Relational Learning in Social Work Education: Transformative Education for Teaching a Course on Loss,Grief and Death

This article explores the relational learning model for teaching clinical social work practice. Evaluations of a course on loss, grief, and death illustrate that relational learning methods enhanced students' relational and communicative knowledge and skills, and contributed to a transformative learning process. Relational learning is a method of teaching that is consistent with the postmodern classroom and with the mission of contemporary social work practice.     

Comparison of the effectiveness and efficiency of oral and written retellings and passage review as strategies for comprehending text

The purpose of this study was to compare the instructional effectiveness and efficiency of oral retelling, written retelling, and passage review comprehension strategies on third‐grade students' accuracy and rate of answering reading comprehension questions. A modified alternating treatment design was used to compare the effects of oral retelling, written retelling, and passage review strategies. Each strategy occurred within the context of repeated readings with phrase drill error correction. This study extended previous research findings by examining the effects of oral and written retelling as strategies for improving both literal and inferential comprehension and by investigating the efficiency of retelling procedures. Findings revealed that students' accuracy in answering reading comprehension performance was better under both retelling conditions than the passage review condition. The oral retelling coupled with repeated readings and phrase drill error correction was the most efficient instructional method for answering comprehension questions correctly. © 2009 Wiley Periodicals, Inc.     

Impact evaluation of educational development programmes

Although most educational development professionals value the importance of monitoring their programme's impact, systematic evaluation is not common, and often relies on inference measures such as extent of participation and satisfaction. This paper discusses approaches to programme impact evaluation in terms of six possible points of focus: (1) participants' perceptions/satisfaction; (2) participants' beliefs about teaching and learning; (3) participants' teaching performance; (4) students' perceptions of staff's teaching performance; (5) students' learning; and (6) effects on the culture of the institution. Whatever focus is selected it is important to address the following questions: (1) What is the intended impact? (2) Why evaluate? (3) When to evaluate? (4) Who evaluates? (5) How to evaluate? (6) Is the actual impact the same as the intended impact and is the actual impact desirable? (7) Who should receive the results of the evaluation? (8) What will happen as a consequence? Based on these two sets of questions, a 6 x 8 matrix is proposed to guide the evaluation of educational development initiatives. It is argued that the approach to impact evaluation needs to be aligned with the focus of the desired change as well as the intervention strategies used to bring about such change.     

Regulation

FTC Trade Regulation: Advertising Rulemaking, and New Consumer Protection (Practising Law Institute, 810 Seventh Ave., New York 10019—$20.00, paper; Course Handbook 303 of 1979)

The First Amendment Meets the Second Revolution by William H. Read (March 1979, Working Paper W-79-3, 27 pp.)

Executive Summary of Findings of the State Cable Television Regulation Project by Konrad K. Kalba, et al.(December 1978, Publication P-78-11, 20 pp.)

Regulatory Politics: State Legislatures and the Cable Television Industry by Konrad K. Kalba, et al. (August 1978, Publication P-78-2, 121 pp.)

The States Regulate Cable: A Legislative Analysis of Substantive Provisions by Philip R. Hochberg (July 1978, Publication P-78-4, 135 pp.)

Taxation, Regionalization and Pole Attachments: A Comparison of State Cable Television Policies (August 1978, Publication P-78-5, 126 pp.)

The Regulation of Cable Television Subscriber Rates by State Commissions by Larry S. Levine (July 1978, Publication P-78-6, 96 pp.)

The Economic Impact of State Cable TV Regulation by Yale M. Braunstein et. al. (October 1978, Publication P-78-7, 75 pp.)

Federal Preemption of State Regulation in Cable Television, by Philip R. Hochberg (November 1978, Publication P-78-8, 39 pp.)

States, Stakeholders and the Cable: The Evolution of Regulatory Policies by Konrad K. Kalba (December 1978, Publication P-78-9)

Chronology of Cable Television Regulation: 1947-1978 by Anne E. Birinyi (October 1978, Publication P-78-10, 20 pp.)     

Universities in Europe: North American Perspectives on European Historiography

This 2005 conference dialogue does not attempt to review the formidable A History of the University in Europe, 1800–1945 edited by Walter Rüegg. But it does use this magnificent piece of scholarship to open a discussion of the scholarship on the university, worldwide. The precipitating event was a book session at the Social Science History Convention in Portland, Oregon (2005). The participants are scholars of the higher education discourse and sought to reflect upon the conceptual patterns that have produced our higher education canon. They have found both foundational bedrock and time‐bound, limited assumptions about the ‘university’ in this volume’s 16 major essays. The central issue of this critique addresses the methodological problem of how another discourse, say, American higher education, might conceive a different version of the history of the university. In the course of the discussion the participants try to lay out the conceptual guidelines for a new history of higher education.     

Construct Equivalence of PISA Reading Comprehension Measured With Paper‐Based and Computer‐Based Assessments

For many years, reading comprehension in the Programme for International Student Assessment (PISA) was measured via paper‐based assessment (PBA). In the 2015 cycle, computer‐based assessment (CBA) was introduced, raising the question of whether central equivalence criteria required for a valid interpretation of the results are fulfilled. As an extension of the PISA 2012 main study in Germany, a random subsample of two intact PISA reading clusters, either computerized or paper‐based, was assessed using a random group design with an additional within‐subject variation. The results are in line with the hypothesis of construct equivalence. That is, the latent cross‐mode correlation of PISA reading comprehension was not significantly different from the expected correlation between the two clusters. Significant mode effects on item difficulties were observed for a small number of items only. Interindividual differences found in mode effects were negatively correlated with reading comprehension, but were not predicted by basic computer skills or gender. Further differences between modes were found with respect to the number of missing values.