Book Reviews

Books reviewed in this article:
Visual Perception Problems in Children with AD/HD, Autism, and Other Learning Disabilities: a guide for parents and professionals Lisa A. Kurtz (2006)
Applied Behaviour Analysis and Autism - building a future together Mickey Keenan, Mary Henderson, Ken P. Kerr & Karola Dillenburger (eds) (2005)
To Hold and Be Held: the therapeutic school as a holding environment Daniel K. Reinstein (2006)
Reflective Reader: primary special educational needs Sue Soan (2005)
ADHD Fintan O'Regan (2005)     

Book Reviews

Book reviewed in this articles.
Personal Relationships - Illustrated ColorCardsR Vanessa Harrison (ed.)
Life Choices - teaching adolescents to make positive decisions about their own lives Phil Carradice (2006)
Identifying Additional Learning Needs: listening to the children Christine Macintyre (2005)
Are We Listening? Making sense of classroom behaviour with pupils and parents Jackie Ravet (2007)
Kids and Violence: The invisible school experience Catherine Dulmus and Karen Sowers (eds) (2005)
Supporting Students with Literacy Difficulties: a responsive approach Ted Glynn, Janice Wearmouth and Mere Berryman (2006)     

团队研究性学习在高校——曲阜师范大学信息技术与传播学院团队研究性学习纪实

2005-2006学年第一学期我们尝试在专业课《学习科学与技术》中开展团队研究性学习。参与此次学习的有2003级教育技术本科班、2005级教育技术专升本班和2004级教育技术学分互认的学生。实践证明,学习者对新的学习方式是高度认同的,课程开设一个学期以来取得了可喜的学习效果,也积累了丰富的经验。     

Reviews

Bolter, Jay David (1991) Writing Space: the Computer, Hypertext and the History of Writing .
Swain, Dwight V & Swain, Joye R (1991) Scripting for the New AV Technologies (second edition) .
Rumble, Greville and Oliveira, Joao (1992) eds Vocational Education at a Distance: International Perspectives .
Bound, D and Feletti, G eds (1991) The Challenge of Problem-based Learning .
Field, Laurie and Drysadale, Dennis (1991): Training for Competence .
Galloway, David and Edwards, Anne (1992) Primary School Teaching and Educational Psychology .     

教育传播与技术的研究基础——《教育传播与技术研究手册》(第三版)第一部分述评

本文概要介绍了J. Michael Spector, M. David Merrill, Jeroen Van Merrienboer ＆ Marcy P. Driscoll主编的Handbook of Research on Educational Communication and Technology （Third edition）[《教育传播与技术研究手册（第三版）》,Lawrence Erlbaum Associates2008年出版]第一部分“研究基础”的主要内容。全文分为三个部分：历史基础、理论基础和指向学习真实性的理论观点。在历史基础部分,回顾了教育传播与技术发展史上的里程碑式的事件和经历的范式转变;在理论基础部分,概括了教育传播与技术所基于的学习心理学观点及其哲学基础、关于记忆与动机的实证观点以及传播理论、人机交互理论和教学设计理论;在指向真实性的理论观点中,综述了复杂性理论、体验学习理论和情境主义理论。最后对教育传播与技术研究基础的特点进行了简要讨论。     

Book reviews

Books reviewed in this article:
Management of Communication Needs in People with Learning Difficulties Samuel Abudarham and Angela Hurd (eds)
Speech and Language Difficulties in the Classroom (second edition) Deirdre Martin and Carol Miller
Challenging Behaviour and Developmental Disability Jeff Sigafoos, Michael Arthur and Mark O'Reilly
How to Create and Develop a Thinking Classroom Mike Fleetham
Living with Autism Fiona Marshall
A Team Approach to Behaviour Management: a training guide for SENCos working with teaching assistants Chris Derrington and Barry Groom
My Right to Play Robert Orr
When Somebody Dies Sheila Hollins, Sandra Dowling and Noelle Blackman     

Reconfiguring and realigning the assessment feedback processes for an undergraduate criminology degree

A reconfigured and realigned system of assessment feedback was implemented with undergraduates taking criminology modules at Swansea University. The reformulated system integrated explicit engagement with assessment criteria in feedback given on an electronic template form with the use of a statement bank and the offer of follow‐up, feedback consolidation meetings with the tutor. Student module evaluation feedback questionnaires demonstrated a positive qualitative impact upon students' ratings of their awareness and understanding of module learning outcomes, assessment criteria and required levels of learning; moving the focus of assessment feedback from teaching to (higher‐order) learning. Substantive qualitative impact has also been evidenced by departmental adoption of the reconfigured assessment process as standard. Quantitative impact was evidenced in the form of improvements in assessment performance within‐modules and within students from 2004–2005 to 2005–2006. The educational implications of the study findings are discussed.     

