The Value of Examination Success in Sri Lanka 1971‐1996: the effects of ethnicity,political patronage and youth insurgency

In the original Diploma Disease thesis Sri Lanka is presented as a ‘later developing country’. This article explores the validity of the original Sri Lankan case within the more general thesis, changes in the symptoms of the ‘diploma disease’ over the past 20 years and economic and political developments which may have influenced the course of the disease. Despite economic liberalisation and an expansion of the education system, the value attached to educational certificates appears to have increased. Two explanations may be found within the educational system itself. Access to the apex of the system, the university, remains restricted and maintains the pressure of competition in the upper reaches of the secondary school. At the base of system, the Year 5 scholarship exam channels students into schools differentiated by quality. Although access to Year 11 is free and open to all, access to the top grade schools is restricted and highly competitive. A third explanation moves beyond both the education and economic system to the political crisis in Sri Lanka—manifested by the growth of ethnic tension in the late 1970s, the institutionalisation of political criteria for job allocation in the 1980s and the insurgency of Sinhala youth in the 1980s. All three aspects of the political crisis have contributed to a reaffirmation of educational qualifications as the legitimate criterion of access to jobs and resources.     

Central Intervention in Local Educational Disputes 1902‐1944

This authority . . . claims to be supreme in the borough . . . this authority . . . claims to be arbiters of their own destiny. We intend to be masters in our own house untrammelled and will submit to no dictation from any source whatever . . . there is nothing in the Education Act that warrants the board of education in interfering with the local authority in its discretion as to whom it would appoint and discharge. ^{1 1}Lowestoft Journal, Report on the meeting of the borough council 16 June, 1923. View all notes

     

Joining up the episodes of lifelong learning: A regional transition project

In this paper, we explore the rationale, process and outcomes of the Regional Interoperability Project on Progression for Lifelong Learning, a project that established a model of cross‐sector collaboration in personal development planning technology in the UK. With specific reference to the widening participation agenda, and grounded in the perspective of lifelong learners, the project tested an approach in which discrete nodes of an individual’s learning journey are joined up through technology services. The paper describes the development of conceptual and practical tools to assist transitions between various communities of learning. A set of scenarios was developed, involving study to study and study to employment, while practical tools included development of UK LeaP draft interoperability standard (BS8788)‐compliant links between ePortfolio software, and the actual test transfer of data. The results indicate that recognising the smallest individual elements in the process is important, both in a technical sense and as a means of personalising learning and assisting transition between sectors. Through developing connections between these elements, the project partners engaged in lifelong learning.     

Development,Dissemination, and Assessment of a Food Safety Systems Management Curriculum for Agribusiness Students in Armenia

This study addresses the development, dissemination, and assessment of a Food Safety System Management (FSSM) curriculum offered to college‐aged, agribusiness students in Yerevan, Armenia. Prior to beginning the program, demographic data were collected and a paper‐based pretest was administered to access the food safety knowledge, behavior, and attitude of participants (n = 29). For assessment of a skill, participants’ handwashing techniques were videotaped and scored before the program commenced. Immediately after completion of the entire curriculum, a paper‐based post‐test with identical questions for food safety knowledge, behavior, and attitude was administered and handwashing skills were assessed. ANOVA with repeated measures was used to evaluate significant differences (α = 0.05) for food safety knowledge using a pretest, post‐test, and a 3‐mo follow‐up. A paired t‐test was used to evaluate handwashing skills before and after the curriculum was presented. The pretest score (44.93%, ± 2.87) for food safety knowledge (n = 29) differed significantly (P <0.0001) when compared with the post‐test score (73.21%, ± 3.28) and the 3‐mo follow‐up (n = 23) score (67.76%, ± 3.93). Participants’ (n = 9) handwashing skills prior to delivery of the FSSM curriculum differed significantly (P <0.0001), when compared to handwashing skills after completion of the curriculum. Students’ food safety attitudes and behavior assessed using a five‐point Likert scale, also improved significantly as a result of the FSSM program. The 3‐mo follow‐up survey on food safety attitude and behavior was consistent with the post‐test survey results. The information from this project may be of interest to education experts, Extension professionals, food industry personnel, or regulatory agencies, in the development and dissemination of an international food safety program.     

An integrated framework to guide educational psychologist practice

This paper describes a five-phase practice approach that further develops Monsen et al.'s problem-analysis framework, which was originally designed for use by educational psychologists in training. The five-phase approach aims to provide a user-friendly conceptual framework for use by experienced educational psychologists. Action points, completed summary proformae, and a multi-faceted assessment and intervention example are provided to support the implementation of this approach within practice-based work.     

The Natural Sciences in The Schools: Tension in the Modernization Process of Argentine Society (1870–1960)

In this paper, we analyze one of the issues that has historically influenced the primary and secondary schools in Argentina: the politicization of the Natural Sciences curriculum. Here we present research findings for two particularly important cases: (a) the evolutionist theories, and (b) the teaching of Astronomy and Cosmography. These findings make it possible to reconsider the complex relationship which exists between the Natural Sciences, the scholastic institution, and politics. We conclude that the ways in which contents are selected and arranged into disciplines arise as a solutionto ideological conflicts. The role of the school in these conflicts was not that of a passive spectator but that of an active participant in the construction of knowledge.     

The State of the Literature on Student Evaluations of Teaching and an Exploratory Analysis of Written Comments: Who Benefits Most?

The purpose of this exploratory analysis is to review the state of the literature on student evaluations (SEs) of teaching and examine to what extent an instructor's race/ethnicity influences student's qualitative comments. Also, does the intersection of race and gender influence student's qualitative comments on SEs? Utilizing an online survey distributed among various organizational listserv in the discipline of Political Science, this study highlights written comments received on SEs by faculty generally. Additionally, we hope to contribute findings that support how negative comments may affect faculty of color and women.     

Adaptive Teaching in STEM: Characteristics for Effectiveness

This article defines the process of adaptive teaching in science, technology, engineering, and math (STEM). We assert that teachers who possess a well-developed STEM pedagogical content knowledge, a constructivist paradigm of teaching and learning, and an ability to draw on a vision while reflecting on and during teaching to help negotiate challenges are well positioned to engage in the process of adaptive teaching. This article acknowledges the valuable knowledge, skills, and dispositions that novice teachers bring with them as they enter the workforce. To illustrate the process of adaptive teaching in STEM, we use an in-depth case study of a novice teacher. Our conclusion offers a discussion of how teacher educators and those who provide professional development services during induction can best support teachers in their development of becoming adaptive, and therefore, effective.     

Developing educational goals: insights from a Peer Assisted Teaching Scheme

The rapid changes facing higher education are placing increased focus on the quality of the student experience, achieving learning outcomes, and employability expectations. As a result, academics in teaching roles are increasingly measured on performance via student evaluations amplifying attention on professional development initiatives for academics. One such initiative is the Peer Assisted Teaching Scheme currently in practice across many Australian universities. The critical component of the scheme is the establishment of teaching goals that provide focus and direction for the peer partnership. This study addresses two questions: (1) Around which aspects do academics set their goals for teaching improvement? and (2) How do academics’ goals align with the SMART goal-setting framework that is prescribed in the scheme? Findings from five Australian universities showed that goals align with a variety of educational areas yet many were underdeveloped, or misaligned with the proposed strategy. The implications of this are discussed and a framework for setting education goals for teaching improvement is developed.