Fresh air and good food: children and the anti‐tuberculosis campaign in the Netherlands c.1900–1940

As elsewhere in the Western world, between 1900 and 1940 the anti‐tuberculosis campaign in the Netherlands produced a wide range of initiatives to promote child health. In each of these the social and the medical were linked, as the hygienic ‘mood’ was encouraged by a child‐saving ethos that focused upon the poor. In this article the author discusses the choices that were made between anti‐tuberculosis interventions for children, the benefits projected on each of these and the categories of children for whom they were meant. Private and voluntary initiatives dominated the field, whereas the state turned out to be very reluctant to take responsibility. Medically controlled health camps for ‘weak’ children were a more important instrument than open‐air schools and mass medical examination. Medical surveillance produced new categories and data which in turn justified the continued growth of child hygiene after tuberculosis had become less of a threat during the 1930s.     

Utopia vs. reality: the effectiveness of in‐service training courses for EFL teachers

The article explores the long‐term effectiveness of in‐service teacher training courses for English as a Foreign Language (EFL) teachers in the Greek educational context. It presents the results of a questionnaire designed and issued to teacher‐trainees a year after the completion of 60‐hour courses. The questionnaire assessed, among others, (a) teacher trainees' beliefs regarding the relevance of the knowledge acquired to their individual needs, (b) the extent to which they used the materials provided in the course, and (c) the usefulness of the subjects offered. The data are discussed in relation to strategies for optimising teacher training services and implications are drawn for the implementation of change in a broader educational context. A ‘cooperative model' is proposed for the promotion of change involving active cooperation between all agents involved in the educational process and necessitating top‐down and bottom‐up cooperation.     

Labelling and self‐esteem: the impact of using specific vs. generic labels

The aim of this study is to investigate the relationship between being labelled either as having dyslexia or as having general special educational needs (SEN) and a child's self‐esteem. Seventy‐five children aged between 8 and 15 years categorised as having dyslexia (N = 26), as having general SEN (N = 26) or as having no learning difficulties (N = 23), completed an age‐appropriate version of the Culture‐Free Self‐Esteem Inventory and a standard test of reading ability. When the self‐esteem scores of the groups were compared (with the discrepancy between reading and chronological age being partialled out), it was found that the self‐esteem scores of those in the ‘general SEN’ group had significantly lower self‐esteem scores than those in both the ‘dyslexia’ group and the ‘control’ group. There was no significant difference between the self‐esteem scores of the ‘dyslexia’ and the ‘control’ group. On the basis of these findings, it is suggested that being labelled as having a general SEN may negatively affect children's self‐esteem because, unlike the label dyslexia, this label offers very little in the way of an explanation for the child's academic difficulties and because targeted interventions are not as available for those with a less specific label.     

General studies in the pre‐employment course: The Ballymun experience, 1971–1981

Abstract

In this paper we use the lens of an emerging research method in education called “design research” to address questions raised by Sugrue and Uí Thuama (1994) about the lack of strong linkages between research and classroom practice in Irish education. We provide context for this question by contrasting it with similar discussions in the US and UK about research quality in education. Next we elaborate a framework from one member of the design research community in educational research (Bannan‐Ritland, 2003) to show why some varieties of educational research may have little to offer practice at least directly and in the short term. Finally, we offer insight from Lesson Study in Japan (Lewis, 2002) as one possible solution to the problem of research and practice alignment.     

Slavery,Colonialism and the Pursuit of Community Life: Anglican Mission Education in Zanzibar and Northern Rhodesia 1864–1940

Education became the central focus of the Universities' Mission to Central Africa (UMCA) following a disastrous and unsuccessful attempt to settle in Nyasaland (now Malawi). The aim of this article is to trace the UMCA educational policy from Zanzibar, where the mission became established in 1864, to Northern Rhodesia (now Zambia). From their earliest experiences in Africa UMCA missionaries were confronted with the reality and horror of slavery. In Nyasaland missionaries fought slave raiders and in Zanzibar the first UMCA schools catered entirely for ex‐slaves. This article analyses the education developed for former slaves and shows how, as the mission expanded, missionaries continued to attempt to build communities and provide what they considered to be the best spiritual and educational opportunities for indigenous populations while facing considerable external constraints, including the expectations of a colonial power.     

In‐service Education and the Superintendency: Lloyd Wolfe in San Antonio,Texas, 1902–1908

During the early 20th century, practicing San Antonio teachers took part in several different types of in‐service education. This paper investigates the types of in‐service education present during the superintendency of Lloyd Wolfe (1902–1908), a progressive San Antonio educator who employed innovative approaches to in‐service education. Influenced by Francis W. Parker, Wolfe placed emphasis on methodology that stressed child‐centred activities and real‐world problem solving. The paper explores how Wolfe disseminated his ideology to his teachers through the lectures and content of a summer in‐service programme. It contemplates criticism from conservative San Antonio politicians who considered some of the approaches to in‐service education both too progressive and too costly. It demonstrates how personal ideology of particular superintendents shaped and changed teacher education programmes. Finally, the author places the San Antonio programme in a broader context that contributes to what is known about early teacher education programmes in the USA.     

