Sharing the Depth of Knowledge Wheel With Students

News from EDUTOPIA - 5 hours 40 min ago
Many teachers use Norman Webb’s framework in developing assignments, but it can also be shared with students to help them develop literacy skills.

You Can’t Cover Everything

News from EDUTOPIA - Mon, 03/27/2017 - 19:06
Teachers have mandated content to cover, but also seek to develop skills that students will use long after they have forgotten rote facts.

Tough Mudder Goes to the Gym

News from EDUTOPIA - Mon, 03/27/2017 - 16:06
Engage all students in gym by updating the old familiar obstacle course. Plus, you can include discussions on growth mindset.

Pregnant women modify the labor progress when use warm bath and Swiss ball

Research Scholarship - Mon, 03/27/2017 - 15:12
Research demonstrates the use of warm shower and perineal exercises with Swiss ball alone or combined during labor improves fetal well-being, stimulates uterine contractions, reduces labor time and accelerates progression to outcome in normal birth. … Read More →...

Barbieri, M., Henrique, A., Chors, F., Maia, N., & Gabrielloni, M. (2013) Banho quente de aspersão, exercícios perineais com bola suíça e dor no trabalho de parto. Acta Paulista de Enfermagem, 26(5), 478-484. DOI: 10.1590/S0103-21002013000500012  Banho quente de aspersão, exercícios perineais com bola suíça e dor no trabalho de parto

Benfield, R., Hortobagyi, T., Tanner, C., Swanson, M., Heitkemper, M., & Newton, E. (2010) The Effects of Hydrotherapy on Anxiety, Pain, Neuroendocrine Responses, and Contraction Dynamics During Labor. Biological Research For Nursing, 12(1), 28-36. DOI: 10.1177/1099800410361535  The Effects of Hydrotherapy on Anxiety, Pain, Neuroendocrine Responses, and Contraction Dynamics During Labor

Gau, M., Chang, C., Tian, S., & Lin, K. (2011) Effects of birth ball exercise on pain and self-efficacy during childbirth: A randomised controlled trial in Taiwan. Midwifery, 27(6). DOI: 10.1016/j.midw.2011.02.004  Effects of birth ball exercise on pain and self-efficacy during childbirth: A randomised controlled trial in Taiwan

Henrique, A., Gabrielloni, M., Cavalcanti, A., Melo, P., & Barbieri, M. (2016) Hidroterapia e bola suíça no trabalho de parto: ensaio clínico randomizado. Acta Paulista de Enfermagem, 29(6), 686-692. DOI: 10.1590/1982-0194201600096  Hidroterapia e bola suíça no trabalho de parto: ensaio clínico randomizado

