Maximising the language and learning link in computer learning environments

In studies on the implementation and educational uses of computers there are reports of changes in students' behaviour as a result of working with computers (Rowe, 1993; Crook, 1994). Social, collaborative and dialogic exchanges have been observed as students engage in tasks around computers. This research provides evidence that the computer is a social facilitator in the sense that it provides opportunities for collaboration, group work and interaction which fosters cognitive change (Wild, 1995).
This article recognises the social role of the computer, and supports the view that computers can be used to facilitate learning through language. There is growing awareness that if we are to realise the full potential of computers in education, consideration must be given to their role as catalysts in the learning process, rather than technological tools (Hawkridge, 1990). Computer assisted learning has progressed through many phases, and through investigation of underlying theoretical frameworks it is possible to recognise the change of focus from individual accounts of learning to social perspectives.
Theoretical frameworks which emphasise the social dimensions of learning (Vygotsky, 1978) legitimise the link between computers, language use and learning and indicate that computers must be integrated into the social life of classrooms if their pedagogical benefits are to be realised.     

Girls and Science: Does a core curriculum in primary school give cause for optimism?

The low numbers of students, particularly girls, pursuing science after the age of 16 continues to give cause for concern, despite the inclusion of science as a core subject in the curriculum of primary schools in England and Wales. This article explores the perceptions of primary pupils with regard to science since its introduction as a compulsory component of the curriculum. The findings tend to replicate those of earlier studies, indicating that primary pupils, both girls and boys, view science positively while at primary school and look forward to science at secondary school. However, results show that, within science, girls' and boys' preferences are different. Girls have greater preference for biological topics while boys demonstrate a wider range of interests. Furthermore, the introduction of the National Curriculum appears to have had negligible effect in broadening the interests of girls. It is argued that intervention strategies are needed in order to make all fields of science attractive to girls and that this should begin in the primary phase of education.     

Business and Higher Education Partner to Develop a High‐Skilled Workforce: A Case Study

The workforce development literature contains little scholarly work on how organizations in a community work together to develop a high‐skilled workforce. This exploratory case study examined business and higher education partnerships that were instrumental in creating such an educational infrastructure for information technology in Tulsa, Oklahoma. The findings from this case study provide insight into the chronology of key events and the leaders' characteristics and their interactions. Tulsa's IT workforce‐development infrastructure was negotiated one partnership at a time, bridging diverse interests, until a workforce‐development system emerged. The infrastructure grew as the result of accident, purposeful activity, serendipity, and negotiated processes and structures. The leaders' differing motivations and energy, their history of collaboration and mutual trust, and their different perspectives influenced the information technology workforce development infrastructure that developed. The insights into inter‐organization processes that resulted from the study can contribute to theory building in human performance technology and to our understanding of how to address gaps between desired and actual workforce performance at a community level.     

Gender and Inquiry: an investigation into identifying and defining the role of inquiry in higher-order thinking

This paper studies differences between girls ‘ and boys ‘ perceptions of mathematical and scientific higher-order thinking, ways of identifying when higher-order thinking occurs, and methods of mathematical and scientific inquiry that assist in developing higher-level thinking in both young students and pre-service teachers. Participants included 17 pre-service teacher candidates (16 female, 1 male) enrolled in an integrated elementary mathematics and science methods course, and 102 elementary students from large, metropolitan schools (52 females and 50 males from lower-middle- and high-middle-class homes). A 15-item Likert-style rating scale instrument was used. Qualitative measures including observations, interviews and reflections were completed in conjunction with the more quantitative rating scale measure to triangulate the design. Pre-service teacher candidates rated the significance of childrens’ responses and reflected on findings. Results revealed similar ratings between genders and significance on items relating to perceptions of what science and mathematics are, whether girls should be scientists, and objects/manipulatives versus paper/pencil tasks in mathematics.     

Effect of Twinning on Chinese and English Vocabulary Knowledge

Vocabulary knowledge was tested in a native (Cantonese-Chinese) and foreign (English) language in 150 twins and 150 singletons aged 6–11 years, matched on age, gender, grade level, nonverbal intelligence, parents’ education, family income, and number of siblings and household members. The singletons clearly outperformed the twins on the native vocabulary, but this “twinning effect” was much less noticeable for the foreign vocabulary. The effect on English vocabulary was further reduced after exposure to English at home was controlled. Given that these participants learned most of their English in school rather than home, the present findings support the notion that the twinning effect is associated with increased competition for family interaction in twins compared with singletons.     

