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Descriptors:
Justice; Intellectual Development; Models; Teaching Methods; Definitions; Ethics; Information Sources

Abstract:
There are many models for education that place students in the forefront. This proposed model for informational education presents a particular structural and pedagogical suggestion that aims at enabling students to grow intellectually. It also situates education, as a human action, with a system of justice. The intellectual and personal growth of students, as is demonstrated here, depends upon a clear idea of what is just within institutions and among people. Definitions and examples are offered wherever possible to illustrate the efficacy of the suggested model. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Gifted; Educational Research; Educational History; Bibliometrics; Definitions; Research Methodology; Research Problems; Literature Reviews; Meta Analysis; Generalizability Theory; Generalization; Validity; Experimenter Characteristics; Comparative Analysis; Ability Identification; Educational Practices; Journal Articles

Abstract:
The lack of a unified definition of giftedness leads researchers to use very different operationalizations when selecting a sample of gifted individuals for use in research. We found 104 empirical articles from 38 journals that differentiated between gifted and nongifted students which were analyzed to determine the most common methods of identifying individuals in research. Results of the analysis show a lack of consensus as to what qualifies a person to be defined as gifted for the purposes of research. This lack of consensus leads to lower generalizability of research about giftedness and to an inability for researchers in the field to compare results of studies. An agreed-upon unified definition of giftedness for the purposes of research will lead to a more homogeneous group of participants, which in turn would lead to multiple benefits, including higher external validity in research designs. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Writing Instruction; Assignments; Classroom Communication; Discussion; Definitions; Literacy; High Stakes Tests; Knowledge Level; Correlation; Learning Processes

Abstract:
This paper expands on the view that the documentation of the ways in which teachers and students produce definitions of such operational matters as "reading", "writing", "learning" and "knowledge" in classrooms is discoverable in the details of the speech exchange systems in those sites. The paper provides a brief introduction to applied ethnomethodological inquiry, especially as it has focused on classrooms, and applies it to transcripts of extracts from lessons. One conclusion concerns the fine coordination of interaction that classrooms display. A second conclusion concerns procedural definitions of the connection between literacy and knowledge that serve the purposes of initiating and maintaining lessons, compared to definitions that are operable in the production and assessment of students' learning through their written assignments. The suggestion is that constructs such as "knowledge" are occasioned, purpose built-through on site through conventionalized systems of exchange that, reflexively, function to bring off the events that constitute the workings of such sites. The challenge for students in many classrooms seems to be to provide the "missing what" that connects the daily heavy duties of classroom talk, which determines their success as classroom participants, to the occasional high-stakes writing performances that will come to characterize their success as learners. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Scoring; Essays; Text Structure; Writing (Composition); Evaluation Criteria; Persuasive Discourse; Definitions; Evaluation Problems; Criticism; Writing Evaluation; Essay Tests; Computer Assisted Testing; Validity; Measurement; Psychometrics; Writing Skills

Abstract:
This paper examines the construct measured by automated essay scoring (AES) systems. AES systems measure features of the text structure, linguistic structure, and conventional print form of essays; as such, the systems primarily measure text production skills. In the current state-of-the-art, AES provide little direct evidence about such matters as strength of argumentation or rhetorical effectiveness. However, since there is a relationship between ease of text production and ability to mobilize cognitive resources to address rhetorical and conceptual problems, AES systems have strong correlations with overall performance and can effectively distinguish students in a position to apply a broader writing construct from those for whom text production constitutes a significant barrier to achievement. The paper begins by defining writing as a construct and then turns to the e-rater scoring engine as an example of AES state-of-the-art construct measurement. Common criticisms of AES are defined and explicated--fundamental objections to the construct measured, methods used to measure the construct, and technical inadequacies--and a direction for future research is identified through a socio-cognitive approach to AES. (Contains 4 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Mathematics Instruction; Mathematical Concepts; Instructional Materials; Teaching Methods; Misconceptions; Definitions; English

Abstract:
As mathematicians, we assign rigid meanings to words that may have a variety of interpretations in common language. This article considers meanings of "if" and "or" from everyday English that have caused students to misinterpret mathematical statements, and that are consistently overlooked by instructional materials in addressing students' mistakes. To fill this gap, this article presents three studies for the classroom that engage students in confronting the differences between mathematical and everyday meaning in statements of implication and statements of disjunction. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Writing Research; Definitions; Writing Ability; Second Language Learning; Measurement; Oral Language; Validity; Writing Evaluation

