Résumés

Abstract

La simulation de l'ordinateur comme un outil de l'éducation de gestion du pare Robert E. Manning and Fletcher I. Potter

Un jeu d'interaction pour examiner les échanges entre les valeurs économiques et écologiques Paul J. Rago

Modèles d'integration dans la planification et décisions de l'environement David Clinton Kyler

La participation de la communauté dans la gestion des déchets dangereux: Une comparison entre une visite sur-site et une visite simulée Deborah Anne Simmons

Le développement et la conservation des attitudes vers l'environement des élèves des écoles primaires Harold H. Jaus

Une comparison entre l'attitude des étudiants américains et non-américains vers l'issue de l'environement physique A. Doyne Horsley     

Portraits of Mujeres Desjuiciadas: Womanist pedagogies of the everyday,the mundane and the ordinary

In this article, Ruth Trinidad Galvan describes her ethnographic study with rural women and their communities in Central Mexico, as well as her affiliation with a grassroots popular education organization. The organizing mechanism of the small savings groups and the women's work and participation in them inspired a reconceptualization of ''pedagogy'' situated in the multiple subject positions and conditions of campesinas. The reconceptualization of ''pedagogy,'' thus stems from a womanist perspective as it is based on the socio-cultural and economic conditions affecting campesinas, and situated in a complex web of interpersonal relationships of the everyday. Trinidad Galvan, then, describes the organic pedagogical forms of spirituality, well-being and convivencia as interrelated modes of teaching and learning, knowledge creation and identity production. Her work with campesinas and exploration of womanist pedagogies further expand US knowledge of immigrant peoples' values and experiences, as well as the ways they live, learn and teach each other in the everyday.     

Reordering and Reflecting Factors for Simulation Studies With Exploratory Factor Analysis

This article describes the REREFACT R package, which provides a postrotation algorithm that reorders or reflects factors for each replication of a simulation study with exploratory factor analysis (EFA). The purpose of REREFACT is to provide a general algorithm written in freely available software, R, dedicated to addressing the possibility that a nonuniform order or sign pattern of the factors could be observed across replications. The algorithm implemented in REREFACT proceeds in 4 steps. Step 1 determines the total number of equivalent forms, I, of the vector of factors, η. Step 2 indexes, i = 1, 2 … I, each equivalent form of η (i.e., ηⁱ) via a unique permutation matrix, P (i.e., Pⁱ). Step 3 determines which ηⁱ each replication follows. Step 4 uses the appropriate Pⁱ to reorder or re-sign parameter estimates within each replication so that all replications uniformly follow the order and sign pattern defined by the population values. Results from two simulation studies provided evidence for the efficacy of the REREFACT to identify and remediate equivalent forms of η in models with EFA only (i.e., Example 1) and in fuller parameterizations of exploratory structural equation modeling (i.e., Example 2). How to use REREFACT is briefly demonstrated prior to the Discussion section by providing annotations for key commands and condensed output using a subset of simulated data from Example 1.     

Place Attachment and Environmentally Responsible Behavior

Abstract

This article illustrates how an attachment to a local natural resource can influence environmentally responsible behavior (ERB) in an individual's everyday life. Our study showed that 4 general (e.g., talking with others about environmental issues) and 3 specific (e.g., sorting recyclable trash) behavioral indicators reflected a single environmentally responsible latent construct. Following previous research, we operationalized place attachment using 2 concepts: (a) place dependence (i.e., a functional attachment) and (b) place identity (i.e., an emotional attachment). The influence of these two concepts on ERB was examined using a structural equation model. Data for this analysis were obtained from a survey of youth, 14-17 years of age (N = 182), who participated in local natural resource work programs. Results supported the predicted relationships. As hypothesized, place identity mediated the relationship between place dependence and responsible behavior. Place dependence influenced place identity (β = .88, p < .001, R ² = .77), and place identity was significantly related to ERB (P = .63, p < .001, R ² = .40). Overall, the model suggests that encouraging an individual's connection to a natural setting facilitates the development of general ERB.     

