Criminal justice education in relation to law school expectation: A failure of confidence

This paper discusses the findings from a survey of admissions officers at law schools in the United States. Deans of Admission (N=119) were asked a variety of questions pertaining to how the undergraduate criminal justice major is perceived in relation to the adequacy of the academic preparation it provides for individuals applying and/or currently attending law school. The findings suggest that the criminal justice major is not perceived as adequate preparation for law school education by the Deans of Admission. Results are discussed within the context of the criminal justice curricula standards recommended by the academic review committee of the Academy of Criminal Justice Sciences.     

Issues and challenges regarding environmental education policy implementation

Abstract

In this article, the authors have chosen to inquire into a topic that has specific relevance to the status and inclusion of environmental education in the curriculum at a stage when the translation of policy into practice stands at the crossroads: the transition of environment as phase organiser to environment as integral to all learning areas. In education praxis, the translation of policy into practice is in the hands of educators and teachers (using the terminology as suggested in this article). The issues and challenges regarding the implementation of environmental education policy as experienced by educators and teachers are identified through examining this phenomenon as portrayed in two case studies where in-service education and training (INSET) in relation to environmental education occurs. This study is one of the first to provide a researched background that identifies issues and challenges that impact on the implementation of environmental policy in formal education contexts.     

A longitudinal study on boys’ and girls’ career aspirations and interest in technology

Background: More young people, boys and girls, are needed in technical studies and professions, as the relative number of students in technology-related studies has been decreasing in most industrialised countries. To overcome this decrease several countries implemented mandatory technology classes in the curriculum of secondary education.

Purpose: This study has two goals: exploring the evolution of pupils’ interest during the year(s) they attend the mandatory technology classes and exploring determining characteristics for differences in boys’ and girls’ attitude change over time.

Sample: This study focuses on data gathered in the first and second grade of the first cycle in general secondary education in the North region of Belgium, Flanders. In a first stage we selected a good representation of geographically spread schools (n = 20), from which over 1300 students participated.

Design and methods: A longitudinal study with eight measurement occasions spread over the course of two years is presented in order to capture the evolution of students’ attitudes, making use of a multilevel growth model analysis.

Results: The results show that students’ interest in technology decreases over time, although at the end of each grade interest is increasing again. Boys’ and girls’ interest in technology also evolves a little different in the first cycle of secondary education. For career aspirations we didn’t see any significant difference between boys and girls. Boys’ and girls’ aspirations decrease over time with a little increase by the end of the second grade. Students with a more technological curriculum also have more career aspirations in the field of technology than their peers with other curricula. Although students’ perceptions about technology as a subject for boys and girls are largely stable.

Conclusions: The evolution of students’ attitude is far from linear, this strengthens us in the choice for a more complex analysis model and the choice for more measuring points than only at the beginning and the end when analysing students’ attitudes towards technology. With this research we found that students interest and aspirations in the field of technology are not stable and do change in the first cycle of secondary education. Overall, we can conclude that if the goal of technology education at school maintains to promote ‘a larger number of students in technological oriented studies and professions’, there is still much to do.     

Ideological Dilemmas in Special Needs Education: practitioners’ views

Abstract

This study explored what sense groups of educators from Pennsylvania, USA and Northamptonshire, England made of policy issues in the special needs education field. The aim was to find out first, to what extent individual educators recognised the presence or not of dilemmas associated with the identification of pupils with special educational needs, a common curriculum for all, parent‐professional relationships and integration in mainstream classes; and second, whether they believed that these dilemmas could be resolved and how they would resolve them. It was found that educators in both countries saw dilemmas associated with the identification, common curriculum and integration, but not with parent—professional relationships. Resolutions of the dilemmas showed a similar set of contrasting perspectives in both countries. These findings are interpreted as illustrating the ideological nature of the dilemmas which underlie policy issues in special needs education.     

A Participative/Bureaucratic Model of Administration as Perceived by Directors of Occupational Education

Abstract

This study was designed and undertaken to ascertain the administrative models (participative versus bureaucratic) operating within the nation's public community colleges, as perceived by those charged with occupational education. The research design viewed the community college as a dichotomy of administration and faculty. Questions concerning the perceived degree of administration and faculty involvement in major educational issues were solicited from directors of occupational education.

