The teacher's role in promoting collaborative dialogue in the classroom

Background Research on student‐led small‐group learning in schools going back nearly four decades has documented many types of student participation that promote learning. Less is known about how the teacher can foster effective groupwork behaviours. Aims This paper reviews research that explores the role of the teacher in promoting learning in small groups. The focus is on how students can learn from their peers during small‐group work, how teachers can prepare students for collaborative group work, and the role of teacher discourse and classroom norms in small‐group dialogue. Method Studies selected for review focused on student‐led small‐group contexts for learning in which students were expected to collaborate, reported data from systematic observations of group work, and linked observational data to teacher practices and student learning outcomes. Results and conclusions This review uncovered multiple dimensions of the teacher's role in fostering beneficial group dialogue, including preparing students for collaborative work, forming groups, structuring the group‐work task, and influencing student interaction through teachers' discourse with small groups and with the class. Common threads through the research are the importance of students explaining their thinking, and teacher strategies and practices that may promote student elaboration of ideas.     

HISTORY AND THE FUTURE OF SCIENCE AND RELIGION

Philip Hefner identifies three settings in which to assess the future of science and religion: the academy, the public sphere, and the faith community. This essay argues that the discourse of science and religion could improve its standing within the secular academy in America by shifting the focus from theology to history. In the public sphere, the science‐and‐religion discourse could play an important role of promoting tolerance and respect toward the religious Other. For a given faith community (for example, Judaism) the discourse of science and religion can ensure future intellectual depth by virtue of study and ongoing interpretation. The essay challenges the suggestion to adopt irony as a desirable posture for science‐and‐religion discourse.     

BARBOUR'S TYPOLOGIES AND THE CONTEMPORARY DEBATE ON ISLAM AND SCIENCE

Abstract Despite various criticisms, Ian Barbour's fourfold classification of the possible relationships between religion and science remains influential. I compare Barbour's taxonomy with the theories of four authors who, in the last four decades, have addressed the relationship between science and religion from a Muslim perspective. The aim of my analysis is twofold. First, I offer a comparative perspective to the debate on science and Islam. Second, following Barbour's suggestion, I test the general applicability of his categories by comparing them with a discourse on science and religion that is not focused on Christianity. In the first section, I reconstruct Barbour's typologies, recalling some major objections to them, and arguing why despite the latter, Barbour's model is employed for the present analysis. I also reconstruct Barbour's parallel model for the relationships between different religions. In the second section, I reconstruct the discourse on science and religion developed by the Palestinian‐American scholar Ismail Raji al‐Faruqi. The third section is devoted to the ideas of the Persian‐American scholar Seyyed Hossein Nasr. In the fourth section, I examine the views of the Iranian author Mehdi Golshani. The fifth section reconstructs the theories of the Algerian author Nidhal Guessoum. In the final section, I argue that a generalized use of the “integration” concept to refer to the entire debate on Islam and science is unhelpful. While these positions do not appear to instantiate Barbourian integration of science and religion, they do move toward what Barbour (skeptically) describes as integration between religions.     

Ethical Academic Judgments and Behaviors: Applying a Multidimensional Ethics Scale to Measure the Ethical Academic Behavior of Graduate Students

Using Reidenbach and Robin's Multidimensional Ethics Scale, this study investigated the relationships between background variables and students' ethical evaluations, judgments, and behavioral intentions using 3 scenarios involving dilemmas related to academic dishonesty. The sample included 436 master's students and 142 doctoral students. The study found that the participants used a combination of ethical philosophies to make ethical decisions. The respondents judged improper citations more harshly than acts of inappropriate authorship or the falsification of data. The doctoral students generally considered behaviors related to plagiarism and falsification to be more unethical than the master's students did, though no gender differences were found.     

The Christian College Advantage? The Impact of Christian Versus Secular Training Among Faculty at Christian Colleges and Universities

Are faculty trained at Christian institutions better equipped to integrate their faith with their professional work? This study uses a mixed methods analysis of Council of Christian Colleges and Universities (CCCU) faculty survey data to analyze whether and in what ways faculty who graduate from Christian undergraduate, master's, and doctoral programs are more apt to identify connections between their faith tradition and their course objectives. Findings show that faculty members prepared at Christian institutions are more likely to see this relationship and may conceive of it in more sophisticated ways. However, the gap is modest.     

