Authentic Means Research Articles

The Politics of Global English

English has been a global language for several centuries, spreading around the world in tandem with the British imperial adventure from the sixteenth century onward. Yet during the colonial period, English existed in a fraught relation to the local languages spoken around it. Often forbidden to read or even speak their native language in colonial schools, would-be writers in colonized countries were faced with a stark choice: to adopt the imperial language or to reject it outright—the choice underlying the famous debate in the 1970s between Nigeria’s Chinua Achebe and Kenya’s Ngugi wa Thiong’o. Ngugi rejected English as a viable language for an African writer and instead championed indigenous languages, regarding his own language of Gikuyu as the only authentic means to render his people’s experiences. In marked contrast, in his essay “The African Writer and the English Language,” Achebe declared that despite its many negative effects, colonialism did at least bring disparate peoples together, and “it gave them a language with which to talk to one another. If it failed to give them a song, it at least it gave them a tongue, for sighing.” Achebe asserted his sovereign right to adopt English as the best means to reach a broad public, and he insisted that African writers need not lose their identity while writing in the colonizer’s language, arguing instead that they should remake English on their own terms:

RETHINKING PHOTOGRAPHY AS EVENT

Within contemporary early childhood contexts, children’s photography is often seen as a democratic practice that incorporates children’s photographs as representations of children’s inner experiences of thinking, feeling, and learning. This article outlines tensions arising from the author’s photography inquiries, which took place within a Canadian preschool setting. Within the context of early childhood education (ECE) practice, anthropocentric, representational views of photography and child-centered practice are critiqued and contrasted with a relational materialist stance. The impacts of onto-epistemological positionings on ECE conceptions of knowledge and knowledge production, understandings of identities –of both children and Early Childhood Educators – and impacts on studio art practices are considered (Atkinson, 2011; Kind, 2013; Lenz Taguchi, 2011). Viewing early childhood photography as “event” and centering upon the materiality of photographs and camera, are presented as more ethical and authentic means of ECE art practice inquiry.

Electronic portfolios in nursing education: A review of the literature

As health professionals, nurses are responsible for staying abreast of current professional knowledge and managing their own career, professional growth and development, and ideally, practices to support these activities should start during their student years. Interest in electronic or eportfolios is gathering momentum as educationalists explore their potential as a strategy for fostering lifelong learning and enhancing on-going personal and professional development. In this paper, we present an overview of e-portfolios and their application to nurse education, highlighting potential benefits and considerations of useage. We argue that the e-portfolio can represent an authentic means of assessing cognitive, reflective and affective skills. Furthermore, the e-portfolio provides a means through which nurses can record and provide evidence of skills, achievements, experience, professional development and on-going learning, not only for themselves, but for the information and scrutiny of registration boards, employers, managers and peers.

Certificate Program for Non-specialists Teachers in Mathematics: Implications to Reforms in Teachers’ Professional Development

This research project examined the competencies and capabilities of teachers who are non-majors in Mathematics after attending the Certificate Program of two terms which ran for 6 weeks for each term. The course content covered among others the least learned content topics and processes based on the results of the 2005 National Achievement Test. The delivery of the course was an integration of content, teaching strategies, and assessment. The use, care, and improvisation of equipment and learning support materials were included. Specifically this project explored the capabilities of teacher participants in terms of increased content knowledge, enhanced competence in teaching and assessment of learning, and continued professional enhancement. The participants-respondents of the study were the trained mathematics teachers, their immediate supervisors, and their students. Findings of the study showed that teachers gained significantly in terms of content knowledge and strategies of teaching from the training and this translates into their high confidence in teaching. Further, the participants showed improved classroom management skills, teaching, and assessment skills. Results also revealed that the trained mathematics teachers have enhanced their ability in conducting classes using varied and appropriate methods and strategies. They were also able to assess student learning using a variety of ways and were able to evaluate students' performance through authentic means. Implications of this study are discussed with respect to areas or competencies that need to be developed further among mathematics teachers in the local and national contexts of educational reforms and professional development.

An Advanced Security and Data Integrity Protocol for Vehicular Ad-Hoc Networks

MANETS is a kind of ad-hoc network which is continuously changing and not predictable. The nodes in this kind of network are mobile and reorganize themselves randomly. Mobility of these nodes keeps changing from time to time. These nodes are connected using wireless connections to form an ad-hoc network called VANETS. In VANETS (vehicular ad-hoc network) the mobile nodes are vehicles which are equipped with their own resources to carry out the communication (like power, software etc). This paper deals with analyzing the vulnerabilities of VANETS and achieving data integrity and security by providing some authentic means of communication and standards. It describes a protocol which provides prevention against malicious node and how the network reacts in the presence of the malicious node. Using the concept of reliability tables, the paper describes a methodology to dynamically re-create a new route whenever a malicious node is interfaced thus achieving data integrity and security.