Data for the research were obtained via a questionnaire that gathered biographical and attitudinal information. The usable sample consisted of 282 colleges selected at random from a population of nearly 1,000 public community colleges. Various influence patterns of key functions (curriculum, budget, facilities, and governance) were assessed to determine the role and involvement of faculty and administration. An argument was made to suggest a participative model of administration as a viable mode of administering the public community college. The findings of the research suggested, however, that faculty and administration had different and varying roles of responsibility. The faculty were more involved in departmental and nonbudgetary matters, whereas monetary, governance, and planning issues were functions of the college administration.     

Internationalization of Canadian Agriculture: Policy and Governing Paradigms

Abstract

Purpose: To identify various organizational climatic factors responsible for role performances of veterinary officers in Andhra Pradesh, India.

Design/methodology/approach: Study was conducted in 11 selected districts. Data were collected from 220 respondents through a pretested interview schedule and subjected to correlation and multiple regression to draw valid inferences. Organizational climate was measured by using the index specially prepared for the study.

Findings: Around 76% of the respondents perceived that the organizational climate prevailing in the department of animal husbandry was favorable. Leadership, teamwork and trust had significant contribution towards perception of organizational climate. The respondents were least satisfied with motivation, decision-making and goal setting components of the organizational climate. The model with seven variables out of 16 independent variables was a good fit with R square of 85.59%. Work motivation, persistence disposition, participativeness, job satisfaction, physical facilities availability and timeliness of availability of facilities were found to have significant positive influence while job stress had significant negative influence on perceived organizational climate.

Practical implications: This investigation has an organizational and social significance for development of livestock organizations not only in India, but also to other SAARC countries as well.

Originality/value: No empirical evidence on inter-relation between organizational climate and job performance of veterinarians is available at present in Andhra Pradesh.     

Supporting Pupils in Finnish and Swedish Schools—Teachers’ Views

ABSTRACT

The purpose of this study was to investigate the different support systems used by teachers in compulsory education. Class and subject teachers and special educators from Finland (N?=?57) and Sweden (N?=?57) participated in the study, in which both qualitative and quantitative methods were used. Participants completed an electronic questionnaire to identify the supports and methods they use when working with pupils who have special educational needs. The findings indicate both similarities and differences between the two countries. One of the most common forms of support was individualisation, including pedagogical modifications. Methods of supporting academic skills such as reading differed from those used to support behavioral issues. Positive pedagogy and structuring the environment were used ways of supporting pupils with behavioral challenges. Results for both countries are compared and support needs are discussed.     

Secondary Vocational Education and Earnings in Latin America[1]

ABSTRACT

Household survey data for II Latin American countries are used to assess earnings differentials by type of secondary education during the late 1980s. Introduction of the cost of the curriculum allows for the estimation of private and social rates of return to investment in education by type of secondary school curriculum. The paper documents mixed results. In some countries the private returns to vocational schooling are higher than the returns to general secondary schooling. Introducing differential cost of curriculum and estimating social returns to schooling results in much lower returns to vocational schooling.

     

Technology Training for Teacher Education in Jamaica

Abstract

The major challenges facing education systems in the information age include issues of how to prepare for and capitalize on the technological revolution and how to integrate computer technology into the curriculum. Jamaica, like most developing countries, is taking on these challenges with perhaps as much focus and increased importance as any developed country such as the United States. This paper explores the approach taken, particularly with teacher educators in Jamaican colleges, to begin the process by an assessment of the computer-related professional development needs of the college faculty. The paper makes recommendations for developing a technology training program based on the needs assessment. Underlying these issues is the necessity for a national policy to coordinate the country's efforts to integrate information technology into teacher education. Additional recommendations intended to provide guidance for the formulation of such an integrated policy development and implementation framework are offered.     

Environmental Knowledge and Attitudes

Abstract

The purpose of this study was to assess perceived environmental education (EE) curriculum needs in the United States (K-16). The Environmental Education Curriculum Needs Assessment Questionnaire (EECNAQ) was developed, validated, and direct-mailed to 169 randomly selected professional environmental educators (58.6% return rate). The EECNAQ elicited perceptions about the desired status and the current state of EE curricula, the need for curriculum development, the anticipated use of curricula teachers, and the need for inservice teacher education. These five major questions were posed relative to fifteen goals which reflected the Tbilisi objectives and four levels of environmental literacy. The findings reveal a consensus among the professional participants that the EE goals are important ones, that they are not being met to a large extent in existing curricula, that extensive needs exist for both goal-oriented curricula and teacher education, and that the goaloriented curricula would be used by teachers.     

