BOOK REVIEWS

This paper presents findings from a collaborative evaluation project within a masters programme in professional education. The project aimed to increase knowledge of research methodologies and methods through authentic learning where participants worked in partnership with the tutor to evaluate the module which they were studying. The project processes, areas of the course evaluated and the data collection methods are outlined. The findings focus on key themes from evaluating the effectiveness of using a collaborative evaluation approach, including: enhanced student engagement; creativity of the collaborative evaluation approach; equality between the tutor and students; and enhanced research skills. Discussion focuses on the outcomes and effectiveness of the project and tutor reflections on adopting a collaborative approach. This paper highlights lessons from the project relevant to those interested in staff–student partnership approaches and those facilitating postgraduate learning and teaching programmes and educational research courses.

Cet article présente les résultats d’un projet collaboratif d’évaluation ayant eu lieu dans le cadre d’un programme de master en formation professionnelle. Le projet visait à accroître les connaissances des méthodes et méthodologies de recherche par l’entremise d’un apprentissage authentique dans le cadre duquel les participantes ?uvraient en partenariat avec le tuteur à l’évaluation du module auquel elles prenaient part. Les processus du projet, les parties du cours ayant été évaluées et les méthodes de collecte des données sont présentées. Les résultats se concentrent sur les thèmes principaux provenant de l’évaluation de l’efficacité d’une approche collaborative d’évaluation. Ceux‐ci comprennent : l’engagement accru des étudiantes ; la créativité de l’approche collaborative d’évaluation ; l’égalité entre le tuteur et les étudiantes ; et les compétences de recherche développées. La discussion porte sur : les résultats et l’efficacité du projet de même que des réflexions du tuteur au sujet de l’adoption d’une approche collaborative. L’article met en lumière les leçons tirées de ce projet pouvant être pertinentes pour ceux qui seraient intéressés par les approches de partenariat enseignant‐étudiant et pour ceux qui ont la charge de programmes de 2e ou 3e cycle en pédagogie universitaire ou de cours de recherche en éducation.     

“Unhomely” Academic Developer Identities: More post‐colonial explorations

Academic developers are very often disciplinary migrants, performing hybrid, liminal roles at the “fault lines” between teachers and learners, between academics and managers, and between teaching and research. As a result, their identities as scholars can be described as “unhomely.” While this in‐between space is uncomfortable and ambiguous, its deconstructive power lends itself to “thinking at or beyond the limit” of current teaching and learning discourses. This article seeks to apply the post‐colonial notion of “unhomeliness” to academic development so that we can more critically understand academic‐developer identities and how the relentless march of performativity impacts on them. The article also explores some deconstructive possibilities inherent in the liminal educational development zone that may bring back the playfulness of exploring transgressive ideas about teaching and learning.

Les conseillers pédagogiques sont très souvent des étrangers à la discipline, jouant des rôles hybrides ou à la limite des « lignes de faute » entre les enseignants et les apprenants, entre les universitaires et les gestionnaires, et entre l’enseignement et la recherche. Le résultat est que leurs identités en tant que chercheurs peuvent être décrites comme « non accueillantes ». Tandis que cet espace intermédiaire est inconfortable et ambigu, son pouvoir déconstructif se prête à une pensée « à/au‐delà de la limite » des discours actuels sur l’enseignement et l’apprentissage. Cet article cherche à appliquer la notion postcoloniale du « non accueillant » au développement pédagogique de façon à ce que nous puissions comprendre de manière davantage critique les identités du conseiller pédagogique ainsi que l’impact, sur ceux‐ci, de la marche implacable vers la performativité. Cet article explore aussi les possibilités déconstructives inhérentes à la zone liminale de développement pédagogique, lesquelles sont en mesure de ramener l’espièglerie sous‐jacente à l’exploration d’idées transgressives au sujet de l’enseignement et de l’apprentissage.     

Technology Integration for Students with Disabilities: Empirically Based Recommendations for Faculty

In 3 empirical studies we examined the computer technology needs and concerns of close to 800 college and university students with various disabilities. Findings indicate that the overwhelming majority of these students used computers, but that almost half needed some type of adaptation to use computers effectively. Data provided by the students and by a small sample of professors underscore the importance of universal design in a variety of areas: courseware development, electronic teaching and learning materials, and campus information technology infrastructure. Sex and age of students were only minimally related to attitudes toward computers or their use in our samples. Key findings summarize the problems faced by students with different disabilities as well as the computer related adaptations that are seen as helpful. These are used to formulate concrete, practical recommendations for faculty to help them ensure full access to their courses.     