Multilingual Cosmopolitanism and Monolingual Commodification: Language Ideologies in Transnational Salsa Communities

AbstractSalsa, a global urban music and dance phenomenon, is an interesting example for the emergence of transnational cultural spheres. Salsa has its roots in the Americas and in many Salsa communities outside of Latin America, the Spanish language is seen as the authentic means of expression. However, attitudes to multilingualism can differ strongly from Salsa community to Salsa community.In this paper, the Salsa-scene of Sydney is introduced with its various stances towards multilingualism. These are connected to different styles of the dance, where one style is practiced in English only, while dancers of another style are often bilingual speakers of Spanish and English. Monolingualism and multilingualism here mediate the affiliation to different local scenes. Simultaneously, both language ideologies relate to different global discourses of competitive and cosmopolitan culture. It will be asked whether the introduced language ideologies challenge traditional frameworks of society and reified discursive concepts of language. (Multilingualism – Transnationalism – Cosmopolitanism)*

Instructional Practices in Teaching Literature: Observations of ESL Classrooms in Malaysia

Literature is an expression of life through the medium of language and in the ESL classroom it is often seen as an authentic means of learning the target language. A literature-enriched curriculum not only helps learners improve their reading and writing skills but more importantly helps them internalise grammar and vocabulary. The many benefits of literature saw the implementation of the Contemporary Children’s Literature (CCL) programme in all upper primary ESL classrooms in Malaysia two years ago. Using classrooms observations and interviews as research instruments, this paper critically examines the instructional practices of five Teaching English as a Second Language (TESL) teachers teaching Year 4 students in the state of Selangor and evaluates the various challenges faced by them in their ESL classrooms. Preliminary findings on the Contemporary Children’s Literature programme revealed that teachers spent a lot of time on individual comprehension work with little emphasis given to comprehension instruction and higher order thinking skills. The integration of literary elements in the literature classrooms was also minimal and teachers lacked creativity as far as organising learning tasks were concerned. Nevertheless, the CCL programme offers great potential for English language enhancement skills among students. Policy makers and education leaders also need to take cognizance of related concerns, challenges and issues prevalent in Malaysian ESL classrooms.

Khatami's Islamist-Iranian Discourse of National Identity: A Discourse of Resistance

Using a discourse approach, the article demonstrates that Khatami's construction of Iranian national identity is a discourse of resistance on the international and regional levels. This resistance is evident in the meanings attached to three sets of values: Iranian-Islamic culture, ‘dialogue among civilisations’ and Islamic mardumsālārī, which are referred to as the three pillars of the Islamist-Iranian discourse of national identity. In terms of Iranian-Islamic culture, it is evident that Islam is Iranianised and furthermore the framework for the political apparatus is not simply politicised Islam, but rather Iranian political Islam. In terms of ‘dialogue among civilisations’, the resistance is not only to perceived Western hegemony in the international system, but also resistance to the dominance of the West and Western perspectives in the discipline of International Relations. Finally, Khatami establishes Islamic mardumsālārī as the most appropriate and authentic means of maintaining Iran as an independent nation.

Encouraging New Manuscripts in Critical Areas of Biology Education

Here is a brief discussion of the kinds of new manuscripts I would like to encourage. The American Biology Teacher needs articles in the critical areas of biology education listed below, all of which tend to be underrepresented in K——16 biology classroom curricula and instruction. •• Inquiry Biology Learning Activities in General This means authentic inquiry, not just attempts at inquiry or overly directed inquiry. Authentic inquiry means that students are engaged actively and meaningfully in all aspects of the inquiry process. These include (a) making interesting observations that will lead to puzzling questions; (b) formulating questions that have high potential to be addressed through classroom (or extended classroom) research; (c) crafting researchable hypotheses that predict the relationship between independent and dependent variables; (d) identifying assumptions and limitations of a specific research study; (e) determining an experimental plan with procedures that address the hypotheses; (f) listing materials, equipment, and resources needed, including space and time; (g) crafting a plan for data collection and the type of data intended; (h) stating a proposed …

