Book Reviews

Book Reviewed in this article: Activating participation: parents and teachers working towards partnership : G. Crozier & D. Reay (Eds) Making sense of children's drawing : Angela Anning & Kathy Ring Issues in Holocaust education : G. Short & C. A. Reed Rethinking religious education and plurality: issues in diversity and pedagogy : Robert Jackson Curriculum studies in post‐compulsory and adult education: a teacher's and student teacher's guide : Mary Neary Succeeding in diversity: culture, language and learning in primary classrooms : J. Conteh     

Book Reviews

In praise of teachers: identity, equality and education Robin Richardson, 2002 Debates and developments in ethnographic methodology G. Walford (Ed.), 2002 Teaching modern foreign languages in secondary schools A. Swarbrick (Ed.), 2002 Aspects of teaching secondary modern foreign languages A. Swarbrick (Ed.), 2002 Teacher thinking twenty years on: revisiting persisting problems and advances in education M. Kompf & P. Denicolo (Eds), 2003 A vision for science education. Responding to the work of Peter Fensham R. Cross (Ed.), 2003 Girls' voices: supporting girls' learning and emotional development L. Cruddas & L. Haddock, 2003 Teaching cultures. Knowledge for teaching first grade in France and the United States Kathryn Anderson‐Levitt, 2002 Can the Japanese change their education system? R. Goodman & D. Phillips (Eds), 2003     

Book Reviews

Book Reviewed in this article: Research studies in early childhood education C. Nutbrown (Ed.) A student's guide to methodology P. Clough & C. Nutbrown The moral foundations of educational research: knowledge, inquiry and values P. Sikes, J. Nixon & W. Carr (Eds) Ethnography and schools Y. Zou & E. Trueba (Eds) Non‐traditional entrants to higher education M. Bowl The Continuum guide to successful teaching in higher education M. Martinez‐Pons Discourse in educational and social research M. MacLure Cultural history and education T. S. Popkewitz, B. M. Franklin & M. A. Pereyra (Eds)     

Book reviews

The Sage handbook of special education : Lani Florian (Ed.) Moral education—beyond the teaching of right and wrong : Colin Wringe Interviewing and representation in qualitative research : John Schostak Citizenship and language learning: international perspectives : A. Osler and H. Starkey Early literacy work with families: policy, practice and research : Cathy NutbrownPeter Hannon & Anne Morgan Qualitative research in education: a user's guide : Marilyn Lichtman     

Book Reviews

Book reviewed in this article: Education policy and realist social theory: primary teachers, child‐centred philosophy and the new managerialism R. Willmott Making sense of education policy G. Whitty Higher education in England and France since the 1980s C. M. A. Deer Girls and exclusion A. Osler & K. Vincent Researching your own practice: the discipline of noticing J. Mason Effective teaching: evidence and practice D. Muijs & D. Reynolds The impact of school size and single‐sex education on performance T. Spielhofer, L. O'Donnell, T. Benton, S. Schagen & I. Schagen Gender and physical education D. Penney (Ed.)     

BOOK REVIEWS

Book Reviewed in this article: So what's a boy? W. Martino & M. Pallotta‐Chiarolli Women teaching boys M. Ashley & J. Lee Investigating gender: contemporary perspectives in education B. Francis & C. Skelton (Eds) Women as headteachers‐striking the balance M. Coleman Supply teachers' survival guide G. Segall Education denied K. Tomasevski Economic geography of higher education. Knowledge infrastructure and learning regions R. Rutten, F. Boekema & E. Kuijpers (Eds) Democratic education: ethnographic challenges D. Beach, T. Gordon & E. Lahelma     

Pre-service teachers' dispositions towards diversity: Arguing for a developmental hierarchy of change

This article explores Australian pre-service teachers' beliefs about and attitudes towards diversity. Building on Garmon's [Garmon, M. A. (2004). Changing preservice teachers' attitudes/beliefs about diversity: what are the critical factors? Journal of Teacher Education, 55(3), 201–213] argument that there are three dispositional factors that influence students' likelihood of developing multicultural awareness and sensitivity in teacher education programmes, the authors explore the relationship between such dispositions as exhibited in students' autoethnographic work. In so doing, the authors posit that these dispositions may be hierarchically developed: beginning from ‘self-awareness/self-reflectiveness’; moving towards ‘openness’; and finally a ‘commitment to social justice’. After exploring the nature of this hierarchical development through the in-depth investigation of six representative student accounts, the paper concludes by discussing the implications for teacher education, including the necessity to adjust our expectations of changing the dispositions of pre-service teachers in discrete, short courses.     

