[xmca] Fwd: Speaking of Thinking: A Beginner's Guide to Hegel's Science of Logic

[mike cole <lchcmike@gmail.com>]

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From: Teachers College Record <no-reply@tcrecord.org>
Date: Tue, Feb 8, 2011 at 7:11 AM
Subject: Speaking of Thinking: A Beginner's Guide to Hegel's Science of
Logic
To: Recipient <mcole@ucsd.edu>


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    Freely-Available This Week
Articles
 Speaking of Thinking: A Beginner's Guide to Hegel's *Science of Logic*,
Part I <http://www.tcrecord.org/Content.asp?ContentID=16323>
by Philip Jackson
 Editor's Note: The *Teachers College Record* is pleased to make available
to readers a series of excerpts from Speaking of Thinking: A Beginners Guide
to Hegel's *Science of Logic* by Philip Jackson. These excerpts will be
released as they are available. Professor Jackson welcomes reader reactions
and comments and plans to make revisions as the entire book takes shape.

 Professional Development of Teachers for Computer-Supported Collaborative
Learning: A Knowledge-Building
Approach<http://www.tcrecord.org/Content.asp?ContentID=15239>
by Ching Sing Chai & Seng Chee Tan
 In this case study, the knowledge-building community (KBC) model was
adopted for the professional development of 7 Singaporean teachers. The
teachers' patterns of online interactions were analyzed using social network
analysis and the interaction analysis model. The findings indicate that the
teachers formed a socially cohesive community and participated rather
actively, with a healthy distribution of online posts at various phases of
knowledge construction.

 Commentaries
 The Privacy Conundrum, Public Education, and the Search for an Elusive
Middle Ground <http://www.tcrecord.org/Content.asp?ContentID=16251>
by Stuart Biegel
Acknowledging the growing acceptability of a diminishing level of privacy
protection in the U.S., this commentary examines three case studies that
together reflect the challenges faced by members of the education community
in this context: the 2007 massacre perpetrated by 23-year-old Seung-Hui Cho
at Virginia Tech, the U.S. Supreme Court's 2009 decision in the strip search
of 13-year-old Arizona student Savana Redding, and the 2010 suicide of
18-year-old Rutgers student Tyler Clementi. Although the three events may
appear very different from each other at first glance, an analysis of what
transpired reveals many parallels and offers opportunities for education
leaders to begin the process of regaining the elusive middle ground in this
area.

 Book Reviews
 The Paradoxes of Integration: Race, Neighborhood, and Civic Life in
Multiethnic America <http://www.tcrecord.org/Content.asp?ContentID=16270>
 by J. Eric Oliver
reviewed by Richard Alba
------------------------------
 What Can You Say?: America's National Conversation on
Race<http://www.tcrecord.org/Content.asp?ContentID=16272>
 by John Hartigan Jr.
reviewed by Joe Feagin
------------------------------
 Innovating Science Teacher Education: A History and Philosophy of Science
Perspective <http://www.tcrecord.org/Content.asp?ContentID=16273>
 by Mansoor Niaz
reviewed by Roni Jo Draper
------------------------------
 Educating Emergent Bilinguals: Policies, Programs, and Practices for
English Language Learners<http://www.tcrecord.org/Content.asp?ContentID=16274>
 by Ofelia Garcia and Jo Anne Kleifgen
reviewed by Lynn Zimmerman
------------------------------
 Cognitive Surplus: Creativity and Generosity in a Connected
Age<http://www.tcrecord.org/Content.asp?ContentID=16275>
 by Clay Shirky
reviewed by Nabeel Ahmad
   2010 NSSE Yearbooks and Call for Proposals for Future
Yearbooks<http://www.tcrecord.org/Content.asp?ContentID=16120>
by
The editors of the Teachers College Record announce the yearbook topics for
2010 and issue a call for new proposals.

For Subscribers
 Policy, Technology, and Practice in Cyber Charter Schools: Framing the
Issues <http://www.tcrecord.org/Content.asp?ContentID=15986>
by June Ahn
 This study presents an exploratory, comparative case study of three cyber
charter schools. The case analyses introduce new insights concerning
educational policy for cyber schools in the areas of authorizers and
governance, teacher policy, and student achievement.


 Reflective Practice in an Online Literacy Course: Lessons Learned from
Attempts to Fuse Reading and Science
Instruction<http://www.tcrecord.org/Content.asp?ContentID=15987>
by Donna E. Alvermann, Achariya T. Rezak, Christine A. Mallozzi, Michael D.
Boatright & David F. Jackson
 In this interpretative case study, we examine one prospective science
teacher's reflective practices during an online content literacy course as
this teacher struggles to merge the teaching of skills-based instruction
(reading) with concept-based instruction (science). In the process, we
examine how the discourses emerging from the online content literacy course
contradict yet also help to shape the prospective science teacher's emerging
professional identity.


 Leading Schools of Excellence and Equity: Documenting Effective Strategies
in Closing Achievement
Gaps<http://www.tcrecord.org/Content.asp?ContentID=15988>
by Kathleen M. Brown, Jen Benkovitz, A. J. Muttillo & Thad Urban
 The purpose of this empirical inquiry of state-recognized "Honor Schools of
Excellence" was to explore how these schools of distinction are (or are not)
promoting and supporting both academic excellence and systemic equity for
all students.


 Family Background and School Effects on Student Achievement: A Multilevel
Analysis of the Coleman
Data<http://www.tcrecord.org/Content.asp?ContentID=15989>
by Spyros Konstantopoulos & Geoffrey Borman
 This study reanalyzes the 12th grade data of the Coleman study and
reexamines the effects of school characteristics on student achievement
using multilevel models. Findings indicate considerable between-school
variability in achievement, which suggests school effects. School resources
and school composition were overall positive predictors of student
achievement net of family background. School characteristics explained a
substantial amount of the between-school variation in achievement.


 Teacher Learning in an Era of High-Stakes Accountability: Productive
Tension and Critical Professional
Practice<http://www.tcrecord.org/Content.asp?ContentID=15991>
by Jamy Stillman
 Highlighting themes from qualitative case studies of three equity-minded
California teachers, this article draws on social learning and activity
theories to examine equity-minded teachers' learning and agency as they
responded to accountability-driven language arts reforms in underperforming
schools. The article underscores the importance of balanced leadership in an
era of high stakes accountability, particularly as it relates to teacher
professionalism, learning, and agency.


 The Impact of Immersive Virtual Reality on Educators' Awareness of the
Cognitive Experiences of Pupils with
Dyslexia<http://www.tcrecord.org/Content.asp?ContentID=15992>
by David Passig
 This study used virtual reality technology to simulate a variety of reading
disorders and examined their impact on the degree of teacher awareness on
the cognitive experiences dyslexic pupils encounter while trying to read. It
compared the effectiveness of VR to better enhance the awareness of the
teachers with the effectiveness of watching a film, and found VR to be more
effective.


 The Nature and Effects of Middle School Mathematics Teacher Learning
Experiences <http://www.tcrecord.org/Content.asp?ContentID=16005>
by Heather C. Hill
 Surveys covering mathematical knowledge for teaching and teachers'
professional learning opportunities were administered to 461 middle school
mathematics teachers in both 2005 and 2006. Results indicate that that
teachers' mathematical knowledge might have improved during this time
period, and improvements may be linked to specific forms of professional
learning. However, teacher-learning opportunities appear short and
fragmented.



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