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Descriptors:
Foreign Countries; Mathematics Education; Elementary Secondary Education; Ethics; Canada Natives; Laws; Educational Research; Politics of Education; Indigenous Populations; World Views; Conflict; Educational Change; Educational Philosophy; Mathematics Instruction

Abstract:
In mathematics education, there are (at least) two seemingly disparate and unethical issues that have been allowed to continue unresolved for decades: the math wars (traditional versus reform teaching and learning of mathematics) and the marginalisation of Indigenous students within K-12 mathematics. Willie Ermine, an Indigenous scholar, has proposed the use of ethical spaces to explore and analyse occurrences of unethical situations arising between the "intersection of Indigenous law and Canadian Legal systems" (Ermine, "Indigenous Law Journal" 6(1):193-203, 2007). This paper brings Ermine's notion of ethical spaces to the field of mathematics education research as the theoretical framework for analysing the aforementioned issues. The result of this analysis is a potential single theoretical resolution to both dilemmas that can also serve as a significant factor in the processes of decolonisation. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Elementary Schools; Jews; World Views; Religious Factors; Judaism; Religious Education; Self Concept

Abstract:
This article examines how ultra-Orthodox Jewish elementary schools in America construct and maintain a distinct religious identity through the production of an all-encompassing communal worldview. The author argues that ultra-Orthodox schools model cultural engagement with secular American society by conceptually isolating secular education within a larger framework of religious study--one that extends beyond the classroom to include students' home lives. Schools thereby subvert students' potential existential experience of the world as secular (within which Judaism must be accommodated), into one that is dominated by a culture of religious study, within which secular society can (if necessary) be accommodated. (Contains 15 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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College Environment; Religion; Ideology; Religious Factors; World Views; College Students; Student Surveys

Abstract:
The purpose of this study was to elucidate the relationship between the collegiate religious, spiritual, and ideological climate and worldview commitment. As part of this process, 1,071 students responded to the Collegiate Religious and Spiritual Climate Survey, an empirically validated and reliable measure designed to assess dimensions of a campus' religious, spiritual, and ideological climate. Results indicated that aspects of the psychological and behavioral climate were related to worldview commitment and these relationships were often conditioned upon students' self-identified religious worldview. Implications for scholars and practitioners are discussed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Mixed Methods Research; Check Lists; Psychological Studies; Mexican Americans; Evaluation Criteria; Feminism; Psychology; World Views; Cultural Awareness; Rhetoric; Social Justice; Research Design; Data Collection

Abstract:
This is a description of the creation of a research methods tool, the "Transformative, Mixed Methods Checklist for Psychological Research With Mexican Americans." For conducting literature reviews of and planning mixed methods studies with Mexican Americans, it contains evaluative criteria calling for transformative mixed methods, perspectives from Chicana/o (Mestiza/o) psychology, and Baca-Zinn and Dill's Chicana multiracial feminism. It is useful to researchers, journal editors, teachers, and students in psychology and other social sciences. It may serve as a template in the development of comparable checklists for critiquing mixed methods studies with other cultural groups, including African Americans, American Indians, and Asian Americans. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Science Teachers; Science and Society; Controversial Issues (Course Content); Scientific Literacy; Problems; Decision Making Skills; Access to Information; Teaching Models; Scaffolding (Teaching Technique); Ethics; World Views; Cultural Pluralism

Abstract:
Internationally there is concern that many science teachers do not address socioscientific issues (SSI) in their classrooms, particularly those that are controversial. However with increasingly complex, science-based dilemmas being presented to society, such as cloning, genetic screening, alternative fuels, reproductive technologies and vaccination, there is a growing call for students to be more scientifically literate and to be able to make informed decisions on issues related to these dilemmas. There have been shifts in science curricula internationally towards a focus on scientific literacy, but research indicates that many secondary science teachers lack the support and confidence to address SSI in their classrooms. This paper reports on a project that developed a pedagogical model that scaffolded teachers through a series of stages in exploring a controversial socioscientific issue with students and supported them in the use of pedagogical strategies and facilitated ways of ethical thinking. The study builds on existing frameworks of ethical thinking. It presents an argument that in today's increasingly pluralistic society, these traditional frameworks need to be extended to acknowledge other worldviews and identities. Pluralism is proposed as an additional framework of ethical thinking in the pedagogical model, from which multiple identities, including cultural, ethnic, religious and gender perspectives, can be explored. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Elementary School Science; Textbooks; Role; Visual Aids; Attitudes; Physical Environment; Ecology; Comparative Analysis; Natural Sciences; Syntax; Rhetoric; Scientific Principles; World Views

Abstract:
This paper explores the function of the visual syntax of images in Greek primary school textbooks. By using a model for the formal analysis of the visual material, which will allow us to disclose the mechanisms through which meanings are manifested, our aim is to investigate the discursive transition relating to the view of nature and the human-nature relationship between two series of natural science textbooks. The model is applied to a total of 635 pictures; 434 coming from the old series of textbooks introduced in the early 1980s and 201 from the new introduced in 2006. The results show that a) no differences in the codes of the visual representation of nature or human-nature relationship were recorded between the two series of textbooks, b) the environmental rhetoric mediated by the pictorial material of the textbooks appears closer to its lay counterpart than to scientific rhetoric, c) both series of textbooks favor a viewer-picture relation which diverges from the epistemological (subject/object) ideas of the romantic worldview and comes closer to the baroque one that depicts the world as non-linear and disconnected, while gives more freedom to the viewer to proceed to subjective interpretations. Thus, we assert that the baroque approach adopted by both series of textbooks does not aim at the initiation of students to the highly conventionalized ways of expression, and ultimately to the formalized and scientific rhetoric. On the contrary, within a constructionist context, the textbooks' visual mode allows students to equally share power with a quite familiar world. 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; World Views; Teaching Methods; Motion; Scientific Concepts; World History; High School Students; Elementary School Students; Middle School Students; Cultural Differences; Cross Cultural Studies; Interviews; Science Experiments

