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This classroom-based study examined the effect of collective peer scaffolding activity on self-revised as well as new narrative and descriptive paragraphs developed by 32 EFL university students in a paragraph writing course in Iran. Each genre was discussed and practiced every other week and was followed by a collective peer scaffolding session. For each genre, learners were required to develop a 150-word paragraph in two drafts (preand post-collective scaffolding activity) and email them to their lecturer within five days before the next sessions were held. During collective scaffolding sessions representative learners were asked to write their paragraphs on board while other students scaffolded solutions to the problems they noticed in the paragraphs written on board. The analyses of the students" pre- and post-collective peer scaffolding drafts and new developed paragraphs revealed that although the activity improved learners" self-revised drafts, its effect on new developed paragraphs was inconclusive. [ABSTRACT FROM AUTHOR]

Copyright of Religious Studies / Dini Araştırmalar is the property of Diyanet Isleri Baskanligi Yayinlari and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Spanish Journal of Comparative Education / Revista Española de Educación Comparada is the property of Editorial UNED and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Single case studies are prolific in South African education research. I equate the abundance of case studies to the urgency for evidence to transform the highly unequal landscape of education opportunities. In contrast however, stand-alone case study evidence does not offer much impact in building an evidence-based body of knowledge for education interventions. I posit an alternative for education research in the absence of collective studies, and propose for education researchers to collaborate in order to be deliberate in building a collective body of knowledge on circumstances that enable positive education outcomes given a postcolonial context, such as South Africa. I use an egalitarian political philosophy position to posit the notion of schools as enabling spaces, so as to counter a dis-enabling disaster perspective and promote dialogue on evidence of that which supports positive learning and development, given high structural disparity. I show that, as with studies in which I participated, many studies exist locally to generate evidence on education responses given adversity. However, insights thus derived are fragmented, regional and mostly single case studies using multiple conceptualisations, measures and indicators. I argue that an intentional education research agenda to coordinate inquiries could inform design, conceptualisation, measurement, comparative value and data sharing. An enabling schools research agenda could intentionally guide inquiry into that which supports education, where chronic poverty renders society as characteristically less equal. [ABSTRACT FROM AUTHOR]

Recent advances on power, politics, and pathways in climate change adaptation aim to re-frame decision-making processes from development-as-usual to openings for transformational adaptation. This paper offers empirical insights regarding decision-making politics in the context of collective learning through participatory scenario building and flexible flood management and planning in the Eastern Brahmaputra Basin of Assam, India. By foregrounding intergroup and intragroup power dynamics in such collective learning spaces and how they intersect with existing micropolitics of adaptation on the ground, we examine opportunities for and limitations to challenging entrenched authority and subjectivities. Our results suggest that emancipatory agency can indeed emerge but is likely to be fluid and multifaceted. Community actors who are best positioned to resist higher-level domination may well be imbricated in oppression at home. While participatory co-learning as embraced here might open some spaces for transformation, others close down or remain shut. [ABSTRACT FROM AUTHOR]

In a process of emancipatory collective education proposed by the Urban Boundaries Project, this paper discusses the importance of the educational process not as cloistered but as critical tool to the current hegemonic system, and thus its roots in our situationality (Freire, 1970), as well as in our relations of survival (D'Ambrosio, 2013). The concept of love as a political category (Žižek, 2013) will be argued from the modes of production of the urban human beings and its relations among the productive forces, the relations of production, and the conscious bodies (Mesquita, 2011). Disturbing choices made in the dialogical exercise, from a victimization posture to a free collective subject rooted in or identified with a particular form of life, supports this argument. [ABSTRACT FROM AUTHOR]

Copyright of Canadian Journal for the Study of Adult Education is the property of Canadian Journal for the Study of Adult Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Abstract: The rapid development of social networking sites brings about many data mining tasks and novel challenges. We focus on classification tasks with students’ interaction information in a social network. To mitigate the difficulties of developing a learning system, this study proposes a new computing paradigm: spectral clustering as a service, providing a service to enable exacting social dimensionality on demand. Spectral clustering has been developed in a social network dimensionality refinement model as a kernel middleware, namely SNDR. The SNDR service can process the sparse information, explore the network’s topology and finally exact suitable features. Experimental results justify the design of Collective Behavior Learning System and the implementation of the Social Network Dimensionality Refinement model’s service. Our system makes better performance than baseline methods. [Copyright &y& Elsevier]