Imaging and Imagining the City of Pines: A Tour of Baguio’s Poetic Landscape

This paper presents a cursory of Bagiuo and situates this landscape as an authentic means to experience the city. said poetic landscape constructed by this paper draws from Filipino poets who have visited or briefly resided in the Summer Capital, and presents many facets of the city as imagined not only by the poets, but also by the people of both Bagiuo in particular and the Philippines in general. It showcases Bagiuo as A City with Many Names, A City of Parks and A City in the Sky. paper showcases both positive and negative landscapes of the city: Lover's Lair and Season in Bloom explore the festive ambiance of the city, while Earthquake Zone and Burnt Out Hearts present the wounds in Bagiuo's imaginary geography. Bagiuo as a Writer's Haven for Filipino poets is also presented. But most of all, Bagiuo is presented as a city in flux-a City defined by journeys: The Journey Upward and The Return to the Lowlands. Keywords : Baguio, Philippine poetry in English, tourism studies, Post-modernism, Rofel G. Brion, Angelo V. Suarez, Nerisa del Carmen Guevara, Ophelia A. Dimalanta, Merlie M. Alunan, Lourd Ernest deVeyra, Alfred A. Yuson, Jose Wendell P. Capili, Ronald Baytan, J. Neil C. Garcia, Isabelita Orlina Reyes

To Grow What You Know, Expand How You Show: Graduate Students Explore Multigenre

In an effort to impart and demonstrate the importance to my pre-service teachers of creating a curriculum that encourages inquiry, infuses technology, utilizes authentic means of assessment, and pushes for a critical stance, I asked them to construct a multigenre research project. Through this process, students learned specific and transferable skills for creating a classroom environment that leaps past rote memorization of isolated skills and into deep-level, cultural understandings that promote the development of informed and contributive citizens.

Composing a peaceful classroom through poetry writing

Poetry writing as an authentic means of composing a peaceful classroom is the focus of this article. Formula poems are described, illustrated, and discussed. Promoting peace through poetry writing in the classroom is one of the ways teachers can have a positive lifelong impact on students.

Implementation of Case‐Based Modules in Rural Northeast Louisiana High Schools

Case-based learning is a highly effective teaching method used to cover several concepts while showing their interrelationships. Using effective guided questions, facilitators enable students to direct their own learning. Good cases provide a common context for the use of knowledge while establishing a link with student interests. Project-based assessments then allow students a more authentic means of demonstrating their understanding. Through partnership with the NSF GK-12 program at Louisiana Tech, case-based lessons were implemented in two science classes. Here, we highlight cases used in lieu of Chemistry and Biology units at local schools. In Recipe for Disaster, students used assays to determine the identity of an unknown substance found in the cafeteria. The plan allowed students to direct the learning experience by using the initial case files to determine the information needed to make the next logical connection. In The Mystery of Sara Bellum, students used a fictional patient's medical history and test results to determine the cause of her illness and initiate a treatment modality. Through interviews with community experts and a fictional patient, students’ self-developed the steps needed for the investigation. Evaluations were completed through informal presentations, lab sheets, and a final summary of their investigation; students presented their findings and justified their conclusions.

Promoting a peaceful classroom through poetry

Today’s classrooms hold many students who often possess dysfunctional approaches to conflict as entertainment. Abrasive talk shows, confrontational radio, even political debates, and the frenzy surrounding them may be considered evidence of this dysfunctional approach. Because we live in a post‐9/11 reality and a time of war, the opportunity to give peace a chance in our classrooms is imperative. Through the use of formula poetry, elementary and middle school students can find organic and authentic means of reflecting and seeking conflict resolution. This manuscript outlines the thoughtful application of reading and writing poetry, in particular formula poems, for the purpose of creating and maintaining peaceful classrooms for our students.

Context counts

This paper proceeds from the basis that leadership can only be understood in context and by viewing it from the inside. In particular, it argues that the contextual complexity of small school leadership warrants attention from researchers, policy makers and system administrators and describes the nature of this complexity as depicted in the literature. It then reports a study being conducted in two states of Australia which examines the ways novice principals of small schools located in rural and remote areas make sense of, and deal with, the contextual complexity of their work. Finally, the paper discusses the implications of the study for promoting understanding of small school leadership and for developing authentic means of professional learning.