Résumés

Abstract

La methode explicative et l'éducation écologique non formalisée en malière de gestion des ressources naturelles E. C. Olson, Mary Lynne Bowman, et Robert E. Roth

La familiarisation et la compréhension de l'environment William E. Hammitt

La tǎche de l'éducation écologique en République Dominicaine Clinton L. Shepard

La persuasion et la formation des attitudes dans les activités fluviales organisées David Cockrell, Steve Bange, Joseph Roggenbuck

L'évaluation directe: un instrument de gestion permettant las justification, l'évaluation et la modification de programmes Paul F. Nowak

Les bénéfices économiques réalisés par les visiteurs d'un centre d'information Ted T. Cable, Douglas M. Knudson, David J. Stewart     

Entre philanthropie et politique: La Société Générale des Prisons

If we consider the shape of the criminal field during the Third Republic, we observe quite a sophisticated architecture which is due to the creation of intermediary spaces such as the Conseil supérieur des prisons or the Société générale des prisons. As a laboratory for criminal law, the Société established itself as a kind of private and extra‐parliamentary commission, permanently in session. Consideration of these spaces will enable us to reflect upon the sociopolitical ways of elaborating law, the networks of social reform or public action and the different development “schemes” of the political aspects in the criminal domain. ^{1 1}Bruno Jobert, “L'Etat en action, l'apport des politiques publiques”, Revue Française de Science Politique XXXV (1985), pp. 654–682; Id., “Représentations sociales, controverses et débats dans la conduite des politiques publiques”, Revue Française de Science Politique, XLII (1992), pp. 219–234; Id., “Mode de médiation sociale et politiques publiques, le cas des politiques sociales”, L'Année sociologique, (1996), pp. 155–178.

     

Effects of ethnoscience instruction,school location,and parental educational status on learners’ attitude towards science

ABSTRACT

This study investigated the effect of Ethnoscience instruction and moderating effects of school location and parental educational status on students' attitude to science. It employed pretest-posttest, non-equivalent control group quasiexperimental design. Participants were 352 Junior Secondary School 1 (aged 9–12 years) students from two schools, each in urban and rural areas of Ìbàdàn, southwestern Nigeria. Instruments used are: Teachers Instructional Guide on Ethnoscience instruction, Teachers Instructional Guide on Modified Lecture Method and Attitude Toward Science Scale (r?=?0.86). Three null hypotheses were tested at 0.05 level of significance. Data were analyzed using Analysis of Covariance. Significant main effect of treatment on attitude to science (F(1, 347)?=?296, p?<?0.05) was recorded, with Ethnoscience instruction group performing better than the Modified Lecture Method group. Effect size of treatment was strong (η² _p?=?0.46). Also recorded were significant main effects of school location (F(1, 347)?=?10.2, p?<?.05) and parental educational status (F(1, 347?=?3.37), p <?0.05) on students' attitude to science with weak effect sizes (η² _p?=?0.029 and η² _p?=?0.019 respectively). Learners in rural schools performed better than those in urban schools and those from lowly educated parents had better performance than highly educated parents. Ethnoscience instruction promoted learners' attitude to science. Therefore, its use in educational instruction, especially among traditional science learners, should be explored.     

The Problem of the Inarticulate

Abstract

A Few Good Apples An Apple for My Teacher: Twelve Authors Tell About Teachers Who Made the Difference Edited by Louis D. Rubin, Jr. Algonquin Books of Chapel Hill, 1987, xiv + 186 pages, $10.95 Reviewed by Roy Starling

Abrasive but Hopeful: The Closing of the American Mind: How Higher Education Has Failed Democracy and Impoverished the Souls of Today's Students By Allan Bloom New York: Simon and Schuster, 1987, 392 pages, $18.95 Reviewed by Robert L. Spaeth     

Enhancing transfer of learning through post-course reflection

Abstract

This article investigates how a structured post-course follow-up reflection activity affects the depth of reflection and facilitates the transfer of learning. The research is reflective, based on the findings from the Action Learning Management Practicum, a 3^rd year paper at Massey University, New Zealand. The initial reflections at the end of the course generally went no deeper than students “noticing”, or “making sense” of the experiences. With the benefit of distance and time away from the course, the students' reflection was deep and insightful. The findings suggest that the post-course reflection activity enables participants to “make meaning” from their experiences with the benefit of time and distance from the initial post-course reflection, thus enhancing the transfer of learning. The article argues for an extension and adaptation to Kolb's “Experiential Learning Cycle” model in relation to the time of reflection based on the empirical evidence provided.     

