Funding international communication research

The purpose of this paper is to derive certain lessons learned about funded international communication research. Like other types of funded research, funding for international communication research is increasing as funding agencies perceive the value of communication research. Much international communication research is interdisciplinary in nature, and benefits the American university in broadening intellectual concerns to a more worldwide perspective. The Internet is changing the nature of certain types of international communication research by providing rapid, low-cost access to overseas respondents in data-gathering, and by raising new issues to be investigated. Also, the rise of this new communication technology calls the potential of communication research to the attention of funding agencies.     

The role of ethnicity in choosing and leaving science in highly selective institutions

This study sought to assess the role of ethnicity in both initial choice of, and persistence in, science majors. Standardized test scores, high school records, initial concentration preference, college grades, and final majors of all the white, Asian, black, and Hispanic students who enrolled in 1988 at four highly selective institutions provided the database. Despite relative deficits in scores on measures of preparation and developed ability, blacks entered college with a strong interest in majoring in science. Black students interested in science also suffered the highest attrition from it; Asians were lowest, with whites and Hispanics near the average attrition of 40%. Ethnicity did not add significantly to ability and achievement variables in predicting attrition from science. The results are discussed in terms of two main issues: first, the effect of different standards of selection for the various groups on their success in science curricula; and second, the relevance of various well-known intervention strategies to the problems of minority attrition in science in highly selective institutions.     

A systematic review and synthesis of qualitative research: the influence of school context on symptoms of attention deficit hyperactivity disorder

This systematic review and synthesis of qualitative research explored contextual factors relevant to non-pharmacological interventions for attention deficit hyperactivity disorder (ADHD) in schools. We conducted meta-ethnography to synthesise 34 studies, using theories of stigma to further develop the synthesis. Studies suggested that the classroom context requiring pupils to sit still, be quiet and concentrate could trigger symptoms of ADHD, and that symptoms could then be exacerbated through informal/formal labelling and stigma, damaged self-perceptions and resulting poor relationships with staff and pupils. Influences of the school context on symptoms of ADHD were often invisible to teachers and pupils, with most attributions made to the individual pupil and/or the pupil’s family. We theorise that this ‘invisibility’ is at least partly an artefact of stigma, and that the potential for stigma for ADHD to seem ‘natural and right’ in the context of schools needs to be taken into account when planning any intervention.     

Broadening the scope of scholarship: A suggested framework

Recent work by Ernest Boyer and others has prompted some colleges and universities to reexamine the nature of scholarship among faculty members. Using Boyer's categories of scholarly activity, the authors have developed a framework for scholarly contribution that is currently being implemented by faculty at DePaul University's School for New Learning. The proposed framework includes assumptions regarding scholarship, expectations for faculty relative to scholarly activity, and definitions and criteria for the four forms of scholarship. The authors offer the framework in the hope that it will stimulate a reexamination of the nature of scholarship at other institutions as well.The authors are a group of academic professionals comprised of faculty and academic advisors from the School for New Learning, DePaul University in Chicago, Illinois. Morris Fiddler is an Associate Professor and received his Ph.D. from the University of Minnesota. His primary research interests include adult learning and medical genetics. Susan McGury obtained her Ph.D. at the University of Reading and is an Assistant Professor with special research interests in art history and literature. Catherine Marienau is an Associate Professor and received her Ph.D. at the University of Minnesota. Her primary research interests are adult learning and women's development. Russell Rogers received his Ph.D. from Michigan State University and is an Associate Professor as well as serving as the Director of the M.A. Program in Integrated Professional Studies. His research specialties include higher education and organizational behavior. Warren Scheideman has an M.A. from DePaul University, and he serves as a Senior Academic Advisor. His research interests include pedagogy and adult learning.     

Differential effects of global modifications to large‐scale high stakes examination programmes

Driven largely by calls for accountability, the use of large‐scale testing is expanding in terms of the number and purposes of testing programmes. At the same time, financial constraints have resulted in attempts to reduce the lengths of such examinations. An examination of the 1994/1995 and 1995/1996 British Columbia Scholarship programme illustrates that differential and unanticipated differences can occur when such changes to the testing programme are made. The removal of a portion of the constructed‐response (CR) and written tasks (WT) items used to identify scholarship recipients resulted in differences in scholarship scores and the identification of scholarship recipients. Further, the differences were found to affect subgroups of students differentially. While there were no differences attributed to gender, higher difference rates were associated with course area (humanities vs. science) or examination session (January vs. June). The results illustrate the complex and contextual impact of changes to examination programmes and the potential consequences of such changes. Test developers and users must make more of an effort to examine the consequences of examination programmes and planned changes upon the students and others who may be affected by the results.     

From science teacher to technology facilitator: A case study of Katherine

Technology education has a new focus in New Zealand with the publication of the draft Technology Curriculum. Biotechnology is mostly taught by science teachers in New Zealand secondary schools. This study monitors both the author's and the teacher's evolving perspective of technology education from that of applied science to technology and the influence of the draft Technology Curriculum on this process. Specializations: biotechnology/technology education, science education     

Gender – diversity – intersectionality: (New) perspectives in adult education

International Review of Education -     

Why biosecurity matters: students’ knowledge of biosecurity and implications for future engagement with biosecurity initiatives

Background: Research on biosecurity is important as New Zealand’s agricultural export-driven economy is susceptible to biosecurity threats. Because New Zealand is reliant on the primary industries to drive its economy, bovine diseases such as foot and mouth could have a devastating effect on the economy.

Purpose: Making sure that the general public are aware of the importance of maintaining biosecurity is crucial in order to protect New Zealand’s economy, human health, the environment, and social and cultural values. New Zealand Year 9 students’ knowledge of biosecurity was gauged as these students represented the next generation of individuals tasked to maintain biosecurity in New Zealand.

Design: A qualitative approach using the interpretive mode of inquiry was used to investigate the knowledge about biosecurity with New Zealand Year 9 students. Questionnaires and interviews were the data collection tools.

Sample: One hundred and seventy-one students completed a questionnaire that consisted of Likert-type questions and open-ended questions. Nine students were interviewed about their knowledge.

Results: The findings showed that New Zealand Year 9 students lacked specific knowledge about unwanted plants, animals and microorganisms. These students saw illicit drug plants as unwanted plants and mainly saw possums as unwanted animals in New Zealand. Their knowledge about unwanted microorganisms in New Zealand was dominated by human-disease-causing microbes. A lack of knowledge of biosecurity issues in New Zealand was seen as the major factor in these students limited understanding of biosecurity.

Conclusions: Based on these findings, it can be said that knowledge of an issue is critical in enabling individuals to develop an understanding about biosecurity. Explicit teaching of biosecurity-related curriculum topics could provide New Zealand Year 9 students with an opportunity to develop knowledge about biosecurity in New Zealand.