“True development, justice and the fulfillment of the maximum economic and social potential of Zimbabwe can take place only when development experts give serious and adequate consideration to the key roles women play in their economies and societies. While social policy has improved women’s lives in some important ways, it has failed to improve w omen’s poorer economic situation compared to men”.

“True development, justice and the fulfillment of the maximum economic and social potential of Zimbabwe can take place only when development experts give serious and adequate consideration to the key roles women play in their economies and societies. While social policy has improved women’s lives in some important ways, it has failed to improve w omen’s poorer economic situation compared to men”.

“True development, justice and the fulfillment of the maximum economic and social potential of Zimbabwe can take place only when development experts give serious and adequate consideration to the key roles women play in their economies and societies. While social policy has improved women’s lives in some important ways, it has failed to improve w omen’s poorer economic situation compared to men”.

*******

This compendium highlights a ninety-year history of science education focused on how demonstrations have been used for the express teaching and learning of science at the high school, college and university levels. It is presented in three chapters: (a) Experimental Studies Comparing the Lecture Demonstration Method and the Individual Laboratory Method of Teaching Science (1918-1989); (b) Further Types of Demonstration-related Comparison Studies (1958-2008); and (c) More Recent Demonstration-related Non-Comparative Studies (1980- 2008). Organization of the research in this manner revealed that an interest in investigating this type of research by science educators had and continues to evolve. This work was constructed from an intense and nearly exhaustive review of the research.

While the authors believe that it can be misconstrued that the scholarly literature and empirical research are one in the same, we can show that it is necessary to make a distinction between the two sources of information. Upon review of the scholarly literature and empirical research on the demonstration topics, a salient outcome is that these two bodies of information are only loosely corroborated. From this point on we use the terms literature and research when referring to each of these bodies of information.

To begin, we describe studies comparing the effectiveness of the methods of lecture demonstration and the individual laboratory. The very early attempts (1918-1964) to determine the superiority of the lecture demonstration method over the individual laboratory method of teaching science, and vice versa, remained unresolved through the mid-1960s. Cunningham (1946) suggested several reasons for the inconclusive nature of the results reported by researchers of lecture demonstration and individual laboratory comparison studies. After carefully reviewing the studies up to 1946, he noted that there were numerous variables that should have remained fixed for the duration of the experiments. Some of the variables that confounded the results of those investigations included the uncontrolled variables related to: (a) the teacher; (b) the complexity of experiments and apparatus; (c) the time spent on each method; (d) the amount of science studied by students; and (e) the performer of the demonstrations.

Even after exacting a procedure to control for the teacher variable reported by Cunningham (1946), Yager et al. (1969) were able to show that students who participated in a discussion-demonstration group or discussion-laboratory group developed more skills than those students who received science instruction via a discussion-only method. The results of Yager and his predecessors suggested that neither the demonstration method nor the laboratory method for the teaching and learning of science was superior.

From 1958 to 2008, investigations comprised of multiple demonstration-related comparison studies were also unable to confirm the superiority of the demonstration method for the teaching and learning of science as compared to other methods in each study. For instance, Oliver (1975) compared three methods of teaching high school biology - lecture-discussion, a combination of lecture-discussion and demonstration, and demonstrations. Initially, although he determined that the lecture-discussion method of teaching biology was noticeably superior in terms of biology content acquisition during the onset of the semester, this result was ephemeral, and dissipated at the termination of the following semester. Comparing a self-paced instructional method and a teacher demonstration method of teaching college chemistry, Eniaiyeju (1983) concluded that students’ achievement scores were higher when they participated in the self-paced program; in addition, most of the students actually preferred the self-paced programs. Kraus (1997) abandoned her efforts to determine the effectiveness of the demonstration method when she noticed that students were unable to obtain a functional understanding of the demonstration-related physics concepts.