Relationship between affect and achievement in science and mathematics in Malaysia and Singapore

Background : The Trends in International Mathematics and Science Study (TIMSS) assesses the quality of the teaching and learning of science and mathematics among Grades 4 and 8 students across participating countries.

Purpose : This study explored the relationship between positive affect towards science and mathematics and achievement in science and mathematics among Malaysian and Singaporean Grade 8 students.

Sample : In total, 4466 Malaysia students and 4599 Singaporean students from Grade 8 who participated in TIMSS 2007 were involved in this study.

Design and method : Students’ achievement scores on eight items in the survey instrument that were reported in TIMSS 2007 were used as the dependent variable in the analysis. Students’ scores on four items in the TIMSS 2007 survey instrument pertaining to students’ affect towards science and mathematics together with students’ gender, language spoken at home and parental education were used as the independent variables.

Results : Positive affect towards science and mathematics indicated statistically significant predictive effects on achievement in the two subjects for both Malaysian and Singaporean Grade 8 students. There were statistically significant predictive effects on mathematics achievement for the students’ gender, language spoken at home and parental education for both Malaysian and Singaporean students, with R ² = 0.18 and 0.21, respectively. However, only parental education showed statistically significant predictive effects on science achievement for both countries. For Singapore, language spoken at home also demonstrated statistically significant predictive effects on science achievement, whereas gender did not. For Malaysia, neither gender nor language spoken at home had statistically significant predictive effects on science achievement.

Conclusions : It is important for educators to consider implementing self-concept enhancement intervention programmes by incorporating ‘affect’ components of academic self-concept in order to develop students’ talents and promote academic excellence in science and mathematics.     

SWOT Criteria for the Strategic Evaluation of Work Integrated Learning Projects

Abstract

Work integrated learning (WIL) is an integral part of the curriculum in higher education institutions (HEIs). WIL project leaders require a strategy to evaluate the success of WIL projects. This article reports on the evaluation criteria used in assessing the strengths, weaknesses, opportunities and threats (SWOT) identified in WIL projects. This multi-qualitative research was conducted to determine and confirm the SWOT criteria deemed significant for WIL project evaluation. Feedback was collated from 12 WIL specialists, representing the major HEIs in South Africa. The Delphi technique and inductive content analysis formed the basis of the research method. The key finding revealed that the strengths of WIL projects should be evaluated by measuring how well the WIL project maintains a competitive advantage and has a strong financial budget. Major weaknesses of WIL projects are a lack of strategic direction and the HEI’s lack of sound academic offerings and reputation.     

Agents of aspiration: the (often unintended) benefits to university students working in outreach programmes

Background: Universities in many countries increasingly deliver outreach programmes to raise aspirations and encourage participation in higher education. At the University of Canberra in Australia, these programmes target schools that have been identified as having a large number of students from rural/regional, financially disadvantaged and/or Aboriginal and Torres Strait Islander backgrounds – groups that continue to be underrepresented in higher education. Involved in the delivery of these programmes are current university students – at the University of Canberra termed ‘Aspiration Agents’ – many of whom come from similar backgrounds to the students with whom they work. Although not the focus of the outreach programmes, the Aspiration Agents themselves also derive benefits from the experience.

Purpose: This research aimed to explore the reasons why students choose to become Aspiration Agents, and the perceived benefits of the mentoring/ambassador role.

Sample, Design and Methods: The data collection comprised two small-scale exploratory questionnaire studies (N = 12; N = 20). Qualitative methods were used to investigate participants’ self-reported motivations for, and experiences of being Aspiration Agents.

Findings: Findings suggest that students perceived benefits in personal, student-related and future professional domains. Dominating all these areas, however, was the recurring theme that the students were both motivated to, and derived satisfaction from, helping others. These findings are discussed in terms of the specific role of the Aspiration Agent and how this form of employment can positively, rather than negatively, impact on the student’s own university experience.     

Ettore Gelpi: an appreciation

Abstracts

English

The aim of the paper is to argue for a curriculum model approach to problems of development in adult and lifelong (or continuing) education contexts.

The advantages of such an approach are outlined : relating theory to practice and social policies to educational processes; exploring professional role‐structures and their effect upon received curriculum assumptions in the adult sector, particularly the traditional needs‐meeting, remedial and compensatory elements of such assumptions.

