Learning mathematics in a classroom community of inquiry

This article considers the question of what specific actions a teacher might take to create a culture of inquiry in a secondary school mathematics classroom. Sociocultural theories of learning provide the framework for examining teaching and learning practices in a single classroom over a two-year period. The notion of the zone of proximal development (ZPD) is invoked as a fundamental framework for explaining learning as increasing participation in a community of practice characterized by mathematical inquiry. The analysis draws on classroom observation and interviews with students and the teacher to show how the teacher established norms and practices that emphasized mathematical sense-making and justification of ideas and arguments and to illustrate the learning practices that students developed in response to these expectations.

The status and relevance of Vietnamese journalism education: An empirical analysis

Based primarily on data from indepth interviews with senior journalists and journalism educators as well as a content analysis of journalism curricula, this paper sets out to provide an overview of the demand, overall provision structure, teaching materials and methods of Vietnamese journalism education. It first shows that with a fast expansion in both size and substance, the Vietnamese media system is beginning to feel the urgent need for formal journalism education. However, the country's major journalism programs have been criticised for producing hundreds of unqualified journalism graduates a year. In general, the most deplorable aspects of Vietnamese journalism education include its body of outdated and awkward teaching material, its undue focus on theories and politics at the expense of practical training, its lack of qualified teaching staff and its inadequate teaching resources.

Teaching medical students using role play: Twelve tips for successful role plays

Engaging students in role play promotes active learning. Planned and structured role plays can be used to deliver components of the curriculum in clinical rotations of a medical programme. Role plays are most effective if learning objectives are defined, and the cases are challenging. All students should be involved and ground rules should be set. Allow adequate time for the role play, feedback and reflection. Let the students enjoy themselves. This paper provides 12 tips to create a meaningful learning experience for students using role play.

The role of avoidance coping in the disclosure of trauma

Little research has been undertaken to examine the empirical basis of commonly applied methods of posttrauma intervention. We propose that Pennebaker's work on structured disclosure of trauma provides a suitable analogue to explore questions of interest. The present study asks whether avoidance coping is likely to interfere with abbreviated disclosure of traumatic experiences. Subjects were 118 college students randomly allocated to either a one-session or four-session written trauma-disclosure condition. At 2 months postdisclosure, subjects with high avoidance coping within the one-session condition exhibited significantly more trauma-specific and physical symptoms than all other subjects. Avoidance coping significantly predicted trauma-specific symptoms at 2 months. These findings suggest that single session traumatic disclosure may not be useful for individuals with an avoidance style of coping.

Progress in deriving concurrent programs: Emphasizing the role of stable guards

We present some techniques to obtain smooth derivations of concurrent programs that address both safety and progress in a formal manner. Our techniques form an extension to the calculational method of Feijen and van Casteren using a UNITY style progress logic. We stress the role of stable guards, and we illustrate the derivation techniques on some examples in which progress plays an essential role.

Obstacles to a totally functional programming style

"Totally functional programming" (TFP) advocates the complete replacement of symbolic representations for data by functions. TFP is motivated by observations from practice in language extensibility and functional programming. Its technical essence extends the role of "fold" functions in structuring functional programs to include methods that make comparisons on elements of data structures. The obstacles that currently prevent the immediate uptake of TFP as a style within functional programming equally indicate future research directions in the areas of theoretical foundations, supporting technical infrastructure, demonstrated practical applicability, and relationship to OOP.