Copyright of Educação is the property of EDIPUCRS - Editora Universitaria da PUCRS and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Anuario do Instituto de Geociencias is the property of Universidade Federal do Rio de Janeiro, Instituto de Geociencias and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The purpose of this study was to provide an exploratory investigation of college-level instructors' sense of teaching and collective efficacy. We investigated the relations of teacher- and collective-efficacy with a series of variables: experience, professional level, age, gender, academic domain (for teacher-efficacy only), and academic department (for collective-efficacy only) as well as the relationship between collective- and teacher-efficacy. Data from 117 graduate students, lecturers, and faculty were analyzed. Differences in teacher-efficacy were found with respect to gender and academic domain. Differences in collective-efficacy were not found across departments, experience levels, or professional levels. Teacher-efficacy was significantly correlated with collective-efficacy. [ABSTRACT FROM AUTHOR]

This study replicates Hwang et al. (2005) with a different cohort of accounting majors. This study also extends Hwang et al.'s (2005) article by exploring the effectiveness of employing cooperative learning pedagogy to enhance students' learning outcomes at both the application level and analysis level of knowledge (Bloom 1956). Different from the original paper, this study evaluates participants' learning outcomes using cases with supporting calculations, instead of multiple-choice questions. Overall, this study finds that cooperative learning is a more effective pedagogy than traditional lecture for students who were raised and educated in a passive learning environment. Limitations and possible directions for future research are also discussed. [ABSTRACT FROM AUTHOR]

The project Educational City follows the aim of building an organized community, autonomous and supportive, able to live in the difference and solve problems peacefully. Educational City is a project that asserts the collective and the public, the politic and ethic, and seeks for modernity by the use of education as a mainly communicative phenomenon, which should be able to enhance the capacity of society for deciding its own destiny, establishing changes in citizens' behavior, aiming for building democracy and citizenship as a result of a collective process. [ABSTRACT FROM AUTHOR]

The article describes the author's experiences of using an innovative teaching idea in a cross-age program. Cross-age programs are easier to mount in a contained school system, like an elementary school, where one set of students is a short walk away from the other set. The difficulties of mounting and sustaining meaningful cross-age experiences for college students are real. Logistics, time, transportation, and liability are all issues. Because they can be cumbersome and time-consuming to implement fully, too many good teaching ideas seldom find their way into practice. For three semesters, I have attempted to put one of those good ideas into practice, and, while my implementation has been far from ideal, the results clearly reinforce the value of that idea. The idea is partnering struggling older students with younger students, something I have done on a modest scale in my intermediate developmental reading and writing class at a large community college in a medium-sized city in New York.

This article provides a brief characterization of two education theorists from the beginning of the twentieth century. That was a tumultuous period, with experimental and laboratory models to promote significant changes in which the masses were served by public education. John Dewey and his laboratory model with its ''progressive ideas" will be compared and contrasted to Anton Makarenko's assumption of "educational collectives." The importance these two theorists have on correctional education will be discussed, along with a brief introduction of influential persons in correctional education. Both men had enormous impact on education practices in two opposite political and social structures of the day; Dewey in the United States and Makarenko in the Soviet Union. INSET: Use of Voice in Juvenile Correctional Education. [ABSTRACT FROM AUTHOR]

The article examines educational implications of changes on the Kibbutz in Israel. The role of the children's houses and the teacher-nurses on the psychological development of the child is examined. In particular, radical changes in patterns of psychological development of the children are explored. Illustrations of the aspiration of Kibbutz to be loyal to some of the progressive formulations in education are presented. A development parallel to Kibbutz education, the school internat or boarding schools in the Russian system, is analyzed.

The article focuses on the environment of February month for the students to begin to make initial observations about an area, whether it may be country, city, or suburb. There has been presented the synopsis of two trade books for the month of February including "I Took a Walk," by Henry Cole and "Secret Place," by Eve Bunting. In the first book the observations made by a boy about different animals, insects, and birds have been presented, who takes a walk through the woods on a spring day. In the second book, the fictional story of a boy who finds an area of outdoor serenity in the heart of a big city and the observations made by the boy have been presented. In both the books, the children use the science-process skills of observation and communication during their walks and when they describe what they found on their journey. These science-process skills and activities help the students integrating the environmental appreciation into the curriculum. Providing these opportunities to students not only improve the science-process skills but also improve reading skills as well.