Alternative teacher education in the Netherlands 2000–2005. A standards‐based synthesis

Findings are synthesized from six evaluation studies of alternative teacher certification programs introduced in the Netherlands between 2000 and 2005. The available evidence raises concerns about the feasibility of accelerated workplace learning for aspiring teachers. Intake assessments amounted mostly to selection procedures, while less attention was paid to advising candidates. In candidates' workplace learning, work often overrode learning. They received little mentoring and were offered few opportunities to qualify themselves in all basic aspects of teaching. Conclusions and recommendations regarding the development of alternative teacher education are formulated on the basis of five quality standards for teacher education.

Entre 2000 et 2005, les Pays‐Bas ont mis en place des parcours parallèles pour la formation des enseignants. Dans cet article, l'auteur présente les résultats de six études qui ont évalué la qualité de ces parcours parallèles. Les résultats disponibles soulèvent des questions quant à la possibilté de réaliser des formations accélérées effectuées sur le terrain et destinées aux futurs enseignants. Dans ces formations accélérées, l'évaluation initiale (intake assessment) servait la plupart du temps à sélectionner les candidats tandis que peu d'attention était accordée à la fonction conseil. Lorsque les candidats étaient formés sur le terrain, la pratique prenait le dessus sur la formation. Ils n'étaient guère encadrés et avaient peu l'occasion de se familiariser avec tous les aspects fondamentaux du métier d'enseignant.

S'inspirant de cinq standards de qualité pour la formation des enseignants, l'auteur présente ses conclusions et ses recommandations pour la mise en place de parcours parallèles en ce qui concerne la formation des enseignants.

Se sintetizan los resultados de seis estudios en los que han sido evaluados programas alternativos de certificación de profesores que han sido introducidos entre 2000 y 2005 en los Países Bajos. La evidencia disponible plantea cuestiones sobre la viabilidad de aprendizaje acelerado por futuros profesores en el lugar de trabajo. Las evaluaciones llevadas a cabo se limitaban a menudo a procedimientos de selección, mientras que se solía prestar menos atención al asesoramiento de los candidatos. En su lugar de trabajo, el proceso de aprendizaje de los futuros profesores fue relegado a segundo plano a causa del trabajo. Resultó que los futuros profesores recibieron poca tutoría y que se les ofrecieron pocas oportunidades de cualifarse en todos los aspectos de la enseñanza. Se sacan conclusiones y se hacen recomendaciones en cuanto al desarrollo de programas alternativos de formación del profesorado a base de cinco criterios de calidad para la formación del profesorado.

In diesem Forschungsbericht werden die Ergebnisse von sechs Evaluationsstudien zu den zwischen 2000 und 2005 in den Niederlanden eingeführten alternativen Lehrerausbildungsprogrammen zusammengezogen. Die Befunde lassen Fragen über die Realisierbarkeit von beschleunigtem Lernen während der Arbeit durch ankommende Lehrer aufkommen. Zulassungsprüfungen beinhalteten meistens Ausleseverfahren, wobei der Beratung von Kandidaten weniger Aufmerksamkeit geschenkt wurde. In dem Lernen von Kandidaten während der Arbeit war der Arbeitsaspekt haüfig stärker vertreten als das Lernen. Sie empfingen wenig Betreuung und erhielten wenig Gelegenheit, sich in allen grundlegenden Lehrerfähigkeiten zu qualifizieren. Es werden Schlussfolgerungen und Empfehlungen bezüglich der Entwicklung von alternativen Lehrerausbildungsprogrammen formuliert aufgrund von fünf Qualitätsstandarden zur Lehrerausbildung.     

Human affection exchange: VII. Affectionate communication in the sibling/spouse/sibling‐in‐law triad

This study sought to investigate affectionate communication among members of sibHng/spouse/sibling‐in‐law triads as well as the influence of such communication on relational quality. Under the principles of Affectionate Exchange Theory, affectionate communication among these family members may ultimately serve the evolutionary mandates of viability and procreation. Three hundred twenty‐seven participants, comprising 109 sibling/spouse/sibling‐in‐law triads, completed surveys about their communication of affection, relational satisfaction, and closeness. Consistent with predictions, spouses reported communicating more affection to each other than did siblings, who reported communicating more affection than siblings‐in‐law. The communication of affection by spouses and siblings showed a significant correlation, as did the communication of affection by siblings and siblings‐in‐law, and these correlations were significant even when controlling for the affection communicated in the third relationship in the triad (except for nonverbal support communicated in the sibling and marital relationships). Finally, for all three relational types, affectionate communication was positively correlated with both relational satisfaction and closeness.     

