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

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     

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     

Book reviews

Book reviewed in this article: Inside science education reform: a history of curricular and policy change J. Myron Atkin & P. Black Meaning making in secondary science classrooms E. F. Mortimer & P. H. Scott The intellectual S. Fuller Political learning and citizenship in Europe C. Roland‐Levy & A. Ross Fabricating Europe: the formation of an educational space A. Nóvoa & M. Lawn Science education for citizenship: teaching socio‐scientific issues M. Ratcliffe & M. Grace How to develop children as researchers M. Kellett The Continuum guide to successful teaching in higher education Martinez‐PonsM.     

Book Reviews

Doing a doctorate in educational ethnography G. Walford Scientists in the classroom. The cold war reconstruction of American science education J. L. Rudolph Teaching and learning science: a guide to recent research and its applications J. Bennett Promoting quality in learning. Does England have the answer? Patricia Broadfoot, Marilyn Osborn, Claire Planel & Keith Sharpe Education in Germany since unification David Phillips Modularisation of vocational education in Europe. NVQs and GNVQs as a model for the reform of initial training provisions in Germany? Hubert Ertl Work process knowledge Routledge Studies in Human Resource Development N. Boreham, R. Samurçay & M. Fischer Promoting Evidence‐based practice in early childhood education: research and its implications Tricia David Reorganizing primary classroom learning N. Hastings & K. Chantrey Wood     

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     

Teacher education and PK outcomes: Are we asking the right questions?

Recent studies do not find consistent relationships between teacher degree, major, and certification, and PK outcomes (Early, D. M., Bryant, D. M., Pianta, R. C., Clifford, R. M., Burchinal, M. R., Ritchie, S., et al. (2006). Are teachers’ education, major, and credentials related to classroom quality and children's academic gains in pre-kindergarten? Early Childhood Research Quarterly, 21, 174–195; Early, D. M., Maxwell, K. L., Burchinal, M., Bender, R. H., Ebanks, C., Henry, G. T., et al. (2007). Teachers’ education, classroom quality, and young children's academic skills: Results from seven studies of preschool programs. Child Development, 78, 558–580), raising questions about the impact of the degrees and certifications of PK teachers on children's learning. The researchers note that these findings do not support the conclusion that teacher education does not matter for children's learning. However, they do not provide specific directions for policymakers who decide on the minimum requirements for teacher qualifications in PK programs. This commentary raises issues for researchers and policymakers about whether PK is part of a K-12 educational continuum, how teachers are prepared to teach, how research is designed to inform policy, and the importance of developmental science in policy-relevant education research. As part of a future PK-16 education system, we propose that the BA be the entry requirement for PK as it is for K-12 teachers, followed by professional education combined with extensive classroom experiences.     

Understanding stories of professional formation during early childhood education and care practice placements

Narrative inquiry as a methodological approach enables us to examine how people represent their experiences and selves through storytelling (Chase, S. E. 2005. ‘Narrative Inquiry: Multiple Lenses, Approaches, Voices.’ In The Sage Handbook of Qualitative Research, edited by N. Denzin and Y. Lincoln, 651–679. London: Sage). To understand these constructions, other kinds of knowledge are required. Theories of social life, for example, help to interpret areas which narrative inquiry is good at revealing about human experiences such as the animation of temporality, sociality and place (Clandinin, J., V. Caine, A. Estefan, J. Huber, M. S. Murphy, and P. Steeves. 2015. ‘Places of Practice: Learning to Think Narratively.’ Narrative Works 5 (1). Accessed November 30, 2017. https://journals.lib.unb.ca/index.php/NW/issue/view/1799). Drawing on interviews with practice educators and final-year undergraduate early childhood education and care (ECEC) students in North-West Ireland, this paper considers how narrative inquiry and education theories work together to illuminate key learning experiences of ECEC undergraduate students during 12-week practice placements. In this paper I attempt to show how two education theories – ‘Threshold Concepts’ and ‘Communities of Practice’ – shed light on the nature of these key learning experiences. The paper suggests that narrative inquiry offers an emancipatory research approach by uncovering human and reflective elements of learning journeys made by ECEC students during their practice placements.     

Understanding and applying the dynamics of test practice and study practice

Two different methods of practice are available in the learning of simple information, test practice or study practice. Of these two methods of learning, research has generally shown that test practice is superior to study practice. However, this research has not considered the testing advantage with respect to the fact that test learning is uncertain (i.e. if recall fails, nothing appears to be learned) or with respect to the fact that study learning depends greatly on the duration of the study event. The following work clarifies these issues by presenting an integrated computational model of the relative costs and benefits of testing compared to study presentation [based on the ACT-R theory of declarative memory; Anderson, J.R. & Schooler, L.J. (1991). Psychological Science 2: 396–408; Pavlik Jr., P.I.. & Anderson, J.R. (2005). Cognitive Science 29: 559–586]. This model was applied to determine how test and study practice can be optimally employed to improve learning and provides a framework for understanding the effects of mnemonic strategies in simple memory tasks.     

