John Dewey,The Other Face of the Brazilian New School

This paper intents to analyze the influence of John Dewey’s ideas in the movement that defended the educationl renovation in Brazil (named New School) at the end of the 1920s and in the 1930s. For this, it explains two trends of that movement: the first is described by the metaphor of industrial or mechanical efficiency, whose emphasis was in the power derived from the disciplinary idea of progress, which was embedded in the process of rationalization of the social relations submitted by a factory model; the second, developed by influence of Dewey, is characterized by a project of democratization of society and school that prevented the individual massification and the adoption of the rationalizing model inspired by the factory without any criticism. When Dewey was put in the center of the debate on political, pedagogical and social goals of the Brazilian New School, he was called to introduce a series of concepts that helped to find the balance between the respect for individuality and the observation of the social needs. This paper has some of the conclusions of a major research project, “Philosophy and Science in the New Educational Discourse (Brazil: l930–1960),” sponsored by CNPq.     

The Ethics of Type 1 Diabetes Prediction and Prevention Research

There are approximately one million cases oftype 1 diabetes in the US, and the incidenceis increasing worldwide. Given that two-thirdsof cases present in childhood, it is criticalthat prediction and prevention research involvechildren. In this article, I examine whethercurrent research methodologies conform to theethical guidelines enumerated by the NationalCommission for the Protection of Human Subjectsof Biomedical and Behavioral Research, andadopted into the federal regulations thatprotect research subjects. I then offer twopolicy recommendations to help researchersdesign studies that conform to these ethicalrequirements.     

The National Research Council Report on the Prevention of Reading Difficulties in Young Children and the Process of Dubitation

The author examines two significant issues, the adjudication of evidence and the architecture of instruction in the context of research on beginning reading. In particular, he reflects on his participation as a member of the National Research Council's committee that published the recent report entitled Preventing Reading Difficulties in Young Children (1998). The National Academy of Sciences panel of experts process is contrasted with a more explicit process for codifying scientific evidence and including quantitative experimental research as the primary source of evidence. In addition, the author argues for the importance of attending to the architecture of instruction in beginning reading.     

Effects of a Danish Student‐Centered Prosocial Intervention Program Among Japanese Children

Japan and Denmark represent two different educational cultures. Where Danish students in general report high scores on self‐esteem, Japanese children report low. A student‐centered and interaction‐based prosocial intervention program that was designed according to Danish educational culture was administered to children aged 11–12 years in Japan. Questionnaires measuring the children's quality of life (QoL) and metacognitive awareness were applied. Overall, the results showed that the student‐centered intervention improved the emotional well‐being aspect of QoL among Japanese boys. In contrast, Japanese boys’ scores on the declarative knowledge of metacognitive regulation declined. The teachers’ attitudes towards the intervention program were analyzed by use of interviews. The effect of the student‐centered intervention program is discussed with respect to the educational cultures in Japan.     

The Effect of Religious‐Based Mentoring on Educational Attainment: More than Just a Spiritual High?

Although research has found a positive relationship between various forms of adolescent religious involvement and educational outcomes, little research has examined connections to educational attainment. Using a nationally representative sample of youth (the National Longitudinal Study of Adolescent Health—Add Health), we examine the extent to which adolescent religiosity facilitates educational attainment (i.e., high school completion and college enrollment) and whether informal mentorships formed during adolescence with religious and nonreligious adults can help explain the link between adolescent religious involvement and educational attainment. The findings confirm that, like academic outcomes, religious youth are more likely to complete high school and enroll in college even when controlling for other individual and interpersonal factors that affect educational attainment. Furthermore, informal mentorships, particularly those with adults who have official religious positions (e.g., priest, minister, rabbi) play an important role in college enrollment.     

The structure of executive functioning in 11 to 14 year olds with and without special educational needs

The structure and development of executive functioning (EF) have been intensively studied in typically developing populations, with little attention given to those with Special Educational Needs (SEN). This study addresses this by comparing the EF structure of 132 adolescents (11–14 years-old) with SEN and 138 adolescents not requiring additional support (Non-SEN peers). Participants completed verbal and non-verbal assessments of key components of EF: inhibition, working memory and switching. Confirmatory Factor Analysis on each group tested one-, two- and three-factor models of EF. In both groups, there was statistical support for the fit of one- and two-factor models with no model being clearly better than the others; there was little support for three-factor models. Parsimony suggests that the one-factor model best represents the structure of EF. In light of our results, the implications for the nature of EF in early adolescence in both SEN and Non-SEN groups are discussed.     