Multilingual neuromyths

Research Scholarship - Sun, 03/26/2017 - 08:27
P { margin-bottom: 0.08in; } Neuromyths are misconceptions about how the brain works. They are the topic of the Nature Neuroscience editorial The mythical brain, which highlights that they are as false as they are appealing, and that their appeal is what explains their resilience.Appealing seems to be the key word here, in its sense of ‘engaging’ with little or no rational engagement. Deena Skolnick Weisberg and colleagues showed this in The seductive allure of neuroscience explanations: when asked to choose between alternative nonsensical explanations of the same brain function, their informants systematically preferred the ones containing “logically irrelevant neuroscience information”. The mere mention of intimidating concepts like brain or neurology appears to lend credibility to any statement where they appear, in other words. Statements about the so-called ‘bilingual/multilingual brain’ are no exception, in the wake of the current exponential growth of academic and media news about brains and neuro-prefixed things. This growth reflects a shift in our ways of thinking about our brain along the past couple of decades. Late last century’s trends modelled the brain on the most sophisticated information gathering and processing device of the time, the computer. Since models naturally constrain our ways of thinking about what we’re modelling, our views of the brain came complete with computer-bound characteristics: brain space got allocated once and for all, and brains developed one way, towards decay. Related neuromyths had it that more than one language takes up brain space, or that aged brains lose language learning abilities. Early 21st century findings then spelled the death of brain death myths: ageing, which is what the brain and the rest of our bodies do from the moment we’re born, doesn’t entail brain decay. Brains were all but static, degenerative, limited-capacity CPUs: neural structures and functions evolve and regenerate themselves after all, in response to our experiences and needs, and both young and old brains retain the agility to do so. Brain plasticity duly became the new mantra and, not least, we could capture brains in action through imaging, our latest model. Related neuromyths have it that we now know what’s going on because we can see it, as Leonid Rozenblit and Frank Keil argue in The misunderstood limits of folk science: an illusion of explanatory depth. They show first, that we are experts at fooling ourselves that we “understand complex phenomena with far greater precision, coherence, and depth” than we actually do, and second, that “The illusion for explanatory knowledge is most robust where the environment supports real-time explanations with visible mechanisms.”Image © Thomas Schultz (Wikimedia Commons)Likewise, in What can functional neuroimaging tell the experimental psychologist?, Richard Henson warns us of the “real danger that pictures of blobs on brains seduce one into thinking that we can now directly observe psychological processes”. Blob-based evidence nevertheless continues to flourish, all the way from forensics, as Richard K. Sherwin observes in Visual jurisprudence, to education, as Sanne Dekker and colleagues show in Neuromyths in education: Prevalence and predictors of misconceptions among teachers or Paul A. Howard-Jones shows in Neuroscience and education: myths and messages. The seductive appeal of visual animations is irresistible, in sum, and it naturally sells very well, which is the topic of Diane M. Beck’s study The appeal of the brain in the popular press. But there are two problems. One is that the seduction is selective. Is it true, for example, that there is a bilingual/multilingual ‘advantage’, which may include inhibition of brain deterioration? Ellen Bialystok and colleagues say yes in Bilingualism, aging, and cognitive control: Evidence from the Simon Task, Shanna Kousaie and Natalie A. Phillips say no in Ageing and bilingualism: Absence of a “bilingual advantage” in Stroop interference in a nonimmigrant sample, and J. Bruce Morton and Sarah N. Harper, in What did Simon say? Revisiting the bilingual advantage, reserve judgement about whether multilingualism relates to brain performance at all until we understand what is really causing what. Meanwhile, Angela de Bruin and colleagues, in Cognitive Advantage in Bilingualism. An Example of Publication Bias?, conducted a meta-analysis of studies published between 1999 and 2012 on the so-called ‘bilingual advantage’, to conclude that the advantage may well lie in cherry-picking of findings....

Beck, D. (2010) The Appeal of the Brain in the Popular Press. Perspectives on Psychological Science, 5(6), 762-766. DOI: 10.1177/1745691610388779  The Appeal of the Brain in the Popular Press

de Bruin, A., Treccani, B., & Della Sala, S. (2015) Cognitive Advantage in Bilingualism. An Example of Publication Bias?. Psychological Science, 26(1), 99-107. DOI: 10.1177/0956797614557866  Cognitive Advantage in Bilingualism. An Example of Publication Bias?