Discourse Patterns and Collaborative Scientific Reasoning in Peer and Teacher-Guided Discussions

In this study we examined the discourse components, interaction patterns, and reasoning complexity of 4 groups of 12 Grade 8 students in 2 science classrooms as they constructed mental models of the nature of matter, both on their own and with teacher guidance. Interactions within peer and teacher-guided small group discussions were videotaped and audiotaped, transcribed, and analyzed in a variety of ways. The key act of participants in both peer and teacher-guided groups was working with weak or incomplete ideas until they improved. How this was accomplished differed somewhat depending on the presence or absence of a teacher in the discussion. Teachers acted as a catalyst in discussions, prompting students to expand and clarify their thinking without providing direct information. Teacher-guided discussions were a more efficient means of attaining higher levels of reasoning and higher quality explanations, but peer discussions tended to be more generative and exploratory. Students' discourse was more varied within peer groups, and some peer groups attained higher levels of reasoning on their own. Ideas for using the results of these analyses to develop teachers' and students' collaborative scientific reasoning skills are presented.     

Domains of Sciences,Universes of Discourse and Omega Arguments

Each science has its own domain of investigation, but one and the same science can be formalized in different languages with different universes of discourse. The concept of the domain of a science and the concept of the universe of discourse of a formalization of a science are distinct, although they often coincide in extension. In order to analyse the presuppositions and implications of choices of domain and universe, this article discusses the treatment of omega arguments in three very different formalizations of arithmetic. In Peano's formalization the domain is a restricted class of individuals, while the universe of discourse is the unrestricted class of all individuals. In Gödel's formalization the domain is a restricted class of individuals as in Peano's formalization, but the universe of discourse coincides with the domain. In Whitehead-Russell's formalization the domain is a class of logical notions in Tarski's sense, that are necessarily not individuals, whereas the universe of discourse is the unrestricted class of individuals as in Peano's formalization. The present approach emphasizes the viewpoint that the universe of discourse of a given discourse is important in determining which propositions are expressed by which sentences.     

Philosophy of Science in the Twenty‐First Century

Philosophy of science in the past half century can be seen as a reaction against logical empiricism's focus on modern logic as the format in which debates should be expressed and on physics as the canonical science. These reactions have resulted in a fragmentation of the field. Although this provides ways forward for disparate philosophies of various sciences, it threatens the very possibility of general philosophy of science. The debate that most obviously continues to be conducted at the general level—the debate about scientific realism—only does so because of a dangerous naïveté. Nevertheless, this article suggests that there is a place for general work not by starting at the highest level of abstraction but instead by abstracting general lessons from actual science.     

AN ABSOLUTE DISTINCTION BETWEEN FAITH AND SCIENCE: CONTRAST WITHOUT COMPARTMENTALIZATION

This article argues for acknowledging the existence of an absolute distinction between faith and science. It is often assumed in the science and religion debate that such a distinction would be ahistorical and uncontextual. After discussing this critique, the analogy with love and facts will be used to explain how an absolute distinction between faith and science may exist nonetheless. This contrast, however, does not imply compartmentalization. It is shown that the absolute distinction between faith and science is of crucial importance to understand the historical contexts that so many contributors to the science and religion debate refer to in their argument against the approaches of Independence or Contrast. The article concludes that within our messy and complex practices there is an absolute distinction between faith and science—our historical contexts cannot be understood without it.     

The Effects of Text Difficulty on Second Graders' Fluency Development

In this study, two groups of second graders participated in Fluency-Oriented Reading Instruction (FORI) but their repeated reading experiences used different kinds of texts. One group—the Literature group—read texts from the district's literature-based, basal reading program. The second group—the Content group—read from a set of science and social studies texts that were written to have few rare, multisyllabic, single-appearing words. Control-group students read from the district's literature-based program. Both intervention groups made greater gains in reading rate than Control group students and Content students made greater gains in reading rate than Literature students. Content and Literature groups outperformed Control students on the comprehension measure but did not perform significantly differently from one another. The gains made by the Content classrooms were made in approximately half the amount of time allocated to reading instruction as by Literature classrooms.     

