University students’ meta-modelling knowledge

Background: As one part of scientific meta-knowledge, students’ meta-modelling knowledge should be promoted on different educational levels such as primary school, secondary school and university. This study focuses on the assessment of university students’ meta-modelling knowledge using a paper–pencil questionnaire.

Purpose: The general purpose of this study was to assess and to describe university students’ meta-modelling knowledge. More specifically, it was analysed to what extent the meta-modelling knowledge, as expressed in a questionnaire, depends on the scientific discipline to which university students relate their answer and the concrete model to which they refer while answering.

Sample: N = 184 students from one German university voluntarily participated in this study.

Design and methods: The questionnaire was developed based on a theoretical framework for model competence and includes constructed response items asking about the purpose of models, ways for testing models and reasons for changing models. Students written answers were first analysed qualitatively based on the theoretical framework to decide whether they expressed advanced understandings or not. Further analyses then were conducted quantitatively.

Results: Findings suggest that only few university students possess an advanced meta-modelling knowledge. However, significant more students who relate their answers to the STEM-disciplines expressed advanced understandings than those who referred to social sciences or linguistics/philology. Furthermore, university students who expressed an advanced meta-modelling knowledge referred to rather abstract kinds of models in order to explain their view.

Conclusions: The present study supports the assumption that meta-modelling knowledge may be situated and contextualised. Both the scientific discipline and the concrete model to which university students refer seem to be relevant item features influencing university students’ expressed meta-modelling knowledge. Implications for assessment and teaching are discussed in the article.     

The Professional Development of Adult Educators: Some Structural and Methodological Considerations

The case is stated for a scheme of professional training for adult educators, which should at once be

_____ comprehensive and unified;

_____ able to take into account the particular possibilities of individual adult educators; and

_____ easily adjustable to the particular needs within the community.

Such a scheme can only be realized through the application of a modular structure. A scheme like this is being developed at Gwent College of Higher Education for a professional training programme which will give a Certificate in Continuing Education, conferring full teacher status in adult and further education. This development is used to illustrate the points the author wants to make. The development of a programme on such a scheme raises considerable structural and methodological problems, which are discussed and compared with what is done elsewhere.     

Teacher Education in Hungary: system,process, perspectives

The author sees the Hungarian teacher education system as being in a state of transition and development and identifies a number of the planning issues to be faced.

There has existed, traditionally in Hungary, the two routes through teacher‐training familiar to many Western countries, characterised as the e'cole normale/university dichotomy. This has revealed a familiar problem: the older the age‐range for which the student is being trained, the less emphasis on pedagogy in the training.

Hungarian teacher education faces other problems. There is still a shortage of teachers, despite a high level of demand for training; demographic problems weigh heavily.

Attempts at finding solutions through mergers of institutions at different levels meet resistance, and the conflict of values from universities and teachers’ colleges echoes similar debates in, for example, France and Greece. The problems encountered raise a fundamental question: who should decide the nature of the teacher‐training programme: the specialist academics and pedagogues, or the employing community? In Hungary, the debate continues.     

Teacher‐training in People's Poland

The goal of teacher education in Poland is to provide all teachers with initial training at the same (higher education) level, but until this goal is achieved, a variety of institutions and standards will prevail.

Rapid expansion in the provision of schooling has kept up the demand for teachers, and there is still a shortage situation to which a full response cannot be made at university level, so that two‐year courses must persist for some time. Different Ministries will continue to be responsible.

The author provides a detailed analysis of the content of initial training; correct pedagogic induction is regarded as highly important, though a satisfactory allocation of time has yet to be reached. This problem is recognised by both Ministries responsible for teacher training, and important experimental work is under way.

In‐service training is highly important, both school‐based and externally provided; the various agencies are described. The training is available up to and including Doctoral level.

Many studies have been carried out of teachers and teacher‐training, and these help with the identification of current problems. These problems are frankly identified by the author, who offers a view of the directions to be followed.

Mieczyslaw Pecherski is Professor of Education at the University of Warsaw and Secretary of the Pedagogic Committee of the Polish Academy of Sciences.     

Cognitive Style and Problem Behaviour in Boys Referred to Residential Special Schools

The paper considers aberrant behaviour in the context of cognitive style with reference to both diagnosis and treatment.

Aims.

The aims of the study were to investigate whether the style of pupils with behaviour problems was different from that of children with no reported problems, and also to consider how pupils of different style manifested their problem behaviours.

Sample.

The sample comprised 83 male pupils aged 10‐18 years from two residential special schools.

Method.

The sample were given the Cognitive Styles Analysis to assess their positions on the Wholist‐Analytic and Verbal‐Imagery style dimensions. The pupil records of the special school pupils who were at the extreme of the style dimensions were also examined.

Results.