Perspectives on gender and sexual diversity (GSD)-inclusive education: comparisons between gay/lesbian/bisexual and straight educators

This paper presents findings from a national study on the beliefs and practices of K-12 educators regarding lesbian, gay, bisexual, transgender, and queer (LGBTQ) issues in schools. Over 3400 Canadian educators participated in the study, which took the form of a bilingual (English/French) online survey. Respondents answered questions about their values regarding human rights and LGBTQ-inclusive education, their practices in the classroom, experiences with homophobic and transphobic harassment, and perceptions of support for LGBTQ-inclusive practices. Results indicate that there is a high level of in-principle support for LGBTQ-inclusive education (84.9%); however, actual practice is much lower (61.8%) and there are significant differences in the perspectives and experiences of gay, lesbian, and bisexual identified educators compared with their straight colleagues in terms of curriculum integration and bullying interventions. Findings offer important insights for teacher preparation, curriculum development, and law and policy implementation and reform.     

Making a point of difference: the glocalised ecology of the International Baccalaureate Diploma in Australian schools

The International Baccalaureate Diploma (IBD) is an independent, globally available curriculum currently enjoying rapid uptake in government systems as an alternative curriculum. This paper explores the logic of its consumption in three case study schools across different states of Australia, and the relational ‘points of difference’ it creates in each local context and its curricular market. The analysis uses a typology of goods to describe the nature and dynamics of the IBD's glocalised ecology in each site. The conclusion argues that the success of the IBD as a curricular alternative risks eroding its appeal as a positional good.     

Crafting policies about controversial values: How wording disputes manage a group dilemma

Over a six-month time period a school board and its community discussed their district's strategic plan goals about diversity. This article analyzes that discussion within the practical theory frame articulated by Craig. Meeting talk and documents were analyzed to determine how the group's policy deliberation became an argument over what words to have (or avoid) in the strategic plan document. Proposals about document language were framed as technical editing, as inadvertent changing of a policy, and as wordsmithing. In addition to each frame being used, each was also challenged as to its being used to advance some group members' interests at the expense of others. Moving back and forth between using and resisting wording proposal frames, we suggest, is a reasonable way for groups to manage a dilemma they face in crafting policies about controversial, abstract issues. The paper concludes by identifying implications for dilemma theorizing and future study of groups.     

Public and Academic Library Cataloging Collaboration in Ohio's NACO Funnel Project

Catalogers at The Ohio State University (OSU) Libraries, Columbus Metropolitan Library (CML), and Cleveland Public Library (CPL) are collaborating through the Ohio Name Authority Cooperative (NACO) funnel to create personal name authority records that directly benefit library patrons. Although OSU provides training and review, all three libraries receive value from the collaboration. There have been obstacles, however, such as cataloging training and workflow differences between public and academic libraries. This article will discuss the challenges and benefits of this inter-library cataloger collaboration from the point of view of all three libraries, plans for the future, and best practices for other libraries that are interested in public/academic library collaborations of this kind.     

Efficacy of Screen-Capture Tutorials in Literature Search Training: A Pilot Study of a Research Method

This pilot study evaluated a research method for examining the efficacy of screen capture tutorials in teaching database search skills. This is not a results-oriented paper but rather describes the facets and testing of a mixed methods protocol. The lessons learned can be applied to a result-oriented study with a larger sample size and to the development of methods for similar studies. The protocol tried to balance control of variables with observing behavior in the natural setting. A combination of concept maps, an information stage questionnaire, and screen recordings provided rich information about health practitioners' research questions and search strategies.     

Supervisor Impression Management: Message Content and Channel Effects on Impressions

The current study focuses on the delivery of negative feedback and how supervisors can accomplish that delivery while maintaining their own image and their employees' face. We look at delivery of feedback with and without face-saving messages through two different channels: face-to-face (FtF) and email. Results indicate that the inclusion of face-saving messages had relatively consistent positive effects on a variety of employees' impressions of supervisors. Channel was found to interact with message content to impact perceived face threat of a message and the perception of the supervisor's appropriateness. These findings are discussed in terms of theoretical and practical applications, as are limitations and directions for future research.