The development of research-oriented learning in five european countries

The demand of research-oriented learning in higher education which was raised in various European countries at the end of the 1960s focused above all on institutional feasibilities. In this article a broader view on the subject is given. Research-oriented learning is examined both as part of students’ abilities and as a special learning style. The empirical data were gathered by means of a scale developed within an international longitudinal study on student socialisation. The findings show effects of selection as well as of socialisation. They indicate heterogeneity between main fields at the beginning of study and continuous development, throughout the course of time spent attending university. This trend is similar for four of the five countries studied — Austria, Germany, the Netherlands and Poland. The fifth country Yugoslavia proved to be an exception. But in all five countries the level reached by students remains unsatisfactory in view of the university’s objectives. The factors determining the development of a research-oriented learning style, in addition to the field of study, are motivation and gender. Throughout their studies women in all countries remain at a lower average level. This in particular, would have to be considered in a renewed discussion of the topic.     

Prolog programming techniques

In this paper we introduce the concept of a Prolog programming technique. This concept is then distinguished both from that of an algorithm and that of a programming cliché. We give examples and show how a knowledge of them can be useful in both programming environments and in teaching programming skills. The extraction of the various techniques is outlined. Finally, we discuss the problem of representing techniques where we conclude that the most promising approach is the development of a suitable meta-language.     

TransFormers in knowledge production: building science–practice collaborations

This article places action learning in the context of system innovation, as it studies the potential use of action learning for system change. In order to effect such system change, collaboration between actors from different institutional backgrounds is essential. To gain insight into if and how action learning can be applied for system change, we study three system change projects in Dutch agriculture. We focus specifically on the approaches developed by the project leaders for collaboration between the scientists and the entrepreneurs and analyse how the interaction between these two contributed to the learning process within the project. This article concludes with guiding concepts for action learning for system change in the field of sustainable development of agriculture and beyond.     

Survivors in a male preserve: A study of British women academics' experiences and perceptions of discrimination in a UK university

Women academics in British universities make up a very small minority and are concentrated in the lower grades. All the statistical evidence points to the fact that a reason for this situation is that discrimination exists in the academic profession. Howerver, very little empirical information exists on the nature of this discrimination and how it operates. The study reported here seeks to contribute to the understanding of this phenomenon by exploring the processes involved, through the perceptions and experience of women academics themselves. A total of 43 women from a British university were interviewed at length, and problem areas were highlighted by their evidence.There is the problem of being in very small minorities functioning in a male environment. They suffer from isolation and exclusion from their male colleagues, and challenges to their authority from male students. They have fewer support systems, with few role models or mentors, and little access to communication networks. They report problems with work relationships, and experience hostility from male colleagues and students. The majority had experienced discrimination within the university. Finally, the effects of these factors on their perception of themselves as academics are explored. The majority become convinced that the concept of a women academic is problematic. This leads them to put pressure on themselves to perform better than male colleagues, and to avoid being identified with other women. They become honorary men and as such are in no position to support other women.Being different is a very hard row to hoe. The nail that sticks out gets hammered down. (Two traditional Japanese sayings.New Internationalist, May 1992, p. 231).     

Effects of a First-Semester Learning Community on Nontraditional Technical Students

The study consisted of 25 full-time Electronic Technician Certificate students with 16 randomly assigned to an experimental group registered in a team-taught learning community and with nine randomly assigned to a control group registered for individually taught unlinked classes. We hypothesized that the experimental group would have significantly better academic and social integration and more positive perceptions of their experiences than the control class as well as higher course grades and grade point averages, more contact with classmates and instructors, and greater commitment to college and second semester persistence. Both student self-reported surveys and institutional data were analyzed. Results indicated that the team-taught learning community did make a difference to its students and yielded quantitative and qualitative support for hypotheses dealing with student perceptions of academic and social integration. Findings failed to support hypotheses dealing with behavioral outcomes except for strong support for commitment to college.     

How to Keep a Good Woman Down: an investigation of the role of institutional factors in the process of discrimination against women academics

Women constitute a very small minority of the full time academic staff in British universities and are concentrated in the lower grades. Statistical evidence points to the fact that an important reason for this is that discrimination exists within the academic profession. However, there is very little empirical information on the nature of this discrimination and the institutional processes that serve to maintain it. The study reported here seeks to identify and illuminate these processes through the experiences and perceptions of women academics themselves. A total of 43 women were interviewed at length using a semi‐structured interview schedule, exploring issues such as recruitment and selection, probation, career development, appraisal, positions of power and the roles of women academics. It is suggested, in this paper, that we can begin to understand some of the factors which limit women's access to, and success within the profession by examining the evidence of women who have survived within the system.     

Screening for secondary intervention: concept and context

The article by Speece (in this issue) underscores the disappointing accuracy results of early screening for reading difficulties and argues that development conceptualized as rate of learning matters. We respond by emphasizing three points. First, the purpose of early screening could be identifying students not at risk so that instructional objectives can be established for students potentially at risk. Second, monitoring progress in mastering the alphabetic principle is reflected in item-based learning. Third, response to instruction is multilevel and contextualized. These points are illustrated with data from an early reading assessment used widely in Texas and from high-performing/high-poverty schools in Texas that serve as models of multitiered instruction.     

The importance and development of ball control and (self-reported) self-regulatory skills in basketball players for different positions

This study first investigated the importance of ball control and (self-reported) self-regulatory skills in achieving the elite level in basketball. The second aim was to gain insight into the development of, and association between ball control and (self-reported) self-regulatory skills that contribute to achieving the elite level, with taking into account positional differences. Talented male players (N = 73; age 16.56 ± 1.96) completed the STARtest to measure ball control and a questionnaire to measure (self-reported) self-regulation from 2008–2012. Results showed that (self-reported) reflective skills were most important to achieve the elite level (OR = 11.76; P < 0.05). There was no significant improvement in (self-reported) reflection over time for guards, forwards, and centers. Improvement in ball control was evident for guards (r = ?0.65; P < 0.05). Furthermore, guards and forwards had better ball control compared to centers (P < 0.01). For those two positions, negative correlations were found between (self-reported) reflection and ball control, i.e., higher reflection was related to better ball control (guards r = ?0.19; forwards r = ?0.18) in contrast to centers (r = 0.34). It is concluded that (self-reported) reflective skills are important to achieve the elite level, while ball control seems especially important for guards.