Disrupting the trans-versus-Catholic dichotomy: An example from a Canadian elementary school policy

ABSTRACT

Background: Mainstream media is increasingly reporting on the relationships between Catholic and trans identities in parochial schools, particularly with regard to gendered washroom use. With greater numbers of trans youth coming out at younger ages, significant educational policy changes are being considered around how Catholic schools can or should include trans youth.

Method: This study applies trans and queer theologies to Critical Discourse Analysis (CDA) in investigating the Wilson case, which was the first known instance of a Catholic school including some affirming policy provisions for trans youth. The authors additionally collected and coded 12 news articles from a variety of platforms to discern and discuss the theological arguments in the public square against more fulsome trans student inclusion in Catholic schools.

Results: The authors found two related theological arguments against full inclusion, namely the notion that (1) Gender is God-given and therefore cannot be chosen or changed, and (2) That transgressive bodies are not sacred parts of the divine gender plan.

Conclusion: Trans theology allowed the authors to disrupt both of the theological claims advanced by the Catholic educators quoted in the Wilson case. This created rich, imaginative space in which to reconsider the relationships between Catholic and trans identities, namely by not arranging them in a binary. Significance for policy-making in parochial schools is discussed.     

父母受教育水平与青少年学业适应的关系：父母教养与亲子沟通的中介作用

选取716名高一和高三青少年为被试考察父母受教育水平与青少年学业适应之间的关系,揭示父母教养行为与亲子沟通在其中的中介作用。结果发现,（1）父母受教育水平、亲子沟通、教养行为以及学业适应之间均存在显著相关。（2）父母教养行为的接纳/参与、严厉/监督维度以及亲子沟通在父母受教育水平与青少年学业适应之间起中介作用。（3）直接效应模型和中介模型具有跨性别、城乡和年级等同性。因此,既应关注父母受教育水平与青少年学业适应的直接关系,也应重视亲子互动在其中的重要作用。     

Intentional collaboration,predictable complicity,and proactive prevention: U.S. schools’ ethical responsibilities in slowing the school-to-deportation pipeline

ABSTRACT

In the United States, constitutional and statutory law reinforce the right of all children to receive an education, regardless of their citizenship or immigration status. In a time of heightened anti-immigrant sentiment and law enforcement, however, partnerships among school districts, local law enforcement, and the U.S. Departments of Justice and Homeland Security subject undocumented and unaccompanied minor students to indefensible levels of risk for detention and deportation. We identify three stances that U.S. schools may take in the face of a potential ‘school-to-deportation pipeline.’ Schools that engage in intentional collaboration actively increase detention and deportation by referring students to immigration officials for criminal, non-criminal, and even non-disciplinary activity. Schools that engage in predictable complicity may not intend to subject their undocumented and unaccompanied minor students to detention or deportation, but still put students at risk by involving police in school policies. We argue that U.S. schools should instead engage in proactive protection of immigrant students and families, including actively resisting federal policies when necessary.     

The learning benefits of teaching: A retrieval practice hypothesis

Teaching educational materials to others enhances the teacher's own learning of those to‐be‐taught materials, although the underlying mechanisms remain largely unknown. Here, we show that the learning‐by‐teaching benefit is possibly a retrieval benefit. Learners (a) solved arithmetic problems (i.e., they neither taught nor retrieved; control group), (b) taught without relying on teaching notes (i.e., they had to retrieve the materials while teaching; teaching group), (c) taught with teaching notes (i.e., they did not retrieve the materials while teaching; teaching without retrieval practice [TnRP] group), or (d) retrieved (i.e., they did not teach but only practised retrieving; retrieval practice group). In a final comprehension test 1 week later, learners in the teaching group, as did those in the retrieval practice group, outperformed learners in the TnRP and control groups. Retrieval practice possibly causes the learning benefits of teaching.