When their style characteristics were contrasted with a Comparison Sample of 413 12‐16‐year‐old males attending 10 secondary schools, the special school pupils had a significantly higher proportion of both Wholists and Verbalisers, than the Comparison Group. Further, the inspection of the records indicated that the types of social behaviour and behaviour problems exhibited varied with style, and particularly on the Wholist‐Analytic dimension.

Conclusion.

The results were considered to have implications for the origins and treatment of problem behaviour.     

Between Tradition and Progress: Oldenburg University's Model Plan for Comprehensive Teacher Training

Since early 1974, a pilot project for integrated teacher training has been in progress at Oldenburg University. This is currently the only extensive teacher training reform which exist in the German Federal Republic.

All plans for this integrated training program are designed to provide training normally encompassed by the traditional two‐stage programm.

The integrated training program includes:

- studies in the areas of education and social science;

- studies in two major subjects which are later to be taught at school;

- practical studies and activities.

The new model leads to the following degrees:

- nine semesters of study for a Certificate of Qualification for primary and lower‐level secondary school;

- eleven semesters for a Certificate of Qualification for higher‐level secon dary school and the education of exceptional children.

Theoretic training in major subject areas and related didactic training as well as education and social studies take place chiefly in the form of projects. A basic assumption is that interdisciplinary projects which are practice‐ and problemoriented permit a highly desirable integration of theory and practice on the whole.

In the project, contact teachers are an essential link between field practice at school and academic training at the university. Contact teachers are under contact to the university for an extended period of time (generally three years). In place of remunation, their teaching loads are reduced by ten hours per week.

In 1978/79 the project will be put to the test as the first generation of students prepares for State Board Examinations.     

Place et rôle des stages dans la formation initiale des enseignants en France

Preservice teacher education in France consists of:

subject oriented studies in a university,

recruitment by means of a state competitive examination which may be prepared in a university,

professional training in a training centre, including both subject oriented studies and practice periods in classrooms.

Preschool and primary teacher training includes two years at a university to obtain the required degree for competition and then two years in a college of education. Secondary level teacher training includes more years at a university as the level of competition is high. It takes at least three years to become a graduate, four years in the other case. But the preparation of the competition in itself requires more time for most people. When admitted to the competitive examination, the teacher has one year in a training centre.

This paper will present:

1. the legal basis, curricula, content, structure and aims of practical studies at the two levels (preschool‐primary/secondary levels);

2. the difference and convergence of thinking about practical studies at the two levels: the main principle seems to be that pedagogical and practice studies make up for a lack of theoretical knowledge, but that, consequently, they are not considered really useful for those who do have theoretical knowledge;

3. the difficulties of achieving the official objective concerning an integrated training with links between theoretical studies and practice periods,

4. an innovative approach to this problem by means of a case study which put into practice the hypothesis brought out in the research I have led at the INRP about primary school teacher training.

The organisational models and the place given to practice periods in the whole teacher education raise the problem of what is a professional teacher training and what is its aim.     

The language of compromise — interpreting industrial requirements in educational terms

There is no doubt that it is possible to identify some of the key factors which operate in the area of interaction between industry and engineering educators, and the following are typical:

— industry must have a clear idea of its requirement for qualified engineers;

— the role of the engineer in industry — extending from research, development and production into the service area and into society (with the implied social responsibility);

— the time constraints in the educational system in relation to the rate of growth of knowledge and the consequent problems associated with course planning;

— the continuing challenge to the role of university education arising from the demands of industry and from very close links with sectors of industry or particular industrial companies.     

FACULTY ATTITUDES TOWARD INSTITUTIONAL COMPETITIVE STRATEGIES IN U.S. RESEARCH UNIVERSITIES

The present study aims at assessing faculty attitudes toward institutional competitive strategies in U.S. research universities and at exploring some of the correlates of these attitudes.

A stratified random sample of 40 U.S. research university departments, 10 each in physics, sociology, electrical engineering, and education was surveyed by means of a questionnaire.

The major findings of this study suggest that faculty members at research universities express non‐receptive attitudes toward university generic strategies, although, more productive,more satisfied and more committed faculty members are relatively more receptive toward university strategies than less productive, less satisfied and less committed faculty members.

The meaning and the implications of these findings are discussed.     

The conceptions of learning science by laboratory among university science-major students: qualitative and quantitative analyses

Background: The sophistication of students’ conceptions of science learning has been found to be positively related to their approaches to and outcomes for science learning. Little research has been conducted to particularly investigate students’ conceptions of science learning by laboratory.

Purpose: The purpose of this research, consisting of two studies, was to explore Taiwanese university science-major students’ conceptions of learning science by laboratory (CLSL).

Sample: In Study I, interview data were gathered from 47 university science-major students. In Study II, 287 university science-major students’ responses to a CLSL survey were collected.