Native multilinguals

Research Scholarship - Sat, 03/25/2017 - 13:06
P { margin-bottom: 0.08in; } Some of my language teaching students sometimes express out loud their heartfelt desire to become native speakers. I was quite baffled the first time I heard this: we’re all native speakers, surely, and we can’t become natives, if we take the word “native” to mean what I supposed it is meant to mean, ‘from birth’. But does it? It turned out that my students’ previous teacher training had included the mantra that “native” means ‘flawless’ in this collocation, and flawless, whatever we take this word to mean, is certainly something that all of us can at least aspire to become. This latter meaning of the word “native” has in fact been made quite explicit in the literature about “second” (or “foreign”) languages – with my profuse apologies for the scare quotes that will crop up all over this post: I’ve no idea what the scared words might mean, in this literature. This meaning explains, for example, why some of us think it a worthwhile endeavour to compare school language learners to “native speakers”, for purposes of language quality assessment. But there is a snag: if learning languages from birth entails flawless use of those languages, how come multilinguals across the board, including simultaneous multilinguals who learn more than one language from Day One, go on being compared to “native speakers”? The thing is that “native speaker” has yet a third meaning, ‘monolingual’, this time a covert one, which nevertheless heeds the overt, systematic practice of comparing any multilinguals to monolinguals. This meaning explains, for example, the virtual absence of acknowledgement that multilinguals can be “native” users of their languages. If we accept that multilingual proficiency should be assessed through comparison with “native” proficiency, then we’re saying that multilinguals and natives are two distinct kinds of language users, since we can’t compare a thing to itself.But there is another snag. If multilinguals aren’t native users of their languages, then they must be “non-native”, by the logic of the assumedly useful labels which populate research on language uses. However, they aren’t, because multilinguals get compared to non-natives, too. In addition, simultaneous multilinguals can’t be “non-native”, if their languages are there for them from Day One, which is one of the meanings of “native”. Multilinguals, in sum, appear to inhabit a Linguistic No Man’s Land.“Day One”, unfortunately, may not be what clinches the issue either. If the language(s) in which we’re brought up from birth happen to be imported languages, then those languages aren’t “ours”. And if we learn a new language in early childhood, though not exactly from Day One, how many days should we count to count as a native user of it? Can I, for example, claim French as native language, having lived with it from just before age 3? Or was I then already way past my native learning prime, as I must have been when I learned my other languages several years later? If you’re interested in the mysteries of “critical periods” which snipe at “native” language learning abilities, Carmen Muñoz and David Singleton’s state of the art discussion, A critical review of age-related research on L2 ultimate attainment, is a must-read. Scare-quoted terminological acrobatics about multilingualism would be hilarious, of course, if it didn’t appear in “serious” research, thereby proving that we’ve no idea what we’re talking about. Have a look in my article First language acquisition and teaching, to see what I mean. The muddle got compounded when researchers developed a preference for labelling the languages of a multilingual by means of numbers, possibly on the belief that identifying things by numbers makes them look scientifically unquestionable. There’s always some “L1” lurking in there somewhere, which means that there must be rankings of L2, ... Ln, where the numbers apparently serve the purpose of showing that languages either politely follow one another or should do so. But what do these numbers mean when, say, simultaneous multilinguals learn one or more new languages in school? Not much, it seems, because we prefer to stick to labels rather than acknowledge their undefinable uselessness. Since “L1” represents an inherently singular concept (in more than one sense of “singular”), the logic of cardinal and ordinal numbering requires that L1 = “first language”, whereby everyone must have a single “first” language, endowed with rights of primogeniture associated with other firstborns. If there’s no single chronological first language, no problem: we just assign one to children, for reasons of administrative expediency, and call it their “mother tongue”. Finally, by the logic that first = “best”, we end up talking about “dominant” and “balanced” languages, and about all the other hopeless labels which do no more than betray our hopeless beliefs that multilinguals are, in fact, funny monolinguals. This state of affairs may well explain why multilingualism goes on being blamed for anything that deviates from monolingualism, to which I’ll return some other day. Meanwhile, the next post, a guest post, goes back to where this post started, to report vivid encounters with “nativeness” from a language teacher who’s also had plenty of reasons to wonder about the meaning of this word....