Criteria for authentic assessment of mathematics: Understanding success, failure and inequality

The notion of the desirability of authentic assessment has become widespread across many areas of the curriculum and at various levels of education, including higher education (Torrance, 1995). Within mathematics education, there has been considerable international interest in discussing the characteristics of more authentic means of assessment and attempting to design and implement them (see, for example, Niss, 1993a, 1993b; Romberg, 1995). The term authentic, when used in the context of curriculum and assessment, has rich and multiple connotations that are not always distinguished from one another or clearly analysed. Cumming & Maxwell (1999) provide a useful categorisation, identifying and distinguishing four major interpretations of authenticity, each based on different underlying theories of learning: performance and performance assessment; situated learning and situated assessment; complexity of expertise and problem-based assessment; competence and competence-based assessment. Within the mathematics education literature, however, the underlying theory of learning is usually left implicit and the term authentic is used as if it were unambiguous. In this paper I intend to explore the meaning of authenticity in relation to recent changes in mathematics curriculum and assessment. In particular, I shall consider the forms that assessment criteria may take and the implications for both individuals and groups of students. The examples I employ relate specifically to the use of ‘open-ended tasks’, introduced in many curriculum reform movements internationally (Pehkonen, 1997). The principles for interrogating the nature of assessment criteria and their implications are, I believe, more generally applicable. At the level of the assessment task itself, authenticity tends to refer to the nature of the mathematical activity involved — but this may be judged according to some idealised version of the nature of mathematics (for example, ‘Mathematics is a creative activity, so authentic tasks should allow space for students to be creative rather than to repeat memorised procedures’), relative to a view of what students will find meaningful, often involving some ‘realistic’ aspect or, according to Cumming & Maxwell (1999), reflecting adult activity. Authenticity is also often considered at the level of the entire assessment system. In this case, it is usually taken to mean that assessment procedures match the aims, content and breadth of the curriculum; the assessment system is thus an authentic representation of the curriculum it is assessing. This aspect of authenticity is often asso

Supporting people with learning difficulties in self-advocacy groups and models of disability.

This paper addresses the support offered by 'advisors' to people with learning difficulties in self-advocacy groups. Previous literature has failed to account for the multifaceted nature of self-advocacy support. This failure has resulted in simplistic and unfair attacks on professional (staff) supporters; a lack of conceptualizations of 'support' which are grounded in the empowering discourse of the social model of disability; and ignored the self-determination of self-advocates with learning difficulties themselves. I will present vignettes of support ('interventions') offered by advisors that I observed, which were empowering and disempowering, drawing on an ethnographic study of four self-advocacy groups. These interventions can be best understood as either reflecting a social model or an individual model of disability. Three pairs of intervention are presented reflecting the social-individual dichotomy. With reference to disability theory it is argued that those acts which reflect a social model offer a more authentic means of promoting the self-advocacy skills of people with learning difficulties. Finally, the intra-support networks of self-advocates are exemplified, suggesting that any support offered by professionals or advisors needs to be sensitive to the interventions of people with learning difficulties themselves. This paper concludes by offering practical pointers to policy-makers, service providers and others working with people with learning difficulties.

Images of sex and sexuality in books for children, parents and young people

Abstract This paper examines 10 popular sex education books currently available in Britain. A research method known as content analysis reveals the hidden and implicit images and messages about both sexuality and the processes of sex. The results show that only a normative view of sexuality is offered to young people, with heterosexual, penetrative intercourse between couples in the context of a loving and ongoing relationship affirmed as the valued and authentic means of sexual expression.

What Would John Dewey Say about Science Teaching Today?

Research Article| January 01 1983 What Would John Dewey Say about Science Teaching Today? Frances S. Vandervoort Frances S. Vandervoort Search for other works by this author on: This Site PubMed Google Scholar The American Biology Teacher (1983) 45 (1): 38–41. https://doi.org/10.2307/4447618 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn MailTo Tools Icon Tools Get Permissions Cite Icon Cite Search Site Citation Frances S. Vandervoort; What Would John Dewey Say about Science Teaching Today?. The American Biology Teacher 1 January 1983; 45 (1): 38–41. doi: https://doi.org/10.2307/4447618 Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All ContentThe American Biology Teacher Search This content is only available via PDF. Copyright 1983 The National Association of Biology Teachers Article PDF first page preview Close Modal You do not currently have access to this content.

The ubiquitous tourist brochure explorations in its intended and unintended use

The format and content of tourist attraction brochures are examined. Emphasis is on their function in encouraging tourists to establish authentic “traveler-like” personal contact with the local people and area. The Old Order Amish community in Lancaster County, Pennsylvania, is the setting studied. Findings indicate that brochures advertising staged tourist attractions implicity encourage tourists to move away from contact with the indigenous population and culture. Attractions are presented as convenient, efficient, and authentic means of “sampling” the region. Questions are raised about the probable consequences for a local area and its people, should large numbers of tourists choose to seek our direct and “authentic” contact with the indigenous community. It may be the staged attractions, while often the object of intellectual critique, protect the community from the pressures of mass tourism.