Design and methods: In Study I, the interview data were analyzed using the phenomenographic method. Based on the findings derived from Study I, Study II developed an instrument for assessing students’ CLSL by exploratory factor analysis.

Results: Study I revealed six categories of CLSL, including memorizing, verifying, acquiring manipulative skills, obtaining authentic experience, reviewing prior learning profiles, and achieving in-depth understanding. The factor analysis in Study II revealed that the ‘verifying’ category was eliminated, but found another new category of ‘examining prior knowledge.’

Conclusions: This study finally proposes a framework to describe the variations of CLSL, consisting of three features: cognitive orientation, metacognitive orientation, and epistemic orientation. Possible factors influencing students’ CLSL are also discussed.     

Interaction in distance education — a case study: Teaching biology at two rural schools

There are many instances where distance education for children is in a state of upheaval and change. This is particularly true of Australia and, as earlier reports indicate, of Canada. Central planners often have abandoned the old ‘correspondence schools’ and established ‘open access’ centres; central schools have been de‐centralised; correspondence stuthes are offered to children in city schools; isolated children attend ‘classes’ vastly different from their old ‘School of the Air’ classes; etc. Some of these changes are the marks of progress; the quality of other changes is debatable.

This account is that of one country teacher operating in northern South Australia where distance education has now changed to be offered, Statewide, by a series of open access schools and has also been regionalised to be offered at the initiative of Education Department Regional Centres with a broad responsibility for education of children in their region. The article makes no pretence to being considered as ‘international research literature’ — some will question whether or not it is even distance education. It is being published at my request.

The teacher functions in an areaof small country towns 50 km apart and with 500 or so people. Not too much further north, into sparsely‐watered country, the towns are likely to have 50 or so people and are up to 500 km apart!

What the paper does highlight is that there are professional people ‘out there’ who see themselves as having a stake in distance education. Central administrators and those who regard themselves as scholars in distance education are only a part of the personnel in distance education.

Ed.     

The Pitfalls of Differentiation in the Financing of Russian Universities

Study objective: To identify the causes and consequences of the growing stratification of universities in terms of the volumes and sources of funding that they have access to as well as in the programs of study that they offer.

Methods: We used statistical and economic analysis to study the outcomes of university activity. We assessed the interrelationships between the resource base of higher education and the production and economic potential of the Russian regions through the application of an econometric model. We also conducted an empirical analysis of the factors that are influencing the increasing public demand for higher education.

Results: We identified trends in how the demand for higher education has structurally changed between 2001 and 2014. We assessed how sources of funding at universities differ from region to region given the transition to the performance-based contract model. We identified the main risks (pitfalls) associated with the structural misalignment of the demand for higher education and the proposed quotas for public scholarship-funded seats in various fields of study. This process is unfolding against a background of increasing regional differentiation, which is contributing to the stratification of Russian universities in terms of the volumes and sources of their financial support and heightened financial obligations caused by raising the salaries of faculty members and leading to a shortage of funds that are available for facilities maintenance as well as supporting the learning process. This latter factor jeopardizes the quality of educational programs.

Findings: We were able to identify trends in how the demand for higher education is structurally changing in Russian higher education on the basis of an empirical analysis that was carried out using an econometric model. We assessed the impact of the global economic crisis and the effective ability of families to pay for higher education. We also identified the risks (pitfalls) that result from the regional differences in university funding .

Practical significance: Specialists may apply the main arguments and conclusions of the article in the field of economics and management when drafting university financial plans and development strategies.     

Environmental Perception as a Diagnostic Probe of Environmental Complexity Levels

Purpose: Educational methods to diagnose and improve the level of environmental conception are required. The present work reports a methodology based on studies about the environmental perception of a university public, divided into general students and those related to the forest sciences, who are involved with disciplines and researches related to e.g. environmental management.

Design/Methodology/Approach: The environmental perception obtained from the graphical representation of environment and the most relevant actions indicated by the students to achieve the environmental conservation, divided in four levels of complexity, were correlated using principal component analysis.

Findings: The students from both groups having the highest scores in environmental perception prioritize actions related to the comprehension and responsibility levels, while the ideal scenario would be to indicate actions related to competence and citizenship. Thus, the complex concept about environment of the students is still incipient and, therefore, educational strategies can be traced based on the profiles obtained.

Practical Implications: The method for environmental perception can be designed for different populations and a scheme relating environmental perception with four levels of actions on behalf of the environmental conservation is proposed to diagnose environmental conceptions, as well as to guide educational strategies about socio-ecological system.

Originality/Value: A semi-quantitative method was developed to estimate, clearly and directly, the level of complexity about the environmental knowledge of university students and, consequently, to predict the actions on behalf of the environmental conservation that they would probably perform.     

