independent group of approximately 250 primary and secondary teachers nominated classroom conventions (e.g. tidiness of the classroom) and issues related to teaching and learning (e.g. seating arrangements) as those that they were most prepared to negotiate with students. In contrast they would prefer to concentrate the power of decision-making in their own hands when managing issues pertaining to safety of students and moral issues such as racial and sexual discrimination. (Contains 6 tables.)

Why females generally perform better on language tasks than males is unknown. Sex differences were here identified in children (ages 9-15) across two linguistic tasks for words presented in two modalities. Bilateral activation in the inferior frontal and superior temporal gyri and activation in the left fusiform gyrus of girls was greater than in boys. Activation in the left inferior frontal and fusiform regions of girls was also correlated with linguistic accuracy irregardless of stimulus modality, whereas correlation with performance accuracy in boys depended on the modality of word presentation (either in visual or auditory association cortex). This pattern suggests that girls rely on a supramodal language network, whereas boys process visual and auditory words differently. Activation in the left fusiform region was additionally correlated with performance on standardized language tests in which girls performed better, additional evidence of its role in early sex differences for language. (Contains 9 tables and 4 figures.)

Age-related differences (9- to 15-year-olds) in the neural correlates of mapping from phonology to orthography were examined with functional magnetic resonance imaging (fMRI). Participants were asked to determine if two spoken words had the same spelling for the rime (corresponding letters after the first consonant or consonant cluster). Some of the word pairs had conflicting orthography and phonology (e.g. jazz-has, pint-mint) whereas other pairs had non-conflicting information (e.g. press-list, gate-hate) (see Table 1). There were age-related increases in activation for lexical processing (across conflicting and non-conflicting conditions) in left inferior parietal lobule, suggesting that older children have a more elaborated system for mapping between phonology and orthography that includes connections at different grain sizes (e.g. phonemes, onset-rimes, syllables). In addition, we found that the conflicting conditions had lower accuracy, slower reaction time and greater activation in left inferior frontal gyrus as compared to non-conflicting conditions. Higher accuracy was also correlated with greater activation in left inferior frontal gyrus for the most difficult conflicting condition (e.g. jazz-has). The finding of both a conflict effect and a correlation with accuracy in left inferior frontal gyrus suggests that this region may be involved in resolving the conflict between orthographic and phonological representations. (Contains 1 table.)

Congenitally, profoundly deaf children whose first language is British Sign Language (BSL) and whose speech is largely unintelligible need to be literate to communicate effectively in a hearing society. Both spelling and writing skills of such children can be limited, to the extent that no currently available assessment method offers an adequate appraisal of their competence. Our aim was to create such an instrument to aid assessment and to support teachers in setting objectives for their deaf students' writing development. Writing samples describing the same four-picture story were collected from 29 congenitally, profoundly deaf 10-year-old users of BSL. Six experienced teachers of the deaf ranked their writing productions in five levels; the correlations between their ranks were high and significant. This indicates that the children's texts were classified reliably into categories, which could then be used for further descriptive analysis. The texts in each category were analysed qualitatively to provide descriptive profiles for each level. An indication of the concurrent validity of the profiles was obtained through significant correlations with reading comprehension measures. Future research should ascertain further the reliability and validity of this instrument and its usefulness in setting goals for improving deaf children's writing ability. (Contains 2 tables and 6 figures.)

This study used functional magnetic resonance imaging (fMRI) to examine brain-behavior correlations in a group of 16 children (9- to 12-year-olds). Activation was measured during a semantic judgment task presented in either the visual or auditory modality that required the individual to determine whether a final word was related in meaning to one of two previous words (e.g., "found-tank-lost"). The main finding was that higher performers (i.e., accuracy) were associated with more activation in posterior representational systems including the inferior and middle temporal gyri, whereas lower performers were associated with more activation in anterior regions including the inferior and middle frontal gyri. This pattern of results was interpreted as reflecting an elaborated semantic representational system in temporal areas for the high accuracy performers that allowed them to efficiently and accurately make meaning based judgments. The low accuracy performers may have an inaccurate or weakly interconnected semantic system that results in greater use of frontal areas in a feature selection process.

Nine-ten-and twelve-year-old children (N = 75) read aloud dominant, subordinate or ambiguous bias sentences (N = 120) that ended in a homonym (BALL). After the sentence (1,000 ms), children read aloud targets that were related to the dominant (BAT) or subordinate (DANCE) meaning of the homonym or control targets. Participants were also divided into three reading skill groups based on an independent measure of single word oral reading accuracy. There were three main developmental and reading skill findings. First, 9-year-olds and low skill readers showed lexical level facilitation in accuracy. Second, 9- and 10-year-olds or low and moderate skill readers showed lexical level facilitation in reaction time. Third, 12-year-olds or high skill readers showed sentence level facilitation in reaction time with high skill readers additionally showing sentence level inhibition in reaction time. These results show that lexical level context effects decreased and that sentence level context effects increased with development and skill. These results are discussed in terms of connectionist models of visual word recognition that incorporate distributed attractor principles.