The significance of recent theoretical and policy developments in adult and continuing education is reviewed in these terms and some distinctions made between alternative implicit models of the lifelong curriculum. It is suggested that adult education, as presently constituted, might, itself, be an obstacle to the development of an integrated lifelong education curriculum.

In order to elucidate this a number of curriculum concepts, familiar enough in the general theory of education, are considered in the less familiar context of adult and lifelong education: typologies of curriculum models are used to explore some issues of development in this context (e.g. objectives, provision, process, action, research models etc.)

Ideas of a ‘core’ curriculum, and of the ‘hidden’ or ‘latent’ curriculum, together with curriculum development and evaluation are also considered.

The existing state of the adult and continuing education curriculum is then analyzed within such a conceptual framework. The disposition of professional roles is described, together with the curricular implications of the structure of provision (the University Extra‐Mural Departments, the WEA and the LEA sector).

The ideas of ‘flexibility’ and ‘access’ are critically reviewed as a function of professional (rather than political) ideologies, and the adult‐lifelong curriculum is analyzed in terms of administrative criteria on the one hand and educational process and social action on the other.

A prevailing orthodoxy of continuing education is elucidated in curriculum terms, and contrasted with the curriculum implications of lifelong models. For example, such models stress the functional interdependence of learning stages in an ‘intrinsic’ rather than a ‘remedial’ way, whereas much thinking about adult and continuing education in Britain is concerned with compensatory responses to failures of early educational experience.

In conclusion, it is argued that, in curriculum terms, the development of a continuing or a lifelong education system is by no means as straightforward as is sometimes supposed, and that the obstacles lie primarily within the nature of present curriculum assumptions as much as the more obvious material obstacles to development. Adult education, as it is presently organized, articulates the same kind of curriculum assumptions as initial education. The curriculum assumptions of lifelong education, however, are much more concerned with education in terms of social control and knowledge‐content than with access to professional provision which reproduces curriculum models of initial education sectors.     

Fact or folklore? Exploring “Myths” about outdoor education accidents: Some evidence from New Zealand

Abstract

This paper provides analysis on the frequency and nature of accidents and near accidents that have occurred in larger outdoor education centres in New Zealand. This is the first time that information of this type has been collected and analysed in New Zealand.

All 25 of the known outdoor education organisations employing three or more full-time staff were invited to participate in a study that would extract and review data from their records about accidents and near accidents. Twelve agreed to participate.

The data collected is analysed in the context of various myths that are often heard referred to by the outdoor education community. These are that: 1. i.focusing on minor incidents prevents major accidents occurring,

2. ii.selecting activities with high perceived risk but low real risk reduces exposure to accidents,

3. iii.more accidents occur while under the supervision of male rather than female instructors,

4. iv.accidents are more likely in the afternoon than the morning, and

5. v.outdoor education is dangerous compared to other risks in life.

The results lend some support to the factual nature of “myths” iii and iv, but help consign “myths” i, ii and v to the category of folklore. These results provide insights that may assist in developing strategies to improve safety in outdoor education.

In view of the current size and importance of the outdoor education sector in New Zealand and its likely future growth, one of the main recommendations arising from this study is for the establishment of a national system to formally record and report incidents and accidents.     

Editorial

Abstract

During the past two decades, the debate over a national curriculum has been the subject of much controversy in the United States. However, this debate, part of a much larger debate over the broader goals of public education, has inevitably clashed with the long‐held American notion of local control of schools. The purpose of this article is to present a brief historical overview and identify some issues which continue to feature prominently in the ongoing debate over national and state curriculum standards. The authors focus on curriculum standards for history. A case‐study of this specific debate will reveal some of the major issues which have surfaced in the broader debate.     

Lesbian and gay teachers and sex/uality education policy enactment in schools

ABSTRACT

This paper examines lesbian and gay teachers’ identities and experiences in schools in the context of school policies relating to homophobia and to sex and sexuality education. Drawing on semi-structured interviews with 12 lesbian and gay teachers working in English and Welsh schools, and using the concept of ‘policy enactment’, I analyse the ways in which school policies around homo/bi/transphobic bullying and sex/uality education and their enactment are perceived by lesbian and gay teachers. The article examines teachers’ personal experiences in relation to sexuality in school, and then broadens out into related issues for pupils and a discussion of the varied approaches to sex and relationships education in the schools. I argue that the enactment of these policies is not straightforward, and that they could be better supported by a more inclusive and comprehensive sexuality education curriculum.