Kohlberg and Piaget: Aspects of their Relationship in the Field of Moral Development

Abstract:

Kohlberg's system of moral judgment development has some important links with Piaget's work on moral judgment, though Piaget's work is not the only influence on Kohlberg's ideas. Piaget's system of moral growth is briefly examined, and the extent to which subsequent research has validated it, is noted, thus placing Kohlberg in a historical context. The ways in which Kohlberg extends or departs from Piaget's system of moral growth are examined. The concept of stages and the nature and processes of stage development are discussed, and in this context the relationship between Kohlberg's moral development and Piaget's cognitive development is examined. It is concluded on the basis both of logic and evidence that the relationship, although complex rather than isomorphic, is likely to hold considerable potential for future research.     

Perceptions of the Concerned Reader: An Analysis of the Subscribers of E/The Environmental Magazine

Abstract

This study aimed to determine if E/The Environmental Magazine–the only remaining independent environmental magazine at the end of the 20th century–has met two goals: (1) its subscribers' need for environmental information and (2) its publishers' goal of inspiring environmentally responsible behavior. We applied the uses and gratifications theory, which assumes that the audience is active and goal-directed. Results indicate that the level of the magazine's influence varied according to the reader's behavior category. Subscribers also expressed positive opinions about the quality of the magazine's 1997 content and indicated that E was an important source for obtaining reliable environmental information. E's subscribers are a relatively homogeneous group. They are likely to be predisposed to environmental activity, and use the medium instrumentally for surveillance and reinforcement of personal values.     

Performance of the Generalized S‐X2 Item Fit Index for Polytomous IRT Models

Orlando and Thissen's S‐X ² item fit index has performed better than traditional item fit statistics such as Yen's Q₁ and McKinley and Mill's G² for dichotomous item response theory (IRT) models. This study extends the utility of S‐X ² to polytomous IRT models, including the generalized partial credit model, partial credit model, and rating scale model. The performance of the generalized S‐X ² in assessing item model fit was studied in terms of empirical Type I error rates and power and compared to G². The results suggest that the generalized S‐X ² is promising for polytomous items in educational and psychological testing programs.     

Reinforcement and the Scholarly Response

Abstract

Failure is Impossible Women Teaching for Change: Gender, Class and Power By Kathleen Weiler South Hadley, Massachusetts: Bergin &; Garvey, 1988, 174 pages, $29.95 hardbound, $12.95 softbound Reviewed by Martha Kendall

Just the Right Medicine Exhortations on Liberal Education: A Dean Speaks His Mind By Robert L. Spaeth Collegeville, Minnesota: Office of Academic Affairs, St. John's University, 1988, 110 Pages, $4.95 softbound Reviewed by Pheme Perkins

Are Intellectuals as Irrelevant as They Seem? The Last Intellectuals: American Culture In the Age of Academe By Russell Jacoby New York: Basic Books, 1987, 290 pages, $18.95. Reviewed by Joseph A. Amato     

Characterizing the Decision Process Leading to Enrollment in Master's Programs: Further Application of the Enrollment Process Model

ABSTRACT

As part of an ongoing market research function, the administration at a private university's business school implemented a project to better understand the composition of its master's students. This research was an extension of a similar study conducted for the school's doctoral programs. Like the earlier study on doctoral students, a behavioral approach that employed a theoretical model of the decision process leading to enrollment was applied to master's students. This enrollment process model was utilized to guide the implementation of a survey that sampled the school's current students. Application of this model to questionnaire development procedures is also presented. Based on the information collected, the decision process leading to enrollment in the master's business programs was characterized. Quadrant analysis was applied to selected data derived from the enrollment process model in order to develop a two dimensional profile of students. In practice, this depiction provided insight to student perception of ideal versus actual program characteristics. The usefulness and applicability of the enrollment process model in achieving enrollment management objectives is also discussed.     

An Update on the Use of Ranks in Calibrating and Marketing Higher Education

ABSTRACT

An analysis of ranking data, taken from Maclean's magazine's 2001 rankings of the 47 Canadian universities, is presented. Consistent with previous research, the rank data show that the specific measures and indices used by the magazine are inconsistently related to each other and to the universities' final assigned rankings. Some implications for the counselling and welfare of students, with special reference to selected issues in higher education, are outlined. Comparative information from related analyses, involving 2002 rankings of American universities recently published in U.S. News, and 2002 student satisfaction rankings published in the Toronto Globe and Mail, using increasingly popular evaluation indicators, is also presented.     