Recently, some research investigations have focused on an isolated group of students and the demonstration method of teaching and learning of science (Fagen, 2003; Kraus, 1997; Majerich, 2004; Majerich & Schmuckler, 2007; Ophardt, Applebee & Losey, 2005). For instance, Roth et al. (1997) focused their attention on one specific group of senior-year physics students in an effort to explore in-depth the effectiveness of demonstrations and their relationship to student learning. Overall, they offered six reasons why these students failed to learn from exposure to demonstrations. Clearly, the research of Roth et al. offered new insight into the difficulties associated with the learning of science via the demonstration method. The work of Majerich (2004), Majerich and Schmuckler (2006; 2007; 2008), and Majerich, Fadigan, & Schmuckler (2008) also shed new insight into how to better prepare students to learn from demonstrations as an instructor-centered, traditional method of teaching was replaced with a more student-centered, science lecture demonstration method.

As informed science teachers, we need to remain cognizant of issues and trends, new and old, discussed in the science education (scholarly) literature and existing (empirical) research. We have shown that the literature and research may not always be synchronized, so science teachers need to view the discrepancy from a new perspective. By not preparing students to participate in the inquiry process during demonstrations, the perceiving of the science phenomenon, the learning of science topics, and the developing of understandings of science may not be achieved.

This compendium is a reference that includes what has been practiced in the past. The authors offer the compendium as a resource guide for science educators who wish to use demonstrations while learning from the past.David M. MajerichJoseph Schmuckler

AbstractofA GUIDE FOR CULTURALLY RESPONSIVE TEACHING IN ADULT PRISON EDUCATIONAL PROGRAMSbyMichael GrayBrief Review of LiteratureIncreasingly, prison education programs are multicultural environments where teachers must relate their content to inmates of varying cultures, and backgrounds. In contrast, engagement in learning is the visible outcome of motivation, and redirecting energy in the pursuit of a goal (Feistritzer & Haar, 2008). Teachers that do not understand culturally responsive teaching or have a lack of training in culturally responsive teaching may cause the students feelings of embarrassment (Feistritzer & Haar). Some people enjoy sharing personal information with others who are relatively unknown to them when teaching adults (Galbraith, 2004).Statement of PurposeThe purpose of this project is to develop a handbook for the educational departments of correctional agencies in the process of in-service training for their teaching staff. The development of this project focuses on three main areas; incompatibilities in adult prison educational programs, culturally responsive teaching in adult prison educational programs, and learning theory in adult prison educational programs.MethodologyThe data for this study was collected and analyzed from adults currently in prison educational programs. Teachers rely on the correctional staff to guide them in styles of communication and methods for solving problems in their classroom (Cartledge, Gardner & Ford, 2009). Teachers must have a firm understanding of different cultures, gender gaps, and how different ethnic groups learn, will help the teacher become successful when they try new teaching strategies (Cartledge et al.). Conclusions and RecommendationsStudies have shown that there is considerable need for education in adult prisons, and political bureaucracy is disabling prison educational programs by suffocating programs with economical demise (Campbell, 2005). Teachers become reluctant to pay the extra cost to learn andragogy teaching practices; therefore teachers are unprepared to deal with adult students that practice and demonstrate criminal behavior. Improving teachers’ ability to teach is obviously crucial to school success, and that is the purpose of professional development (Dipaola & Hoy, 2006).

No Description Available.

This volume of Wagadu: A Journal of Transnational Women’s and Gender Studies launches its second printed edition. Wagadu—the Soninke name of the Ghana Empire—controlled the present-day Mali, Mauritania and Senegal and was famous for its prosperity and power from approximately 300-1076 CE. It constituted the bridge between North Africa, the Mediterranean and Middle Eastern worlds and Sub-Saharan Africa. Ghana gave birth to the two most powerful West African Empires: Mali and Songhay. The modern country of Ghana (former British Gold Coast) derives its name from the Ghana Empire. Why Wagadu? Wagadu has come to be the symbol of the sacrifice women continue to make for a better world. Wagadu has become the metaphor for the role of women in the family, community, country, and planet. Duna taka siro no yagare npale The world does not go without women. This volume investigates the intersecting perspectives, grounded in or emanating from theoretical, discursive as well as experiential frameworks and positions specific to gender, disability and postcoloniality.

