What Escapes the Total Archive

Rebecca Lemov relates how the stories in the a “database of dreams” leak out of the edges, and sometimes overwhelm totality with particularity

Developing mathematical fluency: comparing exercises and rich tasks

Achieving fluency in important mathematical procedures is fundamental to students’ mathematical development. The usual way to develop procedural fluency is to practise repetitive exercises, but is this the only effective way?This paper reports three quasi experimental studies carried out in a total of 11 secondary schools involving altogether 528 students aged 12–15. In each study, parallel classes were taught the same mathematical procedure before one class undertook traditional exercises while the other worked on a "mathematical etude" (Foster International Journal of Mathematical Education in Science and Technology, 44(5), 765–774, 2013b), designed to be a richer task involving extensive opportunities for practice of the relevant procedure. Bayesian t tests on the gain scores between pre- and post-tests in each study provided evidence of no difference between the two conditions. A Bayesian meta-analysis of the three studies gave a combined Bayes factor of 5.83, constituting Bsubstantial^ evidence (Jeffreys, 1961) in favour of the null hypothesis that etudes and exercises were equally effective, relative to the alternative hypothesis that they were not. These data support the conclusion that the mathematical etudes trialled are comparable to traditional exercises in their effects on procedural fluency. This could make etudes a viable alternative to exercises, since they offer the possibility of richer, more creative problem-solving activity, with comparable effectiveness in developing procedural fluency

Training teachers for and through citizenship : learning from citizenship experiences

This article illustrates how one university-based initial teacher education (ITE) course sought to develop links with civil society organisations to develop meaningful active citizenship education. The purpose of the project was to enhance citizenship education for ITE students preparing to become secondary school teachers. The article discusses recent developments in theorising teacher education 3.0 to ensure teachers are empowered to engage with a wide range of social and political challenges affecting young people and their communities. It then describes a small project that involved university staff and students in a local community organising project, bringing together a range of local community groups to work together for social justice. The article explores how student teachers working within that community organising group developed an increasingly politicised view of their role—as public sector workers in a politicised policy landscape; as potential agents for the promotion of democracy; and as political actors in their own right. The article concludes that these insights into practice illustrate the potential for a broader conception of teacher education, involving civil society partners beyond schools and universitie

The view from everywhere: Disciplining diversity in post–World War II international social science

This paper explores the attempt of social scientists associated with Unesco to create a system of knowledge production to provide the international perspective necessary for democratic governance of a world community. Social scientists constructed a federal system of international associations that institutionalized American disciplines on an international scale. An international perspective emerged through the process of interdisciplinary international research. I call this ideal of coordinating multiple subjectivities to produce objectivity the “view from everywhere.” Influenced by social psychological “action-research,” collaborative research was group therapy. The attempt to operationalize internationalists' rallying slogan, “unity in diversity,” illuminated tensions inherent in the mobilization of science for social and political reform. © 2009 Wiley Periodicals, Inc.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/64294/1/20394_ftp.pd

Hopi Dreams and Anthropologists’ Dream Collection Strategies

A unique collection of over five hundred dreams transcribed from Hopi people—Native American families from the Hopi Pueblo group in the American Southwest—lies almost entirely forgotten in the archives and microcard records of a mid-20th century anthropologist named Dorothy Way Eggan (1901-1965). The article delves into the relationships Eggan pursued with Hopi people, especially Don Talayesva, a man who became quite famous in the 1940s and 1950s as the “Sun Chief” (the title of his autobiography, one of the first of a Hopi). Eggan was immersed in psychoanalysis but preferred to view dreams as cultural technologies defying a standard interpretation, Freudian or otherwise. The article examines how dreams were treated by the collector and the collected—the interpreter and the dreamer. Eggan believed Talayesva to be a “marginal man,” a concept borrowed from the sociologist Robert Park. Meanwhile, Eggan herself was a marginal woman in a way that enabled this unusual arrangement.Une collection unique de plus de cinq cents rêves transcrits à partir des Hopis – des familles d’Indiens Pueblos du Sud-Ouest américain – demeure presque entièrement oubliée dans les archives et les dossiers de microcartes d’une anthropologue du milieu du xxe siècle, Dorothy Way Eggan (1901-1965). Cet article se penche sur les relations qu’Eggan a entretenues avec les Hopis, en particulier avec Don Talayesva, un homme devenu célèbre dans les années 1940 et 1950 sous le nom de « Sun Chief » (titre de son autobiographie, l’une des premières d’un Hopi). Eggan s’est plongée dans la psychanalyse, mais a préféré considérer les rêves comme des technologies culturelles défiant toute interprétation standard, qu’elle soit freudienne ou autre. L’article examine la façon dont les rêves étaient traités par le collectionneur et le collectionné, l’interprète et le rêveur. Eggan considérait Talayesva comme un « homme marginal », un concept emprunté au sociologue Robert Park ; or elle était aussi elle-même une femme marginale, ce qui a permis cette entente singulière

Teach Like a Champion: 49 Techniques That Put Students on the Path to College

The Taxonomy of Effective Teaching Practices, described in the book Teach Like a Champion, is a collection of instructional techniques gleaned from years of observations of outstanding teachers in some of the highest-performing urban classrooms in the country. Developed by Uncommon Schools Managing Director Doug Lemov and Uncommon teachers, this set of specific and concrete actions, paired with a library of over 700 video clips of highly-effective teachers in action, has provided teachers nationwide with actionable tools to drive greater student achievement and a shared language to discuss and support teacher effectiveness