Cruz-Ferreira, M. (2011) First language acquisition and teaching. AILA Review, 78-87. DOI: 10.1075/aila.24.06cru  First language acquisition and teaching

Sign-speech multilinguals

Research Scholarship - Sat, 03/25/2017 - 12:40
P { margin-bottom: 0.08in; } Opinions and decisions about multilingualism involving sign languages suffer from the same resilient fantasies which have plagued multilingualism in general over the past 100 years or so. With sign languages, however, there’s the aggravating factor that fantasies about them join the chorus. Only the other week, for example, I had a couple of (speech-speech) multilingual friends wonder why all the fuss about sign languages among linguists like me, since these languages are but a set of universal gestural primitives, like rubbing your tummy to indicate you’re hungry, as they put it. Aren’t they?, they nevertheless asked at the end of their reasoning. No, I replied. This would be roughly equivalent to saying that spoken languages are but a set of universal groany primitives to indicate your mood, as I put it. I took this chance to dispel their other illusion, that sign languages are straightforward fingerspelling systems, which draws on the interesting assumption that all signers must be literate. Many sign languages do include fingerspelling components, but the fact that, say, BSL (British Sign Language) and ASL (American Sign Language) use two-handed and one-handed spelling, respectively, for the same printed language, should help reassess the presumed straightforwardness of fingerspelling. In addition, BSL and ASL are as mutually unintelligible as other sign languages around the world. My friends are well educated, cosmopolitan professionals. Their take reflects the overarching myth that sign languages really aren’t languages at all, which goes on shaping policies devised by other professionals, those who have been empowered to deal with language education and who therefore aren’t in the habit of asking questions at the end of their reasonings. In a book chapter discussing The British Sign Language community up to the early 1990s, Paddy Ladd gives a distressing review of the ignorance and associated prejudice which, among other rulings, sanctioned physical violence to ‘cure’ deaf children of their signing ‘compulsion’. Just like, as I reported elsewhere, multilingualism came to be beaten out of hearing schoolchildren, the hands of deaf schoolchildren were tied behind their backs in order to force them to use spoken language. Just like, as I also reported elsewhere, multilingualism came to be medicalised, the language of deaf people was “pathologised” (Ladd’s word). Small wonder, then, that sign-speech multilinguals came to be viewed as doubly ‘handicapped’. When sign languages finally became legitimised, as it were, as objects of linguistic enquiry, sign multilingualism turned out, unsurprisingly, to match speech multilingualism. It comes complete with mixes, as David Quinto-Pozos reports for LSM (Lengua de Señas Mexicana) and ASL in Sign language contact and interference, for example, and with a lingua franca, International Sign, which Anja Hiddinga and Onno Crasborn discuss in Signed languages and globalization. But sign multilingualism remained the business of signers, so hearing communities needn’t bother with the eccentricities of deaf communities. Dealing with sign-speech multilingualism, however, appears to invite regression to hand-tied Fantasy Land: sign languages may be languages after all, but they are less so than spoken ones and should therefore not take priority in (so-called) multilingual education. It may help to understand that we’re talking about difference here, not winner-takes-it-all competition of gradable merits. It is as useful to compare the contexts of use of distinct linguistic modes as it’s useful to compare multilinguals and monolinguals. Insisting on doing so fails to recognise one of the many paradoxes reflecting our perennial difficulty in defining what languages are: do we want to say that speech beats sign, hands down, because we’re persuaded that auditory resources rank higher than visual ones in linguistic sophistication? Or should we rank those resources the other way around, because we believe that spoken languages are subsidiary to spelt ones? Language is as independent of the modes we’ve found to represent it – whether natural, sense-bound ones like sight, hearing, touch, or artificial ones like print – as music is independent of the instruments (our voice included) through which we produce it. What’s more, our senses seldom serve us to the exclusion of other senses. Manual gestures, for example, are intrinsic to spoken interaction, where attention to both visual and sound clues necessarily assists (de)coding. There’s even evidence that adequate gesturing enhances learning, as Martha W. Alibali and colleagues showed for a speech-based maths class in Students learn more when their teacher has learned to gesture effectively. In this sense, speakers and signers alike are multimodal users of language, and so are all of us, speakers or signers, who are literate. There may be some overlap between gestural uses in spoken and signed interaction, as Trevor Johnston argued for pointing gestures in Towards a comparative semiotics of pointing actions in signed and spoken languages, but the fundamental issue is that signs and speech belong to two different linguistic modes, each with their rules, standards and practices. Precisely for this reason, sign-speech multilinguals can avail themselves of means of linguistic expression which monomodal interaction lacks, in that “distinct modalities allow for simultaneous production of two languages”, as Karen Emmorey and colleagues discuss in Bimodal bilingualism. This means that sign-speech multilinguals, like any language users, must draw on the whole of their linguistic resources in order to be able to develop as human beings. The Position Statement on Early Cognitive and Language Development and Education of Deaf and Hard of Hearing Children, adopted by the NAD (National Association of the Deaf, USA) in June this year, makes for as engrossing reading as Paddy Ladd’s chapter – with many thanks to Beppie van den Bogaerde, who brought this publication to my attention on Twitter, @HU_DeafStudies. The document examines the relationship between sign, speech and print modes, debunking the usual myths about minority languages causing delayed development of mainstream languages (why never the other way around, one wonders?), about the primacy of spoken languages over signed ones, about reading abilities presupposing “...