Situating Learning of Human Performance Technology

The Organizational Communication, Learning, and Design Department at Ithaca College is experimenting with educational methods that situate learning in authentic contexts, for example, in real cases with actual clients. We hope that these methods will better prepare our students for skilled practice in the complex situations and environments where they will work. One of our efforts has focused on an upper-level undergraduate course titled Performance Technology, for which we have developed a variety of what we believe are innovative strategies and activities. Results have been encouraging and have suggested more direct and powerful links between preparation and practice.     

Using Deliberative Inquiry to Assess Future Needs for a Graduate HRD Curriculum: A Case Study

The many changes in today's workplace argue for equivalent changes in educating human resource development (HRD) professionals. The need for HRD curricular changes to be thought out fully and future-focused warrants the use of systematic methods for formulating, solving, and learning more about how to formulate and solve curriculum problems. Deliberative inquiry is such a method. This research methodology is directed toward curricular decision-making as it occurs within a specific context and, simultaneously, toward learning how to formulate and solve such problems. This study focuses on how faculty members in one university department used the problem formulation phase of deliberative inquiry to assess future needs for their HRD specialization. The article first overviews the research methodology of deliberative inquiry and then describes the systematic approach-subject matter analysis-that was used to structure the problem formulation relative to HRD curricular needs. The problem formulation process clarified stakeholders' values. It also resulted in reframing the situation, which led to new insights about the issues facing the HRD curriculum and ways to address them.     

Sprint running kinematics and kinetics in pre-peak-height-velocity male children on a non-motorised treadmill: reliability and normative data

The purpose of this study was to quantify the reliability of kinematic and kinetic variables using a sample of pre-peak-height-velocity (PHV) male athletes sprinting on a non-motorised treadmill. Following variables were measured and their normative data presented, average and peak velocity, average and peak power, average and peak horizontal force, average and peak vertical force, average step frequency, average step length, average work. Twenty-five participants performed three 5-s all-out sprints from a standing split start on a non-motorised treadmill on three separate occasions. Per cent change in the means (-3.66 to 3.35%) and coefficients of variation (0.56–7.81%) were thought reliable for all variables. However, average step rate, average horizontal force and average vertical force did not meet the standards (≥0.70) set for acceptable intraclass correlation coefficients (ICC). Due to the homogeneous group, it was expected to receive low ICC values. Therefore, youth sprinting performance can be tested reliably on a non-motorised treadmill, especially if the per cent change in the mean and CV are deemed the important reliability measures. Normative data are given for the participant’s age as well as their maturity level for kinematic and kinetic variables.     

Vital pathways for hospital librarians: present and future roles

Objectives:

The research objectives were to (1) describe the current and future roles of hospital librarians and the challenges they face and (2) find evidence supporting the hypothesis that librarians are essential to hospitals in achieving the organizations'' mission-critical goals.

Method:

The authors used results from a previous research study that identified the five organizational mission-critical goals important to hospital administrators and then searched the literature and solicited examples from hospital librarians to describe the librarian''s role in helping hospitals achieve these goals.

Results:

The literature supports the hypothesis that hospital librarians play important roles in the success of the hospital. Librarians support quality clinical care, efficient and effective hospital operations, continuing education for staff, research and innovation, and patient, family, and community health information needs.

Conclusion:

Hospital librarians fulfill many mission-critical roles in today''s hospital, providing the right information at the right time in a variety of ways to enhance hospital and medical staff effectiveness, optimize patient care, improve patient outcomes, and increase patient and family satisfaction with the hospital and its services. Because hospital librarians and their services provide an excellent return on investment for the hospital and help the hospital keep its competitive edge, hospital staff should have access to the services of a professional librarian.

Highlights

• A review of the literature supports the hypothesis that services of the professional librarian result in:
  • enhanced staff effectiveness,
  • optimized patient care,
  • improved patient outcomes, and
  • increased patient and family satisfaction with the hospital and its services.

Implications

• Because hospital librarians and their services provide an excellent return on investment for the hospital and help the hospital keep its competitive edge, hospital staff should have access to the services of a professional librarian.