Folded Files,Unfolding Narratives: Psycho-Pedagogical Observation in the Belgian Juvenile Reformatories, 1912–1945.

ABSTRACT

The establishment of the Central Observation Institute in Mol in 1913 marks the introduction of scientific expertise in Belgium’s youth delinquency policy. The child at risk was subjected to a series of observations, resulting in an observation report (‘waarnemingsverslag’) that contained the psychological, moral and physical characteristics of the delinquent child, and suggested strategies for its re-education. This article focuses foremost on the technologies of observation in the first half of the twentieth century. In contrast to earlier research, the observation report is not used as a ‘key to the past’ but the article aims to historicise the observation report in its own right. Using M’charek’s concept of ‘folded object’, the process of truth being created in the observation report is discussed, paying attention to the various actors at work in the reformatory and examining the dynamic relationships between the observation institution and the juvenile reformatories in the production and use of observation files.     

Stepchildren of the State. Educating Enfants de Troupe in the French Army, 1800‐1845

Throughout the 19th century, the French army supported and educated the sons of common soldiers known as “enfants de troupe”. The army's chief objectives were to tap this manpower pool for its own uses and to boost army morale by showing that it cared for the families of its defenders. However, during the period 1830‐1845, many officers became increasingly concerned with caring for the children's well‐being, and with providing them with an education beyond practical military training. This concern paralleled similar civilian movements to limit child labor and institute universal primary education, yet the differing cultures and needs of the army and of civilian societies resulted in different approaches to education. Ultimately, the army chose to embrace mutual education with a heavy emphasis on practical training in administrative duties. While officers placed increased emphasis on academic training and on the physical well‐being of the children, the army continued to exploit “enfants de troupe” as “child labor.”     

E‐portfolios in teacher education 2002–2009: the social construction of discourse,design and dissemination

This paper reports on a study of the experiences of teacher educators in the introduction and development of e‐portfolios over an eight‐year period from 2002 to 2009 at a Swedish university. The study was conducted with 67 teacher educators in order to investigate how e‐portfolios have been discussed, designed, used and disseminated during this period. Research methods involved 25 narrative interviews and a questionnaire that was completed by 42 participants. The theoretical framework of Basil Bernstein, particularly his concepts of classification, framing, educational codes and pedagogical devices, was used to analyse the data. The paper presents a discussion of the contextual circumstances in relation to classification, framing and codes that affect the social construction of e‐portfolios. The results point to parallel processes resulting in a variety of discourses and designs of e‐portfolios and highlighting the importance of the social construction of e‐portfolios across the teacher education faculty, rather than merely their implementation.     

Growth Stocks and Lemons: diplomas in the English market‐place 1976–1996

There has been enormous growth in English young people's participation in education over the last 20 years, and a commensurate growth in the number and perceived importance of formal diplomas. However, the growth has been uneven. Politicians have embraced a rather simple theory about the link between economic prosperity and education (and the formation of ‘human capital'). As a result they have supported the creation of a large number of new vocational qualifications, and tried to encourage their uptake. The general population, however, has viewed these qualifications as the lemons of the diploma world; a view supported by evidence on earnings and employment, and the economic returns to different qualifications. Rather than taking vocational qualifications, young people and adults have enrolled for university courses in unprecedented numbers, transforming the higher education sector and the role of diplomas in the labour market. Although the ‘diploma disease’ has advanced with respect to numbers of diplomas, and pressure to stay in school, there is little evidence that this has reduced the quality of English education at school level. Moreover, changes in the world economy have reduced opportunities for unskilled workers in the UK, and suggest that longer schooling may be justified on economic grounds.     

Changing the Subject: English in London, 1945–1967

Two recent books, English Teachers in a Postwar Democracy: Emerging Choice in London Schools, 1945–1965 and The London Association for the Teaching of English, 1947–67: A History, explore an important period in the development of English as a school subject and in the remaking of the professional identity of English teachers in London.     

First‐rate Courses for Second‐rate Pupils: the demand for technical education, 1918–1939

Abstract

This paper analyses the expansion of technical education in Hertfordshire, United Kingdom, in the 1920s and 1930s. It argues that the rapid industrial and commercial growth in this southern county at a time of chronic economic uncertainty nationally brought particular pressures to bear upon the Local Education Authority to provide an increasing range of courses to better equip local children for local Jobs. With government approval and, indeed, eventual direction the technical education initiative increasingly pervaded the elementary schools, with vocationally orientated courses becoming available to children aged 13, 12 and even 11 years. An important Incentive In most county councillors’ eyes was the fact that these developments deflected attention away from any great expansion of secondary education. As a result of these pressures and policies by 1938 technical education was well established, well planned and well funded but never more than second prize for the aspiring elementary‐school child or booby prize for the failing secondary one.