Alibali, M., Young, A., Crooks, N., Yeo, A., Wolfgram, M., Ledesma, I., Nathan, M., Breckinridge Church, R., & Knuth, E. (2013) Students learn more when their teacher has learned to gesture effectively. Gesture, 13(2), 210-233. DOI: 10.1075/gest.13.2.05ali  Students learn more when their teacher has learned to gesture effectively

QUINTO-POZOS, D. (2008) Sign language contact and interference: ASL and LSM. Language in Society, 37(02). DOI: 10.1017/S0047404508080251  Sign language contact and interference: ASL and LSM

Growth Mindset Is Not Enough

News from EDUTOPIA - Fri, 03/24/2017 - 13:32
To help students face life’s challenges, teachers should seek to help them develop a broad set of skills.

Lines that do not meet? Different perspectives of psychology upon organizations and work

Research Scholarship - Fri, 03/24/2017 - 13:00
Is it possible to attach a single label to the different approaches and professional practices of Psychology regarding work? Are there irreconcilable differences between psychology approaches, for example, an approach with a concentrated focus on management and another focused on the health of workers? … Read More →...

BERNARDO, M., OLIVEIRA, F., SOUZA, H., & SOUSA, C. (2017) Linhas paralelas: as distintas aproximações da Psicologia em relação ao trabalho. Estudos de Psicologia (Campinas), 34(1), 15-24. DOI: 10.1590/1982-02752017000100003  Linhas paralelas: as distintas aproximações da Psicologia em relação ao trabalho

Community Walks Create Bonds of Understanding

News from EDUTOPIA - Thu, 03/23/2017 - 19:09
When students lead teachers through their communities, the cultural exchange can have a transformational effect on school culture.

A Farewell to the Coalition of Essential Schools

News from EDUTOPIA - Thu, 03/23/2017 - 16:06
Celebrating the impact and influence of CES—with the people who knew it best.

A Little Help With Your Homework

News from EDUTOPIA - Wed, 03/22/2017 - 18:36
How to guide your students to self-differentiate their homework—without creating more work for yourself.

A Focus on Self-Improvement

News from EDUTOPIA - Wed, 03/22/2017 - 15:34
Five principles of deliberate practice can help teachers consistently improve their teaching.

Anatomy of School Bullying

News from EDUTOPIA - Tue, 03/21/2017 - 21:28
Understanding the hot spots within schools is essential to putting a stop to student bullying.

The Power of Collective Wisdom

News from EDUTOPIA - Tue, 03/21/2017 - 15:25
Networking increases our chance of success in implementing social-emotional and character development programs.

Study proposes fruition as a new attribute of information representation for works of contemporary art

Research Scholarship - Tue, 03/21/2017 - 13:00
It discusses information and art starting from the books of artists, from the collection of the Núcleo de Arte Contemporânea da Paraíba (NAC/UFPB), analyzing the performance of CI through the representation of information, in a collaborative working relationship between professionals. The representation of information could help in the treatment and organization of information, softening the complexity of these objects in the face of their possibilities of abstraction and fruition. … Read More →...