The paper addresses contemporary relations between emotions, gender and feminist action research. Starting from analysis of the increasing emotionalisation of everyday life, it explores the quasi-feminist--or what the author calls "feminised"--forms of incitement to reflexive confession that are increasingly gaining favour within professional and higher educational contexts and draws on literatures and sets of debates that inform education action research, including: childhood and governmentality; feminist research; and international development critiques. The author proposes that reflexivity as an educational and research practice has come to stand in for, and thereby limits, the contemporary focus on "participation" to reduce its radical collaborative and action agenda and instead incite researchers to work on ourselves, and only on ourselves. The paper warns against underestimating the speed and flexibility by which neo-liberalism absorbs and co-opts creative strategies--such as reflexivity--for its subversion, and returns them to old-style individualism. (Contains 18 notes.)

In this article, the implications of international students undertaking teacher education in Australian universities are discussed as an example of global teacher education and its consequences for teacher educators and students. Increasing numbers of international students come to Australia to qualify as teachers and this has consequences for the practices of teacher educators and also for the behaviors of the international teacher education students. We contend that the practice of undertaking teacher education in another country produces future teachers who are cosmopolitans who value diversity and embrace change and uncertainty, rather than producing fundamentalists who adhere rigidly to tradition and ritual truths. Drucker's (1993) concept of living simultaneously in global and local worlds forms a central element in the theoretical framework. Studying teacher education in global settings is seen as having positive outcomes and practical consequences at a number of levels.

This paper brings together analyses from childhood and gender studies with macro-economic analysis to offer new perspectives on current educational debates, including the current role of education within broader discussions. Girls' recent (supposed) educational success is situated within economic and cultural contexts to explore how discussions of gender, childhood and development both express and, paradoxically, obscure these. Analysis of popular discourses surrounding children and childhood is used to suggest that the sentimentalized (girl) child has come to represent a new neo-liberal subject, such that contemporary discourses of childhood and feminization typically distract attention from more meaningful structural analyses--that would crucially include further analyses of gender and childhood.

Background: Brain activation differences between 12 control and 12 attention deficit hyperactivity disorder (ADHD) children (9- to 12-year-olds) were examined on two cognitive tasks during functional magnetic resonance imaging (fMRI). Method: Visual selective attention was measured with the visual search of a conjunction target (red triangle) in a field of distracters and response inhibition was measured with a go/no-go task. Results: There were limited group differences in the selective attention task, with control children showing significantly greater intensity of activation in a small area of the superior parietal lobule region of interest. There were large group differences in the response inhibition task, with control children showing significantly greater intensity of activation in fronto-striatal regions of interest including the inferior, middle, superior and medial frontal gyri as well as the caudate nucleus and globus pallidus. Conclusion: The widespread hypoactivity for the ADHD children on the go/no-go task is consistent with the hypothesis that response inhibition is a specific deficit in attention deficit hyperactivity disorder.

The opportunities, challenges, and lessons of the pilot phase of a community development program in a small liberal arts college are presented and conceptualized in this paper. We based this program on an experiential learning model derived from Paulo Freire's critical pedagogy and Stephen Brookfield's notion of critically responsive learning. A high value is placed on students' participation, as their increasingly community-based learning enters into a fruitful dialogue with classroom knowledge and readings. Their experience of being both learner and teacher in a trusting, collaborative classroom community prepared them for their field placement. The qualities of resilience and adaptability to new needs and knowledge, modeled by their professors in class, become part of the template for their own community experiences. The qualitative data come largely from student accounts drawn from their course projects, field trips, and community journals and from the evaluations of and by the eleven participating students. (Contains 2 footnotes.)

In two experiments, the time course of the expression of fear in trace (hippocampus-dependent) versus delay (hippocampus-independent) conditioning was characterized with a high degree of temporal specificity using fear-potentiated startle. In experiment 1, groups of rats were given delay fear conditioning or trace fear conditioning with a 3- or 12-sec trace interval between conditioned stimulus (CS) offset and unconditioned stimulus (US) onset. During test, the delay group showed fear-potentiated startle in the presence of the CS but not after its offset, whereas the trace groups showed fear-potentiated startle both during the CS and after its offset. Experiment 2 compared the time course of fear expression after trace conditioning with the time course in two delay conditioning groups: one matched to the trace conditioning group with respect to CS duration, and the other with respect to ISI. In all groups, fear was expressed until the scheduled occurrence of the US and returned to baseline rapidly thereafter. Thus, in both trace and delay fear conditioning, ISI is a critical determinant of the time course of fear expression. These results are informative as to the possible role of neural structures, such as the hippocampus, in memory processes related to temporal information. (Contains 6 figures.)

Connecting the debates in social theory with examples from recent advertising that draw on meanings and images of children, this chapter shows how some recent representations of childhood that engage explicitly with new information technologies are forms of economically invested socialization, precisely through their subscription to changing discourses of emotions. (Contains 2 notes.)