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In this commentary, summarized from a recent interview, the author reminisces about a career dedicated to critical exploration in the classroom. She discusses the formation of the Moon Group, a group of teachers who met over a period of 25 years to study the behaviour of the moon. Duckworth later describes an exercise in which her students experimented with the positioning of a small mirror in the classroom in order to be able to predict where to place it on a wall so one student can see another in a different part of the room. In another exercise, she had university students observe the learning of children by having them solve spatial problems without any advice or prompts from an adult. She concludes by providing guidance for classroom teachers, emphasizing the importance of making sure, "what you want them to learn is worth learning about."

Background: Neonatal seizures are diagnostically challenging and predominantly electrographic-only. Multichannel video continuous electroencephalography (cEEG) is the gold standard investigation, however, out-of-hours access to neurophysiology support can be limited. Automated seizure detection algorithms (SDAs) are designed to detect changes in EEG data, translated into user-friendly seizure probability trends. The aim of this study was to evaluate the diagnostic accuracy of the Persyst neonatal SDA in an intensive care setting. Methods: Single-centre retrospective service evaluation study in neonates undergoing cEEG during intensive care admission to Great Ormond Street Hospital (GOSH) between May 2019 and December 2022. Neonates with <44 weeks corrected gestational age, who had a cEEG recording duration >60 minutes, whilst inpatient in intensive care, were included in the study. One-hour cEEG clips were created for all cases (seizures detected) and controls (seizure-free) and analysed by the Persyst neonatal SDA. Expert neurophysiology reports of the cEEG recordings were used as the gold standard for diagnostic comparison. A receiver operating characteristic (ROC) curve was created using the highest seizure probability in each recording. Optimal seizure probability thresholds for sensitivity and specificity were identified. Results: Eligibility screening produced 49 cases, and 49 seizure-free controls. Seizure prevalence within those patients eligible for the study, was approximately 19% with 35% mortality. The most common case seizure aetiology was hypoxic ischaemic injury (35%) followed by inborn errors of metabolism (18%). The ROC area under the curve was 0.94 with optimal probability thresholds 0.4 and 0.6. Applying a threshold of 0.6, produced 80% sensitivity and 98% specificity. Conclusions: The Persyst neonatal SDA demonstrates high diagnostic accuracy in identifying neonatal seizures; comparable to the accuracy of the standard Persyst SDA in adult populations, other neonatal SDAs, and amplitude integrated EEG (aEEG). Overdiagnosis of seizures is a risk, particularly from cEEG recording artefact. To fully examine its clinical utility, further investigation of the Persyst neonatal SDA's accuracy is required, as well as confirming the optimal seizure probability thresholds in a larger patient cohort. [ABSTRACT FROM AUTHOR]

Critical exploration, as a research method, has two aspects: (1) developing a good project for children to work on; and (2) succeeding in inviting children to talk about their ideas: putting them at ease, being receptive to all answers; being neutral to the substance of the answer while being encouraging about the fact that they are thinking and talking; getting children to keep thinking about the problem, beyond the first thought that comes to them; and getting them to take their thinking seriously. These two aspects of critical exploration have their parallels in school teaching. One can think of curriculum as the domain of the first, and pedagogy as the domain of the second. The author argues that when teachers take a researcher's stance in the classroom--engaging learner's minds and hearing what they have to say--the students are not the only ones who learn. In this article, the author takes Michael Huberman's position that the audience for research needs to be the people involved in the practice; focuses particularly on teachers; takes up Clarice Evans' point about the centrality of teachers' own knowledge; and makes the case for involving teachers in the front lines of research in the development of human understanding. (Contains 1 footnote.)

Focuses on the nature of understanding by detailing the process of clinical interviewing. Examples from experiential learning in curriculum and teacher development lead to discussion of curriculum activity that celebrates the complexity of subject matter and the value of engaging learners in pursuing their own learning. (SK)

A third grade classroom illustrates the utilization of children's real-life moral dilemmas as an opportunity for moral education, incorporating some themes from Kohlberg's work. (Author/BB)

Eleanor Duckworth, professor of education and former student and colleague of Jean Piaget, discusses her theories of teaching and learning and some of her own learning experiences as a teacher. Author of "The Having of Wonderful Ideas," she grounds her work in Piaget's theories of intelligence, trying to engage learners with their own ideas. (CDS)

After an extended account of two features that she considers to be the essence of teaching, the author describes how such teaching can, at the same time, be seen as a form of research. She proposes a vision of teachers as significant participants in theoretical and pedagogical discussions on the nature and development of human learning. (Author/CH)

Reports on a seminar conducted by the Massachusetts Institute of Technology which was designed to help teachers develop their understanding of learning and teaching arithmetic. Describes some of the sessions and the activities and includes some of the dialogue exchanged within the group during the sessions. (TW)

Skepticism about Piaget's work is the focus of this essay. The author sketches a history of Piaget's influence on American Education, reviews recent Genevan learning research, and turns to a consideration of issues of great educational concern, bringing Piaget's work to bear on them. (CT)

The article discusses on the goals and activities of the Elementary Science Study Branch of Educational Services Inc. The creation of materials for the science learning of children are directs to the effort of the goal. The author mentions the two instances in cognitive research relevant to the development of the study. He states that the psychologists play a general role in teaching and evaluating the way children are learning from the materials provided.