IMPACTS OF 2‐YEAR AND 4‐YEAR COLLEGES ON LEARNING ORIENTATIONS: A PRELIMINARY STUDY

This investigation compared the impacts of 2‐year and 4‐year colleges on learning orientations. Controlling for precollege learning orientations, academic aptitude, age, work, place of residence, and enrollment status, this study found no significant differences between 2‐ and 4‐year students in freshman‐year effects on enjoyment of diversity and intellectual challenge, learning for self‐understanding, internal locus of attribution for academic success, and preference for higher order cognitive activities. The findings are consistent with other recent evidence casting doubt on major differences in the net educational effects of 2‐ and 4‐year colleges.     

Re/presenting intellectual subjectivity: gender and visual imagery in the field of higher education

Visual images of students and academics in the UK have traditionally featured men, reflecting the historical predominance of men in these positions. When women were represented, sexist imagery and traditional constructions of femininity were not uncommon. This article explores the ways in which students and academics are constructed in a selection of visual representations in two contemporary UK sources: in two videos aimed at potential students and in the Times Higher Education, a magazine for higher education professionals. Following a discussion of dominant constructions of intellectual subjectivity, I draw upon a feminist post-structuralist approach in the analysis of these visual images. Although women are now entering universities in greater numbers than ever before, I suggest that this visual iconography continues to inscribe culturally dominant constructions of femininity and masculinity, reaffirms a gender binary and reconstructs the serious intellectual subject as a masculine one.     

Sexual References and Consequences for Heterosexual,Lesbian, Gay,and Bisexual Characters on Television: A Comparison Content Analysis

A content analysis was conducted to examine sexual references and consequences among lesbian, gay, bisexual (LGB), and heterosexual characters on television. The sample was composed of programs portraying an LGB lead or reoccurring character. Results showed that heterosexual and LGB characters engaged in sexual talk and behavior in similar contexts. When discussing LGB sexualities, however, heterosexual characters were disproportionately likely to make jokes; LGB characters were disproportionately likely to discuss coming out. LGB characters depicted in sexual references were more likely to be in dialogue with a heterosexual character than another LGB character. Sexual consequences were more common for heterosexual characters than LGB characters. No gender differences existed in frequency of sexual references or consequences among LGB characters, evidence that the sexual double standard found in previous research may not apply to LGB characters. Results are discussed in terms of potential effects of exposure.     

The confidence and competence in information and communication technologies of practitioners,parents and young children in the Early Years Foundation Stage

A review of evidence on the use of information and communication technologies (ICT) in the early years was commissioned by the British Educational Communications and Technology Agency. Views of practitioners, parents and children were obtained and practitioner ICT audits completed. Most young children grow up in media-rich digital environments in which they actively engage. Family members and practitioners are positive and actively promote use of ICT through ongoing socio-cultural practices. There appears to be a gap between children’s access to and use of ICT at home and in early years settings, and between state-maintained and non-maintained sectors. Training implications are marked. Cost of purchase, maintenance and replacement of age-appropriate digital technology remains a challenge and the development of active pedagogy to maximise benefits of technological advances must generate imaginative solutions.     

Tenure,support of collective bargaining,and unionism in higher education: Some challenging findings

Questionnaire responses of a large educational faculty in a private university were used to examine support for collective bargaining and several propositions about unionism. The little existing research on specific schools within universities suggests that education faculties modestly support unionism, with tenure related negatively to it. Parametric and nonparametric analyses of data from this faculty revealed considerably different results, including far greater union support and tenure's positive relationship with unionism. This investigation suggests that theorizing about unionism and collective bargaining within the schools of universities, such as schools of education, needs to be reconsidered.An earlier version of this paper was presented at the Annual Meeting of the American Education Research Association in San Francisco, April 19–23, 1976.     

Action Learning—a learning and teaching method in the preparation programme for supervisors of midwives

Supervision of midwives is a statutory responsibility, which provides a mechanism for support and guidance to every practising midwife in the United Kingdom. To be eligible for appointment as a supervisor, midwives are required to undertake a preparation programme successfully. Because of the changing nature of the professional role and education, the level of the programme of preparation has evolved from an attendance course, to programmes delivered at diploma, degree and, more recently, Masters' level. In collaboration with clinical colleagues and the statutory authorities, the University of Hertfordshire has presented a programme of preparation at Masters' level since 1997. Revalidation in 2001 provided the opportunity to review the learning and teaching methods, and a decision was made to use Action Learning as an important component of the new programme that commenced in 2002. Alongside the normal university quality assessment mechanisms, a systematic evaluation was undertaken to explore the acceptability and perceived usefulness of Action Learning by the students of the second and third cohorts. This paper presents the findings of this evaluation.     

Using a Think-Aloud with Diverse Students: Three Primary Grade Students Experience Chrysanthemum

Many struggling readers, students with English as a second language, and children with disabilities do not engage in the strategies that good readers use when reading for understanding. Reading comprehension depends upon the students’ ability to successfully use strategies to monitor and control their own comprehension. Teachers need to help students develop skills that will aid in reading comprehension. The think-aloud is one strategy that can help struggling readers improve fluency and comprehension. One of the most important components to determine the success of the think-aloud is the teacher’s ability to model and facilitate the think-aloud procedure. The teacher needs to have a basic understanding of what is meant to be accomplished using this method. This article profiles how three teachers model and facilitate a think-aloud with three struggling readers.