Random quadralinear forms and schur product on tensors

In this work, we made progress on the problem that lr(○×)lp(○×)lq is a Banach algebra under schur product. Our results extend Tonge's results. We also obtained estimates for the norm of the random quadralinear form A:lMr×lNp×lKq×lHs→ C, defined by: A(ei, ej, ek, es)=aijks, where the (aijks)'s are uniformly bounded, independent, mean zero random variables. We proved that under some conditions lr(○×)lp(○×)lq (○×)ls is not a Banach algebra under schur product.     

‘Back to the future’: the impact of political ideology on the design and implementation of geography in the National Curriculum

ABSTRACT

The use of drama to promote children's engagement with and motivation to study history is now commonplace at sites of historical interest and in many primary and secondary classrooms. Researchers interested in this area have often measured children's engagement and interest through the oral contributions made both during the drama and afterwards in discussion, whereas the written responses of children to their experience of history through drama have not been systematically analysed. OFSTED has recently reported that while they have observed many examples of high standards of oral work in history, the standard of writing at Key Stages 2, 3 and 4 has been disappointing by comparison. This article seeks to provide direction for teachers trying to develop children's historical writing through drama, and shows how drama can be used to promote analytical as well as empathetic responses to historical questions and problems.     

Situating Computer Simulation Professional Development: Does It Promote Inquiry-Based Simulation Use?

ABSTRACT

This mixed-methods study sought to identify professional development implementation variables that may influence participant (a) adoption of simulations, and (b) use for inquiry-based science instruction. Two groups (Cohort 1, N = 52; Cohort 2, N = 104) received different professional development. Cohort 1 was focused on Web site use mechanics. Cohort 2 was situated in nature and provided three additional elements: (a) modeling simulation use within inquiry-based instruction; (b) collaboration; and (c) provision of content-relevant lesson planning time. There was no difference in the extent of simulation use between cohorts, χ²(1) = 0.878, p = .349, φ = ?0.075. Results were inconclusive for a difference in observed inquiry instruction as Fisher's Exact Test was insignificant but had a medium effect size, p = .228, φ = 0.283. Computer-based standardized tests emerged as a novel technology integration barrier. These findings have implications for school policy, professional development, and future research.     

Decolonizing the Church/Decolonizing Language: Postcolonial Christianity,Language Ideologies,and the Morality of Teaching Vernacular Arabic (Darija) in Algeria

ABSTRACT

In the mid-20^th century, as the global colonial order collapsed, language and education were two of the most affectively, politically, and economically challenging domains of decolonization efforts. Parler Algérien (Speak Algerian), an experimental method for the teaching and learning of Darija (Algerian vernacular Arabic), created by Catholic clergymen and women in the early 1970s, provides an illustration of an attempt to decolonize language learning in postcolonial Algeria. The Catholic creators of Parler Algérien assumed a stance of solidarity with the independent nation, an alignment that translated into the entextualization of a number of linguistic and non-linguistic features in the textbook. This ethnography of a Darija classroom examines the shifting language ideologies that mediate the text’s interpretation in the 21^st century. I argue that the interdiscursive residues of Parler Algérien’s postcolonial context of production shape its uptake in the 21^st century classroom, but not in the ways that the authors intended.     

Enter the era of the business of knowledge: Exit not the reign of academic freedom

Abstract

The establishment of the Fachhochschul sector is regarded as the most significant success story of the last decade in Austrian higher education. This new sector was legally established in 1993 (FHStG) and started to enrol students in 1994. For the academic year 2000/01, there were 55 Fachhochschul courses offered with a further 15 already planned. The sector has about 9,000 students, and has already produced 2,600 graduates. In only a few years it has built up a high reputation amongst students, employers, and the general public. This paper looks back to the early 1990s, when the Fachhochschul policy was designed. It reconsiders some of the arguments and conflicts which at that time were stirred by this reform and its focus is on the influence which was exercised by the British polytechnics. The paper will argue that the Council for National Academic Awards (CNAA) served as a role model for the Fachhochschulrat (FHR), which is a cornerstone for the Austrian Fachhochschul sector and it will discuss why ‐ against the odds ‐ this policy transfer was successful.¹