Beliefs About Academic Knowledge

Individuals' beliefs about knowledge (i.e., epistemological beliefs) have become the focus of inquiry in the educational and psychological literatures. Based on an analysis of those literatures, we first propose that epistemological beliefs are multidimensional and multilayered. That is, individuals possess general beliefs about knowledge, as well as beliefs about more specific forms of knowledge (e.g., academic knowledge). Second, we examine the relationship between epistemological beliefs and learning in order to understand why such beliefs are important to educators. Third, we question whether beliefs about academic knowledge are truly general (i.e., unwavering across academic domains) or have a character reflective of the domain to which they are associated (i.e., domain specific). Finally, we explore some of the common problems in the research and suggest topics for future study.     

The Verse-novel: A New Genre

This article examines the verse-novel, a genre that has gained some prominence in children’s fiction in the last ten years. Reasons why this may be so are suggested and the chief evolving characteristics of the genre in both content and style are discussed. Notable examples of the verse-novel from Australia, the USA and the UK are analysed. Criteria are proposed by which the form can be evaluated. It appears to be a genre whose time has come.Joy Alexander was a secondary school teacher for twenty years before taking up her present position in 1995 as a lecturer in education in the Graduate School of Education at Queen’s University, Belfast, where she has responsibility for the training of prospective English teachers. She has published a number of articles on matters relating to English teaching and her interest in children’s literature has been expressed in articles on C.S. Lewis and on L.M. Montgomery.Sharon Creech web-site: http://sharoncreech.co.uk/ Steven Herrick web-site: http://www.acay.com.au/~sherrick/welcome.html Steven Herrick interview; http://www.scholastic.com.au/classroom/class_main_item.asp?issue Id=10&articleId= 41 Sonya Sones web-site: http://www.sonyasones.com/greatbooks.htm     

Project Comptown: educational intervention and action research

The introduction of computers into education raises questions such as: are computers in education effective? If they are, in what sense? What are the most effective strategies for using computers in education? How should teachers be encouraged to use them?
To answer these questions a large-scale experiment (Project Comptown) was carried out in Israel, to test ways and means under real rather than laboratory conditions. This project is a research-oriented educational intervention, applying massive computerisation of schools and their 'close environment' to two localities in Israel (Arad and Ashkelon). Our starting point was the premise that computerisation of education is an inevitable process. Consequently, turning the computer into a 'cultural tool' in schools becomes a major challenge, aiming to narrow the gap between 'school culture' and 'real-world culture'. The main objectives for Project Comptown are: [1] To create a computer culture in schools; [2] To use the computer's potential for innovative teaching and learning, both inside and outside schools. To achieve these, we identified a number of principles which we considered pre-conditions for an 'appropriate' computer strategy in schools.     

BOOK REVIEWS

COMMUNITY IN CRISIS: THE ELIMINATION OF SEGREGATION FROM A PUBLIC SCHOOL SYSTEM. By James H. Tipton.
THE MEANING OF THE GLORIOUS KORAN. Translated by Mohammed Marmaduke Pickthall.
PUBLIC EDUCATION UNDER CRITICISM.M. Hill. New York: Prentice-Hall, 1954. 414 pages. $6.35. Edited by W. Winfield Scott and Clyde
INQUIRY INTO INQUIRIES: ESSAYS IN SOCIAL THEORY. By Arthur F. Bentley.
POWER OF WORDS. By Stuart Chase in collaboration with Marian T. Chase.
GREAT HUMAN ISSUES OF OUR TJMES. By Harold Benjamin, Kenneth Cooper, Willard Gosh, Clifton L. Hall, Claude Chadwick, James L. Hymes, Jr., Henry H.Hill and William Van Til.
PUBLIC EDUCATION AND ITS CRITICS. New York: The Mac-millan Company, 1954. 170 pp. $2.50. (Kappa Delta Phi Lecture.) By V. T. Thayer.     

Integrated, Constructivist Education: Challenge and Reality

Although the desire for an education that emphasizes depth of understanding and meaningful learning has a long and distinguished history, constructivist reforms have not led to a comprehensive and coherent reform of educational practice in our schools. In fact, two previous great reforms based on constructivist principles have failed during this century. In this special issue ofEducational Psychology Review, authors focus on specific challenges faced in the current constructivist reform, including the need for viable intradisciplinary, interdisciplinary, and cross-disciplinary integration. Exemplars of the reality of progress made in integrated, constructivist approaches in the classroom follow. Diversity in our schools and classrooms and the challenge of high standards for all students contribute to the need for an integrated, constructivist approach that does not fail our students.     

Careers guidance through relationships

Summary The present situation of high unemployment raises serious questions about the purpose and value of careers guidance. Uncertainties about carrers guidance have, however, always existed. There have been doubts as to whether it is effective, what its purpose is, whether it is of any value in situations where choice is limited, and how it should see its function in relation to that of parents. These continuing uncertainties have been emphasised by the increase in youth unemployment.One way for those involved in careers guidance to respond to this situation is by re-examining the importance of personal relationships with young people. Real personal relationships are not only a prerequisite of good guidance, but an important part of the guidance activity itself. The three main tasks of vocational guidance — helping young people to understand themselves, helping them to make decisions wisely, and helping them to understand the world of occupations and opportunities — all require such relationships if they are to be done adequately. Furthermore, by making and maintaining real relationships the guidance worker may be engaging in vocational guidance in a real sense even when he is not consciously or directly performing these tasks. This form of guidance is risky for the counsellor because it is invisible and leads to no identifiable outcomes. It is also very difficult to implement in our large impersonal institutions. But an attempt to establish genuine relationships may provide both an appropriate response to the present situation of high unemployment and also an effective means of vocational guidance in all circumstances.Previously did research into apprenticeships and apprentice training. Published report: Getting a Trade, 1978 (Hodder & Stoughton).The views expressed in this paper are those of the author, and do not necessarily reflect those of the Scottish Council for Research in Education.Senior Research Officer, Scottish Council for Research in Education, Edinburgh. Currently completing a six-year longitudinal study of young people moving through the later stages of school and out of it, with special emphasis on curricular and vocational guidance and job opportunities. Published reports of the project: Choices and Chances, 1979 and Routes and Results, 1981 (Hodder and Stoughton).