This volume of Wagadu: A Journal of Transnational Women’s and Gender Studies launches its second printed edition. Wagadu—the Soninke name of the Ghana Empire—controlled the present-day Mali, Mauritania and Senegal and was famous for its prosperity and power from approximately 300-1076 CE. It constituted the bridge between North Africa, the Mediterranean and Middle Eastern worlds and Sub-Saharan Africa. Ghana gave birth to the two most powerful West African Empires: Mali and Songhay. The modern country of Ghana (former British Gold Coast) derives its name from the Ghana Empire. Why Wagadu? Wagadu has come to be the symbol of the sacrifice women continue to make for a better world. Wagadu has become the metaphor for the role of women in the family, community, country, and planet. Duna taka siro no yagare npale The world does not go without women. This volume investigates the intersecting perspectives, grounded in or emanating from theoretical, discursive as well as experiential frameworks and positions specific to gender, disability and postcoloniality.

Veiled Voices: Muhajabat in Secular Schools is based on ethnographic research that examines, questions, and dispels assumptions regarding American Muslim females that wear the Islamic headscarf (hijab) and attend secular schools. Prior to sharing the voice of the six females focused upon in this study, Dr. Jawairriya Abdallah-Shahid provides a thorough explanation of what Islam, Sunnah, and Shariah teach regarding hijab. What is unique about this work is the thorough explanation provided to readers regarding Islam’s teachings pertaining to hijab. This allows readers to gain insight and understanding not usually provided when this subject is discussed. The purpose of sharing Islam’s hijab perspective is to introduce the reader to the many variables and possibilities that encompasses why some Muslim females veil. An analysis of the social and psychological effects of difference forces readers to confront their own biases and misunderstandings regarding Muslim females that wear hijab and provides an opportunity for the reexamination of these views after reading and understanding the in depth information provided. The challenges, discrimination, joys, and tribulations faced by the muhajabat are shared by them and displays an array of experiences that are not homogeneous. The commonality of their experiences is rooted in their ability to continue in their efforts to complete their education. The final chapter makes an important suggestion regarding society’s outlook regarding Muslim females that wear hijab and offers relevant research findings pertaining to muhajabat.

Veiled Voices: Muhajabat in Secular Schools is based on ethnographic research that examines, questions, and dispels assumptions regarding American Muslim females that wear the Islamic headscarf (hijab) and attend secular schools. Prior to sharing the voice of the six females focused upon in this study, Dr. Jawairriya Abdallah-Shahid provides a thorough explanation of what Islam, Sunnah, and Shariah teach regarding hijab. What is unique about this work is the thorough explanation provided to readers regarding Islam’s teachings pertaining to hijab. This allows readers to gain insight and understanding not usually provided when this subject is discussed. The purpose of sharing Islam’s hijab perspective is to introduce the reader to the many variables and possibilities that encompasses why some Muslim females veil. An analysis of the social and psychological effects of difference forces readers to confront their own biases and misunderstandings regarding Muslim females that wear hijab and provides an opportunity for the reexamination of these views after reading and understanding the in depth information provided. The challenges, discrimination, joys, and tribulations faced by the muhajabat are shared by them and displays an array of experiences that are not homogeneous. The commonality of their experiences is rooted in their ability to continue in their efforts to complete their education. The final chapter makes an important suggestion regarding society’s outlook regarding Muslim females that wear hijab and offers relevant research findings pertaining to muhajabat.

Veiled Voices: Muhajabat in Secular Schools is based on ethnographic research that examines, questions, and dispels assumptions regarding American Muslim females that wear the Islamic headscarf (hijab) and attend secular schools. Prior to sharing the voice of the six females focused upon in this study, Dr. Jawairriya Abdallah-Shahid provides a thorough explanation of what Islam, Sunnah, and Shariah teach regarding hijab. What is unique about this work is the thorough explanation provided to readers regarding Islam’s teachings pertaining to hijab. This allows readers to gain insight and understanding not usually provided when this subject is discussed. The purpose of sharing Islam’s hijab perspective is to introduce the reader to the many variables and possibilities that encompasses why some Muslim females veil. An analysis of the social and psychological effects of difference forces readers to confront their own biases and misunderstandings regarding Muslim females that wear hijab and provides an opportunity for the reexamination of these views after reading and understanding the in depth information provided. The challenges, discrimination, joys, and tribulations faced by the muhajabat are shared by them and displays an array of experiences that are not homogeneous. The commonality of their experiences is rooted in their ability to continue in their efforts to complete their education. The final chapter makes an important suggestion regarding society’s outlook regarding Muslim females that wear hijab and offers relevant research findings pertaining to muhajabat.