Ruyu Hung. Education between speech and writing: Crossing the boundaries of Dao and deconstruction (London: Routledge, 2018)

Abstract

This book review symposium aims to open a space for discussions and questions responded to the book Education between Speech and Writing: Crossing the Boundaries of Dao and Deconstruction, which is published in 2018. The symposium is composed of four articles by four authors. They are “Introduction” by the author of the book; Morimichi Kato's “Writing, History, and Playfulness: A dialogical review of Ruyu Hung's Education Between Speech and Writing: Crossing the Boundaries of Dao and Deconstruction”; Xu Di's “Think Beyond Dichotomy: Discussant paper on Education Between Speech & Writing by Dr. Ruyu Hung”; and Chia-Ling Wang's “Buddhist unconsciousness: A language beyond phonocentrism and graphocentrism in postgraphocentric education”. This symposium creates new possibilities of understanding and exploring Eastern Asian philosophy of education.     

Spotlight on the Shift to Remote Anatomical Teaching During Covid-19 Pandemic: Perspectives and Experiences from the University of Malta

Covid-19 has spread globally, affecting all nations. Preventive measures were implemented by governments including the closure of universities. The aim of this study was to evaluate the student's perspectives and experiences on the shift to remote preclinical medical education while inquiring whether there has been any psychological impact on the students. A customized questionnaire utilizing Likert-scale-based questions and the Generalized Anxiety Disorder-7 assessment tool was distributed online to enrolled preclinical medical students at the Faculty of Medicine and Surgery at the University of Malta. Quantitative and qualitative analyses of the data gathered was carried out. Multivariate logistic regression analyses was performed to establish independent variables associated with anxiety symptoms. A total of 172 responded out of a cohort of 299 preclinical students (58%). The majority perceived a positive learning experience following the shift to remote lectures, however, it was not the case for small group teaching including dissection sessions. Nonetheless students reported concerns about their education, examinations, progression to next academic year and wellbeing. Less than half the students exhibited symptoms of anxiety. Students exhibiting “moderate” worry (OR:7.6; CI 95%:1.98–29.31; P < 0.01) and “severe” worry (OR: 2.0; CI 95%: 5.0–80.5; P < 0.01) on their mental, emotional, and wellbeing due to Covid-19 were associated with anxiety symptoms after adjusting for cofounders. Apart from the short-term effects, the Covid-19 pandemic may have a long-term impact on both the medical education and the students' future careers. It is important that the implemented changes in medical education are recorded and studied since such data will be essential on how to proceed post-Covid-19 pandemic.     

Using photographic images as an interactive online teaching strategy

Teaching via distance requires inventive instructional strategies to facilitate an optimum learning experience. This qualitative research study evaluated the effect of one unique online teaching strategy called “photovoice” [Wang, C., & Burris, M. (1997). Photovoice: Concept, methodology, and use for participatory needs assessment. Health Education Behavior, 24, 369–387]. While this technique was originally created as a data collection strategy for participatory research, this study utilized a modified version of photovoice (PV) to involve learners actively in the online education process. The findings of this preliminary study show that graduate students who were studying online reported numerous positive effects related to this teaching approach. Specifically, photographic images used in online courses captured students' attention, stimulated creative thinking, and created community. This paper outlines these three key themes and describes how PV enacts two of Chickering and Gamson's [Chickering, A. W., & Gamson, Z. F. (1987). Seven principles for good practice in undergraduate education. American Association for Health Education Bulletin, 39(7), 3–6] principles of effective online education. Additionally, the findings are situated within the Community of Inquiry Model (COI) proposed by Rourke, Anderson, Garrison and Archer [Rourke, L., Anderson, T., Garrison, D., & Archer, W. (2001). Assessing social presence in asynchronous text-based computer conferencing. Journal of Distance Education, 14(2)] and Rovai and Barnum's [Rovai, A., & Barnum, K. (2003). On-line course effectiveness: An analysis of student interaction and perception of learning. Journal of Distance Education, 18(1), 57–73] research on the development of community online. All findings are also reviewed from a constructivist theory framework.     