Abstract:
This article examines the main strands of thinking about gravity through the ages and the continuity of thought-experiments, from the early Greeks, through medieval times, to Galileo, Newton and Einstein. The key ideas are used to contextualise an empirical study of 247 children's ideas about falling objects carried out in China and New Zealand, including the use of scenarios involving thrown and dropped items, and objects falling down deep well holes (as in Carroll's "Alice in Wonderland"). The sample included 68 pre-school pupils, 68 primary school pupils, 56 middle school students, and 55 high school students; with approximately equal numbers in each group and of boys and girls in each group in each culture. The methodology utilised Piagetian interviews with three media (verbal language, drawing, and play-dough), a shadow stick; and everyday items including model people and soft model animals. The data from each group was categorised and analysed with "Kolmogorov-Smirnov Two-Sample Tests" and "Spearman r[subscript s]" coefficients. It was hypothesised and confirmed (at "K-S" alpha levels 0.05; r[subscript s]: p less than 0.001) that cross-age and cross-cultural research and analysis would reveal that (a) an intuitive sense of gravity is present from an early age and develops in association with concepts like Earth shape and motion; (b) the development of concepts of gravity is similar in cultures such as China and New Zealand where teachers hold a scientific world view; and (c) children's concepts of Earth motion, Earth shape, and gravity are coherent rather than fragmented. It was also demonstrated that multi-media interviews together with concrete experiences and thought-experiments afforded children the opportunity to share their emerging concepts of gravity. The findings provide information that teachers might use for lessons at an appropriate level. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Educational Environment; Community Colleges; International Education; College Role; Institutional Characteristics; Global Approach; World Views; Social Change; Educational Development; Trend Analysis; Models

Abstract:
From locally focused institutions intent on access and affordability to higher education, workforce preparation, and community engagement, the contemporary community college is poised as a global partner for the democratization and development of a global workforce. In this chapter, the authors revisit the development of international education in the community college and posit that U.S. community colleges, and the community college model in general, are poised to play a crucial role in the evolving global economic, social, and educational environment, should they meet the challenge. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Posttraumatic Stress Disorder; Incidence; World Views; Qualitative Research; Clinics; Outcomes of Treatment; Foreign Countries; Mental Health; Health Services; Phrase Structure; Language Usage; Individual Development; Philosophy; Maturity (Individuals); Age Differences

Abstract:
Objective: The aims of this study were threefold: (1) examine the prevalence of Posttraumatic Growth (PTG) among severely traumatized youth, (2) systematically describe the PTG reported, and (3) study the course of PTG from pre- to post-treatment. Method: The sample consisted of 148 severely traumatized Norwegian youth (M age = 15, SD = 2.2, 79.1% girls) receiving treatment in child mental health clinics. The Clinician Administered PTSD Scale for Children (CAPS) was used to assess level of posttraumatic stress symptoms (PTSS) pre- and post-treatment. One of the questions in CAPS: "How do you think (traumatic event) has affected your life?" formed the basis for our analysis of PTG. Words and phrases indicative of PTG were identified using the Consensual Qualitative Research method. Results: Pre-treatment, the prevalence rate of PTG was low compared to previous findings, and reports of PTG were not related to levels of PTSS. The main PTG themes identified were: personal growth, relational growth, and changed philosophy of life. A sub-theme of personal growth; greater maturity/wisdom, was the most salient theme identified both pre- and post-treatment. Age was significantly related to reports of PTG; older participants reported more growth. Reports of PTG increased significantly from pre- to post-treatment, but were not related to decrease in PTSS. Conclusions: The findings suggest that PTG is not only possible for youth, but quite similar to that observed among adults. However, we need to carefully consider whether reports of self-perceived positive change among traumatized youth actually are indicative of growth, or simply indicative of increased vulnerability. (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:
Science and Society; Religion; Epistemology; World Views; Conflict; Content Analysis; Interviews

Abstract:
Epistemological constructions are central considerations in vivisecting an expressed conflict between science and religion. It is argued that the conflict thesis is only meaningful when examined from a specific socio-historical perspective. The dialectical relation between science and religion should therefore be considered at both a macro and micro level. At the macro level broad changes in the meaning of science and religion occur; whereas at the micro level individuals immersed within particular expressions of these concepts socially construct, re-construct, and appropriate meaning. Specific attention is given to expressions of meaning surrounding sacred texts in this dialectical relation. Two ontological forms of meaning are examined through a qualitative content analysis of 16 interviews with individuals from various religious affiliation and academic attainment. A monistic ontology constructs textual meaning as facts that have the qualities of being both self-evident and certain. Potential tension arises with scientific discourse given empirical evidence may either confirm or conflict with scriptural interpretation. The pluralistic ontology constructs textual meaning with multiple categories, which in turn have the qualities of being mediated by human consciousness and uncertain. The science-religion dichotomy appears to be less susceptible to conflict given the uncertainty embedded in this construction of scriptural meaning. This paper implies that truth as correspondence may not necessitate the conflict thesis. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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