Book Reviews

Book reviewed in this article:
Overcoming Dyslexia - Resource Book 2 Hilary Broomfield (2006)
Career Training and Personal Planning for Students with Autism Spectrum Disorders - a practical resource for schools Vicki Lundine and Catherine Smith (2006)
The Sage Handbook of Special Education Lani Florian (ed.) (2007)     

Learning Environments,Family Contexts,Educational Aspirations and Attainment: A Moderation-Mediation Model Extended

In this extension of a previous study (Marjoribanks, 1999), a moderation-mediation model was constructed to examine relationships among learning environments, adolescents' educational aspirations and the educational attainment of young adults from different family contexts. Data were collected as part of a longitudinal survey of Australian youth (4382 females, 3940 males). The findings from the two investigations indicated that when distal family contexts were defined conjointly by family social status and parents' aspirations: (1) distal family contexts, academic performance and learning environments combined to have large associations with adolescents' educational aspirations; (2) distal family contexts, adolescents' learning environments and educational aspirations combined to have large associations with young adults' educational attainment; and (3) there were family-context differences in the linear and curvilinear nature of the relations among measures of individual characteristics, learning environments and educational outcomes, and these also varied between females and males in those family contexts. This revised version was published online in July 2006 with corrections to the Cover Date.     

Comparability of educational achievement and learning attitudes across nations

We estimated the invariance of educational achievement (EA) and learning attitudes (LA) measures across nations. A multi-group confirmatory factor analysis was used to estimate the invariance of educational achievement and learning attitudes across 55 nations (Programme for International Student Assessment [PISA] 2006 data, N?=?354,203). The constructs had the same meaning (factor loadings) but different scales (intercepts). Our conclusion is that comparisons of the relationships between educational achievement and learning attitudes across countries need to take into consideration two sources of variability: individual differences of students and group differences of educational systems. The lack of scalar invariance in EA and LA measures means that the relationships between EA and LA may have a different meaning at the level of nations and at the student level within countries. In other words, as PISA measures are not invariant in scalar sense, the comparisons across countries with nationally aggregated scores are not justified.     

2001 IFT Education Standards: A 5-Year Perspective

ABSTRACT:  The current IFT Education Standards used to evaluate Food Science programs for IFT approval have been in place now for 5 years. Most Food Science programs in the United States (as well as some in Mexico and Canada) have been reviewed according to these standards. The transition to instruction based on assessment of student learning outcomes, in accord with these Education Standards, is well under way.
In the first round of reviews, the Committee on Higher Education (CoHE) focused mostly on the Core Competency grid, also making sure programs were writing learning outcomes and instituting meaningful assessment programs. In the 2nd round of reviews, there will be more focus on assessment of learning outcomes. CoHE would like to see that programs (administration, faculty, and students) have embraced the transition to assessment of learning outcomes and are making significant progress in aligning the curriculum with this educational format. As in the past, CoHE offers assistance to any program that would like help in making this transition.
Finally, the next revision of the IFT Education Standards is due out in 2011 (10 year cycle) and it is already time to think about what this might entail. Some thoughts and suggestions for future directions are provided.     

高中化学必修教科书学生必做实验的比较研究与教学建议

从编排位置、实验内容、呈现方式等方面对比研究人教版和苏教版高中化学教科书在必修课程中设置的9个学生必做实验,发现：人教版在“实验活动”栏目中呈现,基本按照固定的模式编排,绝大多数为验证性实验,实验难度较小;苏教版在“基础实验”栏目中呈现,编排形式多样,多数为探究性实验,实验难度较大。依据对比结果,为落实学生必做实验在化学核心素养培育中的教育目标,提出相应的教学建议：让学生亲自实践,在问题解决中深化和发展认识;选择合理的教学方式,积极倡导“做中学”;促进学生思维构建,提高实验教学的质量和效果。     

Policy Shifts in Language-Minority Education: A Mismatch between Politics and Pedagogy

Sustainable educational leadership—leadership which leaves a legacy that lasts beyond the leader's professional lifetime—is very much in fashion nowadays. A recent edition of this journal was devoted entirely to the topic (Hargreaves 2005a). However, it is important to ensure that, together with leadership itself, the impact of leadership is sustainable. The self-aggrandizement, silver bullets, short-term big-bang approaches, procedural illusions, witch hunts, failures to communicate, and lack of accountability evident in the story of the building of the Swedish 17th century warship, the Vasa, do not sit well with sustainable and effective leadership. In this article, lessons learned from the Vasa are compared and contrasted with those put forward by the contributors to the recent themed edition of this journal. The authors then identify what they believe, on the basis of North American and international research evidence, to be the emerging priorities for sustainable and effective educational leadership.     

A Longitudinal Study of Assessing APA Writing Competence at a BSW Program

Presented is a longitudinal study evaluating a Bachelor of Social Work writing program. The independent variable is a BSW curriculum in which social work courses include American Psychological Association 5th edition writing modules. In 2005, a baseline was established. From 2006 to 2010, a writing program was implemented. Using a brief rating scale, the authors evaluated 86 senior capstone research papers between 2005–2010. A statistically significant difference was found (F = 13.735, df = 5, 80, p < .05) in the quality of students' writing in 2008, 2009, and 2010 as compared to the baseline in 2005. Implications for social work education are discussed.     