In the remote regions of Australia’s Northern Territory Indigenous Australians experience extreme disadvantage—in health, income, employment, education and access to the conditions for a good life. This book is about their plight, and how governments can deliver strategies to prevent the continuation of their disadvantage. Governments and institutions like the World Health Organisation have expressed intentions to ‘close the gaps’ that are represented by statistics on social disadvantage, poverty, and poor health. Policies with titles such as ‘closing the gap’ are much talked about in meetings and conferences. But there is little understanding of the causes of disadvantage. This book fills a gap in understanding of what creates disadvantage, and of how to achieve development. It revives the idea of the state as an active leader in creating development—a role incompatible with still dominant neo-liberal policies. It shows that, with the right state strategies, the aim of ‘no more gaps’ can become reality. No More Gaps analyses the regional impacts of free-market ideology that has dominated Australian government policy during the past thirty years. It argues that neo-liberal economic theories have produced rapid growth of obscene wealth and increased inequality. Growing gaps between rich and poor, between the well-served and the under-served, are prominent features of economic change in America, Australia, Britain, and a number of poor countries. No More Gaps advocates a return to economic development strategies that worked well in past, particularly in the thirty years from 1945 to 1975. But it does not simply look back to that time of stronger economic growth. It supports new economic approaches such as local food processing for food security. It promotes accounting for environmental impacts of business. It supports policies for reduced fossil fuel consumption. It advocates new industries that use sustainable energy sources. This book’s extensive cross-disciplinary critique of policies is unusual in an era of narrow knowledge specialisation. Its analysis ranges between local, regional, national and global levels. Few recent books attempt to integrate knowledge disciplines and strategic responses as ambitiously. The author presents a holistic focus on what’s required to overcome location-based disadvantage in Australia. Strategies to overcome extreme disadvantage in Australia provide a link between regional under-development and national macro-economic policy. This is shown in book’s analysis of Australian economic history.

In the remote regions of Australia’s Northern Territory Indigenous Australians experience extreme disadvantage—in health, income, employment, education and access to the conditions for a good life. This book is about their plight, and how governments can deliver strategies to prevent the continuation of their disadvantage. Governments and institutions like the World Health Organisation have expressed intentions to ‘close the gaps’ that are represented by statistics on social disadvantage, poverty, and poor health. Policies with titles such as ‘closing the gap’ are much talked about in meetings and conferences. But there is little understanding of the causes of disadvantage. This book fills a gap in understanding of what creates disadvantage, and of how to achieve development. It revives the idea of the state as an active leader in creating development—a role incompatible with still dominant neo-liberal policies. It shows that, with the right state strategies, the aim of ‘no more gaps’ can become reality. No More Gaps analyses the regional impacts of free-market ideology that has dominated Australian government policy during the past thirty years. It argues that neo-liberal economic theories have produced rapid growth of obscene wealth and increased inequality. Growing gaps between rich and poor, between the well-served and the under-served, are prominent features of economic change in America, Australia, Britain, and a number of poor countries. No More Gaps advocates a return to economic development strategies that worked well in past, particularly in the thirty years from 1945 to 1975. But it does not simply look back to that time of stronger economic growth. It supports new economic approaches such as local food processing for food security. It promotes accounting for environmental impacts of business. It supports policies for reduced fossil fuel consumption. It advocates new industries that use sustainable energy sources. This book’s extensive cross-disciplinary critique of policies is unusual in an era of narrow knowledge specialisation. Its analysis ranges between local, regional, national and global levels. Few recent books attempt to integrate knowledge disciplines and strategic responses as ambitiously. The author presents a holistic focus on what’s required to overcome location-based disadvantage in Australia. Strategies to overcome extreme disadvantage in Australia provide a link between regional under-development and national macro-economic policy. This is shown in book’s analysis of Australian economic history.

No Description Available.

No Description Available.