REVIEWS

Book Reviewed in this article:
W orld P opulation and R esources . P.E.P. Report.
M an on H is P ast . T he S tudy of H istorical S cholarship . By H erbert B utterfield .
D. H. L awrence —N ovelist . By F. R. L eavis .
E xploring E nglish C haracter . By G eoffrey G orer .
T he B ritish W ay of L ife . By K. B. S mellie .
G erman R omantic L iterature . By R alph T ymms .
T he S lave of L ife ; a S tudy of S hakespeare and the I dea of J ustice . By M. D. H. P arker .
N ature in S hakespearian T ragedy . By R obert S peaight .
B ritain B etween the W ars 1918–1940. By C harles L och M owat .     

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)     

REVIEWS

D emocracy and the L abour M ovement : Essays in honour of Dona Torr. Edited by J ohn S avtlle .
P roblems of S tability and P rogress in I nternational R elations . By Q uincy W right .
T he F eudal K ingdom of E ngland , 1042–1216. By F rank B arlow .
S ome A spects of W orld P opulation and F ood R esources . By L ord S imon
M ethod and T heory in E xperimental P sychology . By C. E. O sgood .     

Optimization of conditions for supercritical fluid extraction of flavonoids from hops (Humulus lupulus L.)

INTRODUCTION The hop plant (Humulus lupulus L., Cannabi- naceae) is a dioecious twining perennial widely cul- tivated throughout the temperate zones of the world. The inflorescences (hops or hop cones) are used in breweries to give beer its characteristics such as fla- vor and aroma. In this respect, the bitter acids and essential oils have received much attention. Carbon dioxide (CO2) is currently the most accepted solvent for the manufacture of hops extracts by breweries. Its extracts…     

The Concept of Readiness in the Academic Department: A Case Study of Undergraduate Education Reform

While there has been emphasis on the institution and individual classroom as loci of learning and reform, less attention has been paid to the academic department. However, precisely because its structure is so endemic to institutions of higher education, the academic department may be the most logical and potent site for change. Using a case study approach, this paper examines the conditions under which change in undergraduate education takes hold and flourishes in the academic department, advances the concept of readiness, and explores its implications for those who wish to promote change in the department. Virginia S. Lee  is managing member and consultant, Virginia S. Lee & Associates, LLC, a consulting firm specializing in teaching, learning, and assessment in higher education. She received her B.A. from Smith College, her M.B.A. from New York University, and her Ph.D. from University of North Carolina at Chapel Hill. Special interests include the design and implementation of institution-wide curriculum reform efforts, course and curriculum design, inquiry-guided learning, intensive learning, outcomes-based assessment, and the scholarship of teaching and learning. Michael R. Hyman  is Director of Graduate Programs and Associate Professor in the Department of Microbiology at North Carolina State University. He received his B.S. from University College, London, his M.B.A. from Oregon State University, and his Ph.D. from Bristol University. His major research interest is the biodegradation of environmental pollutants. Geraldine Luginbuhl  is Interim Department Head and Professor in the Department of Microbiology at North Carolina State University. She received her B.S. from Stanford University and her Ph.D. from University of North Carolina at Chapel Hill. She has a longstanding interest in undergraduate education and, recently, inquiry-guided learning.     

Constructive Development and Counselor Competence

Developmental predictors of students' ability to learn counseling skills would help counselor educators select candidates and assist admitted students in their learning. The present research examined the relationship between adult development, as measured by the Learning Environment Preferences test (W. S. Moore, 1989) and the Defining Issues Test (J. Rest, D. Narvaez, M. J. Bebeau, & S. J. Thoma, 1999), and counseling skills performance, as rated by faculty experts using the Counseling Skills Scale (K. P. Eriksen & G. J. McAuliffe, 2003). Data indicate that adult moral development contributed to 18% of the variance in students' counseling skills performance.     

Book reviews

Book reviewed in this article: BERTELSON. P. (ed) (1987) The Onset of Literacy. Cognitive Processes in Reading Acquisition. SNOWLING, M. (1 987) Dyslexia: A Cognitive Development Perspective. DODD, B. and CAMPBELL, R. (eds) (1987) Hearing by Eye: thepsychology of lip-reading. MILLER, N. (ed) (1984) Bilingualism and Language Disability: assessment and remediation. PEARSON, D. BARR, R., KAMIL, M.L. and MOSENTHAL, P. (eds) (1984) Handbook of Reading Research. ORASANU, J. (ed) (1986) Reading Comprehension: From Research to Practice. POSNER, M.I. and MARIN. O.S.M. (1985) Attention and Performance XI. COLTHEART, M. (1 987) Attention and Performance XII. WADE, B. and MOORE, M. (1987) Special Children … Special Needs: Provision in Ordinary Classrooms. MCNAUGHTON, s. (1987) Being Skilled. The Socializations of learning to read. FREIRE. P. and MACEDO, D. (1987) Literacy: Reading the Word and the World. ALVERMANN, D.E. DILLON. D.R. and O'BRIEN. D.G. (1987) Using Discussion to promote Reading Comprehension. SCHIEFFELIN, B. and GILMORE. P. (1986) The Acquisition Of Literacy: Ethnographic Perspectives. SMITH, P. (ed) (1987) Parents and teachers together: Proceedings of the twenty-third annual course and conference of the United ‘Kingdom Reading Association’. MEEK, M. (1988) How Texts Teach What Readers Learn.     