Intuition-Analysis Style and Approaches to Studying

Rayner & Riding (1997) identified two complementary approaches to the study of individual differences in learning; process-based models include the notion of 'approaches to studying', whilst cognition-centred model encompass 'cognitive styles'. A number of authors have posited theoretical relationships between these two aspects of learning (for example: Curry, 1983; Riding, 1997). The present study sought to provide empirical elaboration for Curry's 'onion' model and Riding's 'cognitive control' model. It employed a questionnaire survey type approach and used the Cognitive Style Index (CSI) which is a measure of intuition-analysis style (Allinson & Hayes, 1996) and a short form of the Approaches to Studying Inventory (ASI) advocated by Gibbs et al. (1988) augmented by a collaborative scale suggested by the author. The hypothesised factor structure of Gibbs' short form of the ASI was not confirmed, however, the collaborative scale appeared reasonably robust and may warrant further development. A number of relationships were observed: females perceived themselves as being more analytical than males; analysts adopted a deeper approach than intuitives; intuitives had a stronger preference for collaborative approaches than analysts; and females were more achievement-oriented than males. The results are discussed with respect to the theoretical frameworks of Curry and of Riding and the practical implications for student learning in higher education.     

‘Emplaced Transcendence’ as Ecologising Education in Michael Bonnett's Environmental Philosophy

At the 2019 Annual Conference of the Philosophy of Education Society of Great Britain, Michael Bonnett was an invited speaker, giving a paper entitled ‘Transcendent nature, sustainability, and ‘ecologising’ education’. In this keynote, Bonnett shared portions of his forthcoming book, Environmental Consciousness, Nature, and Philosophy of Education: Ecologizing Education (London, Routledge). A day earlier at the conference Jeff Stickney gave a paper entitled ‘Informal place-based learning in environmental sustainability education: Seeing anew the Cloister oak tree at New College through Heidegger & Wittgenstein's Philosophies.’ Here we offer a section of Stickney's paper discussing Bonnett's environmental philosophy, focusing on a central aspect of his work: aesthetic and place-based education as a way of connecting more deeply with ‘nature’. Instead of delivering his paper at the conference, Stickney led participants on a walk across the Oxford campus, talking about the place and seeking to enhance appreciation of the evergreen oak tree in the cloister by entertaining different philosophical perspectives while those gathered drew the tree. The exercise was meant to illustrate what aesthetic, emplaced transcendence might actually look and feel like, in practice. Bonnett humbly agreed to write a brief response for this Special Issue.     

The role of LEAs in developing inclusive policies and practices

Mel Ainscow and Peter Farrell (from the Faculty of Education, The University of Manchester), Dave Tweddle (Senior Assistant Education Officer, Oldham MBC) and George Malki (research assistant) report on the findings of their DfEE-funded study into LEAs' (local education authorities') policies andpractices on inclusion.     

Academic Criteria,Experiential Background,and Personal Interviews as Predictors of Success in a Counselor Education Program

A 4-year evaluation was conducted of a counselor education trainee selection process that places approximately equal weight on three selection criteria: academic index, experiential background, and personal interviews. Mean faculty rankings were obtained for 77 trainees on three separate evaluative areas: (a) academic success in the program, (b) overall counseling competency in the program, and (c) anticipated success in the field. Results of Pearson product-moment correlational analyses indicated that two selection criteria (Miller's Analogies Test and the Verbal portion of the Graduate Records Examination) were significantly related to faculty-ranked academic success. No single criterion, however, was significantly related with faculty rankings of either counseling competency or anticipated success in the field. The correlation between the Miller's Analogy Test and a measure of “overall success in counselor education” was in the predicted direction but failed to reach the traditional levels of statistical significance (p < .09). Implications for future research and limitations of the study are discussed.     

Fostering uncertainty tolerance in anatomy education: Lessons learned from how humanities,arts and social science (HASS) educators develop learners' uncertainty tolerance

Uncertainty tolerance, individuals' perceptions/responses to uncertain stimuli, is increasingly recognized as critical to effective healthcare practice. While the Covid-19 pandemic generated collective uncertainty, healthcare-related uncertainty is omnipresent. Correspondingly, there is increasing focus on uncertainty tolerance as a health professional graduate “competency,” and a concomitant interest in identifying pedagogy fostering learners' uncertainty tolerance. Despite these calls, practical guidelines for educators are lacking. There is some initial evidence that anatomy education can foster medical students' uncertainty tolerance (e.g., anatomical variation and dissection novelty), however, there remains a knowledge gap regarding robust curriculum-wide uncertainty tolerance teaching strategies. Drawing upon humanities, arts and social sciences (HASS) educators' established uncertainty tolerance pedagogies, this study sought to learn from HASS academics' experiences with, and teaching practices related to, uncertainty pedagogy using a qualitative, exploratory study design. Framework analysis was undertaken using an abductive approach, wherein researchers oscillate between inductive and deductive coding (comparing to the uncertainty tolerance conceptual model). During this analysis, the authors analyzed ~386 min of data from purposively sampled HASS academics' (n = 14) discussions to address the following research questions: (1) What teaching practices do HASS academics' perceive as impacting learners' uncertainty tolerance, and (2) How do HASS academics execute these teaching practices? The results extend current understanding of the moderating effects of education on uncertainty tolerance and supports prior findings that the anatomy learning environment is ripe for supporting learner uncertainty tolerance development. This study adds to growing literature on the powerful moderating effect education has on uncertainty tolerance and proposes translation of HASS uncertainty tolerance teaching practices to enhance anatomy education.     

