A Meta-Analysis of Advance Organizer Studies

Twenty-nine reports yielding 112 studies were analyzed with Glass’s meta-analysis technique, and results were compared with predictions from Ausubel’s model of assimilative learning. Overall, advance organizers were shown to be associated with increased learning and retention of the material to be learned. Levels of some variables in the high-effect-size studies were not as predicted by Ausubel’s model, however.     

Exploring recent developments and debates in education management

This article explores some recent developments and debates concerning education management. It is based on a review of seven recently published books with relevance to developing understanding of education management. An overview of the key issues and central arguments of each book is provided. Debates which have emerged within and between the books are identified as themes for discussion. Themes explored relate to: the changing context of education management; the management of change; discourses in education management; developing education management; a shift from management to leadership; power and values in education management; and the linkage between education and management. The article concludes that education management should emphasize educational goals rather than managerial ends. It suggests the need to explore the inter-relationship between management theory, discourse, practice and development and the implications for learning and teaching. There is a continuing need for development and debate concerning education management.     

Teaching manual communication to preservice teachers of the deaf in an accredited comprehensive undergraduate teacher preparation program

NOTING THAT there are no standardized manual communication curricula or proficiency assessments available to teacher preparation programs, the author used a case study to describe how preservice teachers of the deaf are taught to incorporate American Sign Language and various forms of signed English as effective communication tools for students who are deaf and hard of hearing. An accredited undergraduate teacher preparation program located in a rural area was selected for the study. Eight curricular components were examined, and data were triangulated from observations, interviews, and document analyses. The author found (a) that manual communication was taught in three required courses making up 6.57% of the overall curriculum, (b) direct application to the classroom was limited, and (c) there was minor misalignment across the eight curricular components examined. The program did not require an exit-level proficiency exam.