Incorporating Student-Centred Learning in Innovation and Entrepreneurship Education

Innovation and entrepreneurship are vital for economic growth, as was already asserted by Schumpeter in 1934. In a recent survey carried out by the Ministry of Economic Affairs ( Dutch Ministry of Economic Affairs, 2006 ) a picture emerges of The Netherlands as lagging behind when it comes to starting a company, whereby start-ups of students coming directly from an educational institution score even worse (Sijde et al., 2006). The average age of start-ups in The Netherlands is around 38 years ( Thijssen, 2004 ). Against this background, the Ministry of Education and the Ministry of Economic Affairs defined the stimulation of entrepreneurship and innovation as a policy item in 2005. Entrepreneurship and innovation are closely linked, according to Schumpeter, who regarded the entrepreneur as the driver for innovation. Through innovation, a process of creative destruction is set in, which alters the institutional context and context of companies in several ways. In The Netherlands, ambitions to improve entrepreneurial behaviour amongst students and the starting up of new companies are high. During the Lisbon meeting held in 2003, The Netherlands voiced the ambition to be among the top 10 knowledge economies in 2010. Students of universities of applied sciences and to a lesser extent of scientific universities are the agents of change when it comes to making the choice to become an entrepreneur or innovation manager in a company. With the growing importance of knowledge as an economic asset ( Prusak, 1997 ) students are becoming knowledge workers, as well as learning a certain profession. And educational organisations are becoming knowledge institutions involved in knowledge creation, sharing and transfer. This has important consequences for the pedagogical climate at universities and the methods used to teach students entrepreneurship and innovation. Whilst teaching methods based on an instruction-based approach of learning prevail, at The Hague University of Professional Education, we have introduced a learner-centred approach, in which the student is the driver of his learning process. In this article we discuss the advantages and disadvantages of such an approach and the pitfalls and potentials when it comes to stimulating innovative entrepreneurial behaviour amongst students. Between 2005 and today, nearly 150 students participated in this programme.     

The effect of formal,nonformal and informal learning on teachers’ promotion to middle leadership roles in schools

ABSTRACT

The study examined the effect of teachers’ formal, nonformal and informal learning experiences on their promotion to middle leadership roles in schools during their first ten years of work. Analyses were based on data from two cohorts of Israeli teachers who completed their pre-service programs in the years 2005–2006 (N = 4208). They were followed for ten years until 2015. Results showed a differential effect. The effect of formal learning was the most influential factor of teachers’ promotion to leadership roles throughout the years. Informal learning was the second influential factor. Nonformal learning had the lowest effect.     

AECT新定义的特色与启示

美国教育传播与技术协会(AECT)在2008年出版的《教育技术定义与评析》一书中正式发布了新的教育技术定义。为使广大中国教育技术工作者、教育技术专业师生了解新定义的内容和与其相关的全面理论观点,中国教育技术协会组织专家翻译了这本著作。该书即将由北京大学出版社出版。新书出版之际,该文作者作为新定义的主要译者,通过AECT新定义与AECT94定义的比较,从学习、创造和职业道德规范等要素入手,阐述了新定义的主要特色以及对我国教育技术领域的启示。     

我国创建学习型社会的对策研究——基于比较的视野

通过对发达国家的研究分析,认为我国学习型社会的创建工作主要应着力于以下五个方面:努力将终身教育纳入教育立法体系,进一步完善教育立法;探索并形成符合国情的成人继续教育资助机制;丰富成人教育内涵,积极促进成人教育朝多元化方向发展;重视开展与国民素质密切相关的社会文化生活教育;充分利用现代教育技术手段,拓宽受教育者的学习途径。     

Applying Information Processing Theory to Supervision: An Initial Exploration

Although clinical supervision is an educational endeavor (Borders & Brown, 2005 ), many scholars neglect theories of learning in working with supervisees. The authors describe 1 learning theory—information processing theory (Atkinson & Shiffrin, 1968 , 1971 ; Schunk, 2016 )—and the ways its associated interventions may enhance the supervision enterprise.     

基于核心素养下的中学化学教学研究

普通高中化学课程标准(2017版)提出学科核心素养是学生通过学科学习而逐步形成正确的价值观念、必备品格和关键能力。而化学学科素养包括“宏观辨识与创微观探析”“变化观念与平衡思想”“证据推理与模型认知”“科学探究与创新意识”等方面。经实习调研发现,基于新课改,化学不再是高中阶段理科必学科目,如何在有限教学时间完成教学任务以及如何激发学生学习兴趣是现在需要思考的问题。基于教育实践提出的相关教学问题,从建构主义理论结合新课标提出探究式教改策略。