Toward a set of design principles for decoding training: A systematic review of studies of English as a foreign/second language listening education

Listening is a major challenge for many English as a foreign language (EFL)/English as a second language (ESL) learners. Many learners find it difficult to immediately process and segment an ongoing stream of sounds. Decoding training is one of interventions that have been used to assist EFL/ESL learners. This paper reviewed empirical studies of the effectiveness of decoding training in developing EFL/ESL learners' listening. We examined the following four major factors: (a) the types of instructional activities used; (b) the effects of decoding training on student listening outcomes; (c) the main instructional enablers of decoding training; and (d) the main instructional barriers to decoding training. The two activities most frequently used for decoding training were dictation and pronunciation instruction. A meta-analysis of 13 intervention studies showed an overall significant effect in favor of decoding training over non-decoding instruction for listening education (Hedges's g = 0.553, CI = 0.348–0.759, 95% confidence interval, p = 0.000), with no evidence of publication bias. Two theoretical frameworks, cognitive learning theory and the attention, relevance, confidence, and satisfaction model, were used to synthesize 33 studies to analyze the common elements that promote and hinder the development of learners' decoding skills. We proposed a set of design principles for decoding training that are expected to enhance the effectiveness and efficiency of decoding training in EFL/ESL listening education.     

'Education for the Environment: A critique'—an analysis

This article analyses Education for the environment: a critique' (Jickling & Spork, 1998). It illustrates ways in which the critique is a partial analysis of education for the environment. Thus, the article addresses Jickling and Spork's concern that education for the environment is a universalising discourse that seeks to marginalise other approaches. It does this by showing how it may be Jickling and Spork's lack of reflexivity over their own ideology of education which leads them to construct such a partial interpretation of education for the environment. This article also argues that the critical pedagogy of education for the environment provides a professionally-ethical way of teaching which contrasts with the allegations of indoctrination in the critique. The article nevertheless reflects an appreciation of the opportunity to engage constructively with contesting ideas in environmental education and concludes with suggestions for further avenues of inquiry for those wishing to engage in discourse analysis in order to deconstruct and, hopefully, reconstruct, education for and also in/through, with and about the environment.     

Book Reviews

Key themes in qualitative research: continuities and change : P. Atkinson, A. Coffey & S. Delamont Gypsy traveller students in secondary school : C. Derrington & S. Kendall Race, masculinity and schooling: Muslim boys and education : L. Archer Faith‐based schools and the state. Catholics in America, France and England : H. Judge The creative school. A framework for success, quality and effectiveness : B. Jeffrey & P. Woods Reclaiming universities from a runaway world : M. Walker & J. Nixon (Eds) The TUC and education reform 1926–1970 : C. Griggs Physical education teachers on physical education : K. Green Models of learning—tools for teaching : B. Joyce, E. Calhoun & D. Hopkins     

Education and conflict: Essay review

This review essay looks at three recent publications in the emerging field of ‘education and conflict’ and explores an apparent gap between theory and practice in the field. Recent works by educationalists Lynn Davies, ‘Education and conflict: complexity and chaos’ (2004) and Tony Gallagher, ‘Education in divided societies (2004)’ are contrasted with the World Bank's 2005 ‘Reshaping the future: education and postconflict reconstruction’, and similarities between the publications are highlighted. Davies’ work uses complexity theory to illuminate the relationships between education and conflict and to establish an argument for ‘complex-adaptive schools’, which would use conflict positively to engage students in the creation of peaceful communities. Gallagher, using a number of well-developed case studies, examines the way education systems have been structured to respond to and operate in divided societies, concluding that classroom agency and flexibility are crucial. The calls, by Davies and Gallagher, for educational re-creation are explored in contrast to the World Bank's publication, which offers best practice lessons to support post-conflict educational reconstruction. The article probes these differences and points to areas where the practitioner-directed Bank publication and the more academic works do and do not intersect, attempting to indicate areas where bridges may be built.     

Maranatha

This essay advances a theory of generic criticism attuned to bodily affect. Aligning form with affect and genre with meaningful emotion, genre is described as the way in which the feeling of form is delivered to language. The primary example is Mel Gibson's film, The Passion of the Christ, which was marketed as a melodrama, but which exemplifies the generic norms of pornography.