Abstract:
Fluency is an essential component in writing ability and development. Writing fluency research is important to researchers and teachers interested in facilitating students' written text production and in assessing writing. This calls for reaching a better understanding of writing fluency and how it should be measured. Although fluency is the construct with the most varied definitions and measures in writing research, such large variance in conceptualizing the construct is rarely discussed. In an attempt to demystify the what of this construct, the present article reviews its definitions, shows how its measurement has been influenced by oral production research, and discusses some issues related to the validity of the varied measures used for assessing it. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Sino Tibetan Languages; Nouns; Definitions; Age Differences; Preschool Children; Elementary School Students; Adults; Semantics; Syntax; Language Classification; Foreign Countries

Abstract:
This study investigated the noun definitions given by Cantonese speakers at different ages. Definitional responses on six concrete nouns from 1075 children aged 4;10 to 12;01 and 15 adults were analyzed with reference to the semantic content and the syntactic form. Results showed that conventional definitions produced by Cantonese adult speakers were realized with specific superordinates and more perceptual than functional attributes. The content was carried by a syntactic frame, "NP[subscript 1] "is" NP[subscript 2]", where relative clause was not the predominant form of NP[subscript 2] as in the English definition forms. Core attributes signifying the defining properties increased significantly with age while non-core attributes were observed relatively evenly throughout all groups. Preschoolers tended to drop the sentential-subject (i.e., NP[subscript 1]) and the copula is, and produce more functional than perceptual attributes. By Primary-2 (P2) (about 7;0), the taxonomic relation was coded with the frame of "NP[subscript 1] "is" NP[subscript 2]". Beginning at P4 (about 9;0), children included a superordinate but the specificity of the adult-like superordinate was not achieved even by P6 (about 11;0). In general, developmental trends accorded with the trends observed in other languages, but typological features played a role in framing the development of the syntactic form. (Contains 3 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Discussion (Teaching Technique); Cooperative Learning; Elementary Secondary Education; Undergraduate Students; Group Activities; Definitions; Science Activities; Science Instruction; Biology

Abstract:
"What is life?" This deceptively simple question lies at the heart of biology. In this activity, students work in groups to come up with their own definition using a set of prompting cards that differs for each team. In doing so, students gain an appreciation of the complexities of addressing this question. The activity takes approximately 60-90 minutes to complete, but students often discuss its implications for weeks afterward. This activity successfully engaged freshman undergraduate students and could easily be adapted to high school and even elementary school students. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Females; Social Action; Delinquency; Definitions; Gender Issues; Classification; Educational Change; Social Class; Social Influences; Social Change; United States History; Institutionalized Persons

Abstract:
This article presents a review on "Defining deviance: sex, science, and delinquent girls, 1890-1960," by Michael A. Rembis. This is the first book by Michael A. Rembis, an Associate Professor and Director of the Center for Disability Studies at the University of Buffalo. Drawing on thousands of case files from the Illinois State Training School in Geneva, Rembis examines the social and scientific discourses that classified, pathologized, and institutionalized delinquent girls in an attempt by reformers to "rebuild the nation." Through his analysis, Rembis reveals "the centrality of sex, class, gender, and disability in the formation of both scientific and social reform discourse". With only minor missteps, this work substantively contributes to Disability Studies through its compelling firsthand narratives and thought-provoking analyses. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Self Esteem; Psychometrics; Life Satisfaction; Profiles; Well Being; Cultural Differences; Mental Disorders; Anxiety; Depression (Psychology); Definitions; Mental Health; Social Indicators; Measurement; Sociometric Techniques; Research Methodology; Comparative Analysis; Surveys; Statistical Analysis; Resilience (Psychology); Psychological Characteristics; Cross Cultural Studies

Abstract:
Governments around the world are recognising the importance of measuring subjective well-being as an indicator of progress. But how should well-being be measured? A conceptual framework is offered which equates high well-being with positive mental health. Well-being is seen as lying at the opposite end of a spectrum to the common mental disorders (depression, anxiety). By examining internationally agreed criteria for depression and anxiety (DSM and ICD classifications), and defining the opposite of each symptom, we identify ten features of positive well-being. These combine feeling and functioning, i.e. hedonic and eudaimonic aspects of well-being: competence, emotional stability, engagement, meaning, optimism, positive emotion, positive relationships, resilience, self esteem, and vitality. An operational definition of flourishing is developed, based on psychometric analysis of indicators of these ten features, using data from a representative sample of 43,000 Europeans. Application of this definition to respondents from the 23 countries which participated in the European Social Survey (Round 3) reveals a four-fold difference in flourishing rate, from 41% in Denmark to less than 10% in Slovakia, Russia and Portugal. There are also striking differences in country profiles across the 10 features. These profiles offer fresh insight into cultural differences in well-being, and indicate which features may provide the most promising targets for policies to improve well-being. Comparison with a life satisfaction measure shows that valuable information would be lost if well-being was measured by life satisfaction. Taken together, our findings reinforce the need to measure subjective well-being as a multi-dimensional construct in future surveys. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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