CATOIRA, T., & AZEVEDO NETTO, C. (2016) The importance of a differentiated representation of information for Contemporary Art: Use of fruition as a classification attribute. Transinformação, 28(3), 263-274. DOI: 10.1590/2318-08892016000300002  The importance of a differentiated representation of information for Contemporary Art: Use of fruition as a classification attribute

The Weirdest Animals on Earth: 12 Amazing Facts About Platypuses

Research Scholarship - Tue, 03/21/2017 - 10:04
What IS that? A photo by Stefan Kraft at Wikimedia Commons.1. Platypuses are so strange, that when British scientists first encountered one, they thought it was a joke: A Governor of New South Wales, Australia, sent a platypus pelt and sketch to British scientists in 1798. Even in their first published scientific description of the species, biologists thought that this duck-beaked, beaver-bodied, web-footed specimen may be some Frankenstein-like creation stitched together as a hoax. But this is only the beginning of their oddities…2. Platypuses are egg-laying mammals. Mammals are animals that have a backbone, are warm-blooded, and females produce milk for their young. Most females that nurse their young also carry their developing babies in their bodies and give birth to live young… But platypuses don’t play by those rules. Platypuses are monotremes, egg-laying mammals that include the platypus and four species of echidna. Most female mammals have two functional ovaries, but female platypuses, like most female birds, only have a functional left ovary. Once a year, a female platypus may produce a clutch of two or three small, leathery eggs (similar to reptile eggs), that develop in her uterus for 28 days. Because female platypuses don’t even have a vagina, when the eggs are ready, she lays them through her cloaca, an opening that serves for reproduction, peeing and pooping. (In fact, monotreme comes from the Greek for “one hole”). She then curls around them and incubates them for another 10 days until they hatch. 3. Platypuses sweat milk! Not only do female platypuses not have vaginas, they don’t have nipples either! Instead, lactating mothers ooze milk from pores in their skin, which pools in grooves on their bellies so the babies can lap it up. …And they’re not even embarrassed about it! 4. Adult platypuses are toothless. Baby platypuses (that is the actual technical term for them, by the way… not “puggles”, which would be way more fun) are born with teeth but they lose them around the time that they leave the breeding burrow. In their place are rigid-edged keratinized pads that they use as grinding plates. When they catch their prey (worms, bugs, shrimp, and even crayfish), they store it in their cheek pouches and carry it to the surface, where they use gravel to crush it in their toothless maw.5. The platypus “duck bill” is a sensory organ used to detect electric fields. Muscles and neurons use electrical impulses to function, and these impulses can be detected by electroreceptors. Although common in shark and ray species, electroreception is rare in mammals, only having been discovered in monotremes and the Guiana dolphin. Platypuses have rows of around 40,000 electroreceptors on their highly sensitive bill, which they wave back and forth in the water, much like a hammerhead shark, to determine the location of their prey. It’s a good thing this sense is so sensitive, since they close their eyes, nose and ears every time they dive. 6. Platypuses don’t use their tails like beavers do. Whereas beavers use their large, flat, leathery tails for swimming and slapping the water to send signals, platypuses don’t use their tails for any of that. Platypuses have large, flat tails for storing fat in case of a food shortage. Unlike beaver tails, platypus tails are covered in fur, which the mothers use to snuggle with their incubating eggs.A platypus ankle spur. Photo by E.Lonnon at Wikimedia Commons.7. Male platypuses have venomous ankle spurs. Their venom is strong enough to kill small animals and to create excruciating pain in humans. Since only males have it and they produce more venom during the breeding season, we think its main function may be to compete for mates and breeding territories.8. Platypuses are knuckle-walkers with a reptilian gait. Although they are well-built for swimming with their webbed feet and legs on the sides of their bodies, these traits make it quite awkward to get around on dry land. To walk, they pull in their webbing and walk on their knuckles, exposing their claws. Like reptiles and salamanders, platypuses flex their spines from side-to-side, supported by their sprawling legs. 9. Platypuses have unusually low body temperatures. As unusual as they are, platypuses are still mammals, which are defined, in part, by their ability to generate most of their own body heat with their metabolism. Platypuses do this as well, but whereas most mammals maintain body temperatures between 37-40 degrees C (99-104 degrees F), platypuses are happy with a body temperature of 32 degrees C (90 degrees F). This lower metabolism reduces the amount of calories they need to eat.10. They have no stomach. Stomachs are specialized protein-digesting chambers of digestive tracts that contain protein-digesting enzymes and acids to activate them. Not all animals have them, but most carnivores do. The most common exceptions to this rule are fish… and platypuses. Why? We don’t know for sure, but many of these animals consume diets high in calcium carbonate, which is a natural antacid. If their own diet would constantly neutralize their stomach acid, then the stomach really isn’t going to do them any good anyway.11. They have 10 sex chromosomes! Most mammals have two sex chromosomes, one from each parent. An individual that has two X chromosomes is usually female and an individual that has one X and one Y chromosome is usually male. Thus, female mammals pass along an X chromosome to each offspring and males can pass along an X or a Y. But platypuses are not content to be normal in any way…They have 10 sex chromosomes: 5 from mom and 5 from dad. All 5 chromosomes from mom are Xs, whereas a male sperm either contains 5 Xs or 5 Ys. Birds also have two sex chromosomes, but in birds, individuals with two of the same type are usually male and individuals with different chromosomes are usually female. Their system is called ZW, where the mammalian system is XY. The platypus X chromosome is more similar than the X chromosome of other mammals to the bird Z chromosome.12. The platypus genome is as much of a hodgepodge as its body. Only 80% of the platypus’ genes are like other mammals. Some of their genes have only previously been found in birds, reptiles, fish, or amphibians.To learn about more weird animals, go here.References:...