Information Skills in Education for Manufacturing Technology: the Case for an Integrated Quality Approach

Considerable ‘user education’ work of high quality has been produced from academic librarians to impart information skills to students on degree-level and diploma BTEC engineering courses. However, in the author's opinion, this lacks a focus on some points of importance for the effective teaching of potential engineers and technologists, This requires the following.

(1) More case-studies of engineering problems highlighting information retrieval aspects.

(2) More accurate grounding in the way engineers actually use information.

(3)Better integration between lectures, information guides, exercises and test material.

(4)Greater emphasis on the analysis stage of technical problems, and linkage to types of available information to help generate solutions—information needs analysis.

Scope exists for packaged teaching material incorporating improvements and drawing upon advances in educational technology such as CAL methods. The author attaches a sample scheme based on advanced manufacturing themes, developed for the BTEC Production Engineering course at Coventry Polytechnic in the UK.     

Twelve Years On: the new teacher training in the Netherlands

The author draws upon his experience as Director of one of the ‘new’ Dutch teacher training institutions, for lower‐secondary pupils, created after the Mammoth Act of 1968. Although outside the university system, they have been subject to university supervision, which led to some problems. The relationship, for example, is hierarchaic, and many universities and professors are interested only in the academic subject. There has been a progressive move away from university dominance.

Considerable effort has gone into the creation of an institutional strategy. While each of the ‘new’ colleges was free to choose its own approach, that adopted at the SOL Utrecht was radical. On the basis of the identification of the needs of future teachers, teams of specialists from different areas—for example, pedagogues as well as subject specialists —were brought together to plan, as a team, for the courses offered. This approach makes heavy demands on staff attitudes, which must be allowed for.

The school practice experience is important, and carefully planned for. Also, much use is made of audio‐visual media, including videotaping of lectures, once course content has been fixed.

The institution is committed to an integrated approach to the training of teachers.     

A quantitative assessment of an outsourced agricultural extension service in the Umzimkhulu District of KwaZulu-Natal,South Africa

Purpose: This study evaluates the impact of an outsourced extension service delivered by Lima Rural Development Foundation (Lima) in the Umzimkhulu district of South Africa. The evaluation is conducted at both the household and program levels.

Design/methodology/approach: Household impacts were estimated using two-stage regression with instrumental variables to account for selection bias. Gains in household income were extrapolated to estimate the net incremental benefit of the program and its financial return at district level. These analyses were underpinned by a rigorous sampling design.

Findings: The results show that the outsourced extension service made a significant and substantial contribution to household crop income and net income. In addition, clients perceived a range of socio-economic benefits such as better diets, improved product quality, and job creation. Analysis of the financial cost and benefit of the extension service at district level suggests an annual net incremental benefit of R5 million (US$0.4 million), and a 95% probability that returns to the service exceeded 20% in 2012/2013.

Practical implications: These results suggest that there is good reason for donors to continue funding effective extension services to small farmers in areas of high agricultural potential.

Theoretical implications: This is an empirical study. It uses well-established methods to measure the impact but introduces a local economy multiplier to capture some of the indirect effects of agricultural extension.

Originality/value: This research is valuable as very few studies worldwide have evaluated the impact of agricultural extension services at both the farm and program levels.     

Education for the Teaching Profession: Upstart or Start‐up?

Robert Howsam prefaced his paper with the story of The Velveteen Rabbit, a very ordinary, cheap rabbit who was loved by his owner for only an hour on Christmas morning, and spurned by the other toys‐‐those which were expensive, mechanical, very modern, or exquisitely detailed‐‐until he felt very insignificant and commonplace. His only friend was the Skin Horse. The oldest inhabitant of the nursery, he was battered, bald and showed his seams, but he was also wise and experienced.

"What is REAL?”, asked the Rabbit one day, when they were lying side by side near the Nursery fender, before Nana came to tidy the room. “Does it mean having that buzz inside you and a stick‐out handle?"

“Real isn't how you are made”, said the Skin Horse. “It's a thing that happens to you. When a child loves you for a long time, not just to play with, but REALLY loves you, then you become Real.”

Rabbit also learned that becoming Real sometimes hurt, and that it takes a long time. “That's why it doesn't often happen to people who break easily, or have sharp edges, or who have to be carefully kept.”

Eventually the Boy and the Rabbit became inseparable. One night, when Rabbit was left in the garden, an annoyed Nanny, having had to collect him, chided the Boy for making such a fuss over an old toy.

“You musn't say that’, said the Boy. “He isn't a toy. He's Real.”

And Rabbit was happy.

Real rabbits, who found him one day in the garden, laughed at hint when he said he was Real, but, in time, when he was old and shabby and about to be burned with all the other toys after a scarlet fever infection, the nursery Magic Fairy appeared. She was going to turn him into a Real rabbit.

“Wasn't I Real before?”, asked the little Rabbit.

“You were real to the Boy”, the Fairy said, “because he loved you. Now you shall be Real to everyone.”.