LETTING REALITY BECOME REAL: On Mystery and Reality in Dietrich Bonhoeffer's Ethics

In Dietrich Bonhoeffer's Ethics the notion of reality plays a central role. The present article focuses on the ethical implications of the Chalcedonian Christology underlying this concept. This approach is tied to the debate on the relationship between the universal and specific identity of Christian social ethics in public discourse. In the opening section the article outlines the pertinence of this debate with regard to Bonhoeffer's Christological ethic. In the following section the article analyzes Bonhoeffer's concept of reality and the implied Chalcedonian traits. With this foundation established the article raises the question about its social ethical implications. The final part of the article argues that Bonhoeffer's ethics and ecclesiology cannot be separated from each other, explaining why Bonhoeffer's notion of reality leads to an assertion of the church's role in letting reality become real. In the light of Bonhoeffer's notion of reality the last section argues for the reconciliation of Christian witness and participation in public discourse.     

Doing Dialogue: Genre and Flexibility in Public Engagement with Science

‘Public engagement with science’ is an increasingly important but contested practice. In this study of London's Dana Centre I look at dialogue events carried out there as a case study of public engagement, performing a detailed analysis in order to examine their nature and practice. The analysis suggests that event framings (as found in the discourse of events) are multiple, varying from lecture to open debate. Furthermore the genre of events is flexible, with participant involvement organised through the use of genres derived from education, talkshows and news interviewing as well as more traditional genres such as lectures. While it seems there is flexibility in the practice of these informal dialogue events, they are, however, not open to reinvention by all participants equally. The fluidity of practice observed may be due to the newness of these kinds of processes in most people's experiences. We are therefore observing, on the ground, the traces of contrasting discourses of the right relationship between science and society.     

A Survey of Consultation Training as a Part of Counselor Education Programs

A survey was devised to obtain feedback from counselor educators throughout the country regarding the teaching of consultation skills in their master's degree programs. This survey was mailed to 410 counselor education departments, with the request that the faculty member most closely associated with teaching consultation at the master's level respond. Usable survey forms were returned by 144 programs. A phone follow-up survey of selected nonrespondents substantiated the indicated findings. Reported survey results indicate the extent to which counselor education programs include training in consultation skills, the number of students involved, and the emphasis placed on various consultation skills.     

Metacognition in nurse practitioner students: How nurse educators can best serve their students

The dynamic and changing healthcare environment requires educators to prepare nurse practitioner students with more than knowledge and skills. Healthcare providers need to be prepared with enhanced skills related to critical thinking and decision making. Metacognition training has been used by many disciplines within and outside of healthcare to prepare individuals to work in an environment that has volatility, uncertainty, complexity, ambiguity, and delayed feedback (VUCAD). This retrospective exploratory study uses computerized strategic management simulation (SMS) data to address the question: What parameters of metacognition do master's level nurse practitioner (NP) students excel versus underperform? Elements of Presentation: Presentation will include SMS parameters linked with the National Organization of Nurse Practitioner Faculties (NONPF) Core Competencies. In doing this, faculty can better assess students' individualized learning needs and tailor their academic education to address specific needs. Fifty-nine master's level students completed SMS, measuring five unique parameters of metacognition (Crisis, Task, Strategy, People & Information Management). Students' mean and median scores were observed to be high range for crisis management; and moderate range for task management, strategy management, and people management. Conversely, mean and median scores were in the low range for information management. Knowledge gained from this study can be used for curriculum development and planning to ensure that the parameters of metacognition are demonstrated throughout the curriculum's content delivery, training exercises, and evaluation methods. Knowledge related to areas in which NP students score in the low range can be added to courses to assist students better.     

Tracking the Training and Careers of Graduates of Advanced Degree Programs in Sport Psychology, 1994 to 1999

Responses from 87 graduate programs identified 814 graduates (master's degree, n = 618; doctoral degree, n =196) who received degrees from 1994 to 1999 with some type of emphasis in sport psychology (SP). Doctoral (n = 107) and master's (n = 147) graduates completed a survey that identified their demographics, educational background, current positions, incomes, career goals, and SP consulting aspirations and work. Most of the doctoral graduates (73%) found positions in academia/research. Almost half the master's graduates had SP-related jobs and most of the rest had jobs related to the discipline that housed their degree. Compared to 1989 to 1994 graduates (Andersen, Williams, Aldridge, &Taylor, 1997), the present graduates perceived more fulfillment of initial career goals, greater satisfaction with SP work, less frustration over SP career progress, greater ease in finding paid SP consulting work, and more confidence in fulfilling future career goals. Doctoral graduates with athlete consulting career goals had less training than the Andersen et al. graduates. The findings provide some guidance for current and prospective students regarding graduate training and career opportunities.     