Book Reviews

Book Reviewed in this article: Education in divided societies T. Gallagher The therapy culture. Cultivating vulnerability in an uncertain age Frank Furedi Educational policy borrowing: historical perspectives D. Phillips & K. Ochs Evidence‐based practice in education G. Thomas & R. Pring Inquiry, data and understanding. A search for meaning in educational research L. Anderson Critical issues in early childhood education Nicola Yelland (Ed.) What is research? Methodological practices and new approaches J. Rhedding‐Jones     

Disturbed Children in Special Schools

Halfway through the Schools Council's project on the education of disturbed pupils, the project team. Dr. M. D. Wilson, M. B. Evans, R. L Dawson and J. S. Kiek, report their first findings     

Beyond Lip-service: An Operational Definition of “Learning-centered College”

Faculty, staff, and student perceptions of high-quality learning experiences were explored using focus groups attempting to define a “learning-centered” college. Common themes emerged suggesting that a successful learning community requires faculty-student collaboration, effective communication, critical thinking skills, reciprocal respect, faculty passion for learning, high expectations of both students and faculty, a variety of teaching and assessment strategies, and student engagement in and responsibility for learning. All groups stressed the need for learning opportunities outside the classroom in both intellectual and social situations. These themes provide a conceptual framework for future campus initiatives, which has broad relevance for other institutions. William C. Bosch is Retired Director of the Center for Learning and Teaching. He received his M.S. in Computer Science from Syracuse University, and his interests include teaching and learning in higher education and educational technology. Jessica L. Hester is an Assistant Professor in Theatre and received her Ph.D. from The University of Texas at Austin. Her research interests are American theatre history and dramaturgy. Virginia M. MacEntee is Assistant Professor in Curriculum & Instruction. She received her Ed.D. in Early Childhood Education from Nova Southeastern Florida University; and her interests include special education, authentic learning, and classroom technology. James A. MacKenzie is Assistant Professor of Biological Sciences. He received his Ph.D. in Molecular Medicine from Wake Forest University School of Medicine; and his interests include molecular and cellular biology, physiology, and human health and disease. T. Mark Morey is Professor of Psychology and received his Ph.D. at Depaul University. Research interests include stress, trauma, and coping. James T. Nichols is Instruction/Reference Librarian and Distance Learning Librarian. He received his M.A. in Library and Information Management from the University of Denver; his interests include information literacy. Patricia A. Pacitti is Coordinator of Math and Science Services for the Office of Learning Services. She received M.A.s in Mathematics and Statistics from Pennsylvania State University; and her interests include developmental education, curriculum design, and classroom technology. Barbara A. Shaffer is Coordinator of Reference Services and an Instruction Librarian at Penfield Library. She received her M.L.S. from Syracuse University, and her interests include information literacy and online learning. Paul B. Tomascak is an Assistant Professor of Geology and Geochemistry. He received his Ph.D. in geology from the University of Maryland; his research interests include applications of elemental and isotopic systematics to understanding solid Earth and Earth surface processes. Suzanne P. Weber is Associate Dean of the School of Education and Professor of Science Education. She received her Ph.D. in Population Ecology from Syracuse University; her current interests include assessment of student performance and program effectiveness in higher education. Rosalie R. Young is Associate Professor in Public Justice. She received her Ph.D.in political science from Syracuse University, and her interests include family mediation and the ability of the poor to access the legal system. All authors are currently members of the Committee on Learning and Teaching at State University of New York at Oswego.     

Does “teaching presence” exist in online MBA courses?

This paper assesses the construct validity of the dimensions of teaching presence, one of three types of presence articulated in Garrison, Anderson, and Archer's [Garrison, D.R., Anderson, T., and Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and higher education, 2, 87–105.] Community of Inquiry model of online learning. Using items to measure these characteristics developed by Shea and colleagues [Shea, P.J., Fredericksen, E.E., Pickett, A.M., and Pelz, W.E. (2003). A preliminary investigation of “teaching presence” in the SUNY learning network. In J. Bourne and J.C. Moore (Eds.) Elements of quality online education: Practice and direction, 4, 279–312. Needham, MA: Sloan Center for OnLine Education.], a sample of 191 MBA students was used to test the posited model through a structural equation model. The results revealed that dropping some of the measurement items produced a stable model with good fit between the data and the model. This is one of the first studies to establish construct validity for the components of teaching presence, suggesting that it is a valid framework for studying online management education. It also points to the potential of the broader Community of Inquiry model for further research and application in online management education.