Scheich, H., Langner, G., Tidemann, C., Coles, R., & Guppy, A. (1986) Electroreception and electrolocation in platypus. Nature, 319(6052), 401-402. DOI: 10.1038/319401a0  Electroreception and electrolocation in platypus

Warren, W., Hillier, L., Marshall Graves, J., Birney, E., Ponting, C., Grützner, F., Belov, K., Miller, W., Clarke, L., Chinwalla, A.... (2008) Genome analysis of the platypus reveals unique signatures of evolution. Nature, 453(7192), 175-183. DOI: 10.1038/nature06936  Genome analysis of the platypus reveals unique signatures of evolution

Principal of a School on the Edge

News from EDUTOPIA - Mon, 03/20/2017 - 21:17
The principal of an alternative school opens up about the challenges and rewards of shepherding at-risk kids to graduation.

Disagree With a Student’s Opinion?

News from EDUTOPIA - Mon, 03/20/2017 - 15:16
Our job is to teach students the art of argument and to give feedback on how they express themselves—not what they express.

Research analyzes use of TRS in organizational studies

Research Scholarship - Mon, 03/20/2017 - 13:00
Bibliometric research analyzes the use of Social Representation Theory (SRT) in Organizational Studies (OS). We investigated 90 papers published in journals and scientific events from 2001 to 2014. The results indicate that the use of SRT in OS is incipient, superficial and presents theoretical and methodological inconsistencies. … Read More →...

Martins-Silva, P., Silva Junior, A., Peroni, G., Medeiros, C., & Vitória, N. (2016) Teoria das representações sociais nos estudos organizacionais no Brasil: análise bibliométrica de 2001 a 2014. Cadernos EBAPE.BR, 14(4), 891-919. DOI: 10.1590/1679-395155900  Teoria das representações sociais nos estudos organizacionais no Brasil: análise bibliométrica de 2001 a 2014


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