Profiling of Participants in Chat Conversations Using Creativity-Based Heuristics

This article proposes a new fully automated method for identifying creativity that is manifested in a divergent task. The task is represented by chat conversations in small groups, each group having to debate on the same topics, with the purpose of better understanding the discussed concepts. The chat conversations were created by undergraduate students in computer science studying human-computer interaction in several consecutive years. From this corpus of conversations, the chats from a single year were selected for analysis. These 25 chats contained 8,798 utterance, made of 82,176 word appearances with a vocabulary size of 5,948 distinct words. By analyzing the resulted dataset of chat conversations, the creative ideas expressed by participants are automatically identified and extracted. The application is a first step in supporting creativity in online group discussions by highlighting the novel concepts present in conversations (new ideas) and also by identifying topics that could have become important, but they were forgotten during the debates (lost ideas). Once the ideas are identified, the system tries to also capture their developments, the reactions they attract and the conclusions that are drawn based on them. Because group constituency might influence the level of creative discourse within a conversation, the typology of each participant to the conversation is evaluated, starting from the analysis of the ideas already discovered, along with the utterances labeled as developments, reactions and conclusions.     

WORLDS OR WORDS APART? WITTGENSTEIN ON UNDERSTANDING RELIGIOUS LANGUAGE

In this paper I develop an account of Wittgenstein's conception of what it is to understand religious language. I show that Wittgenstein's view undermines the idea that as regards religious faith only two options are possible – either adherence to a set of metaphysical beliefs (with certain ways of acting following from these beliefs) or passionate commitment to a ‘doctrineless’ form of life. I offer a defence of Wittgenstein's conception against Kai Nielsen's charges that Wittgenstein removes the ‘content’ from religious belief and renders the religious form of life ‘incommensurable’ with other domains of discourse, thus immunizing it against rational criticism.     

Relationships Among Dogmatism,Family Ideology,and Religiosity in Master's-Level Counseling Students

This paper presents the results of a survey of the perceptions of master's-level counseling students in the areas of dogmatism, family ideology, and religiosity. Participants in the study consisted of 331 master's-level counseling students from 7 master's-level counselor education programs in northern, southern, and eastern regions of the United States. A total of 142 participants were classified as beginning participants, and 123 were classified as graduating participants. Findings indicated that graduating participants were significantly lower in levels of dogmatism than were beginning participants. Bivariate and multivariate data analyses also revealed that family ideology was more strongly related to dogmatism than religiosity.     

Comparing instructor-led,video-model,and no-instruction control tutorials for creating single-subject graphs in Microsoft Excel: A systematic replication and extension

Visual inspection of single-subject data is the primary method for behavior analysts to interpret the effect of an independent variable on a dependent variable; however, there is no consensus on the most suitable method for teaching graph construction for single-subject designs. We systematically replicated and extended Tyner and Fienup (2015) using a repeated-measures between-subjects design to compare the effects of instructor-led, video-model, and no-instruction control tutorials on the graphing performance of 81 master's students with some reported Microsoft Excel experience. Our mixed-design analysis revealed a statistically significant main effect of pretest, tutorial, and posttest submissions for each tutorial group and a nonsignificant main effect of tutorial group. Tutorial group significantly interacted with submissions, suggesting that both instructor-led and video-model tutorials may be superior to providing graduate students with a written list of graphing conventions (i.e., control condition). Finally, training influenced performance on an untrained graph type (multielement) for all tutorial groups.     

Reforming Theology,Reframing Science

Abstract : What is the role of science in theology? What internal dynamics compel theology to take science seriously? Those are the questions—posed in a characteristically cautious academic fashion. There is a back‐story that needs to be told, however, if we are to get at these questions with the vigor they require: Without radical reformation of theology, there is little chance that we can even begin to work on the agenda that science poses to Christian faith and life. Faith is a journey in which we seek to make sense of the world and our lives in it in the light of the gospel we have received. The gospel is about God, God's presence and redemptive work in Jesus Christ and God's continuing presence in the Holy Spirit. But since it is God's presence and work in the world and for us, the gospel is also about the world and about human being—and that is where science comes in, provoking its reformation. Science is now an irreplaceable source of knowledge about the world and ourselves, and in some respects its knowledge is normative. Scientific knowledge has reshaped our view of the world and ourselves in ways that are so commonly known that it is unnecessary to elaborate. To relate our gospel to our actual lives in the empirical world—that is theology's motivation for taking science seriously. But theology must be reformed and reshaped if it is to be capable of taking science seriously. In this essay we focus on this reforming of theology.