One Size Fits All? Teacher Appraisal in a Chinese Culture

In this article we suggest that the penetration of Western policies and practices—in particular, teacher appraisal—into Asian cultural contexts needs to be questioned. We begin by making a general case for considering the influence of societal culture on educational policies and practices, and a more specific argument for assessing its role in the implementation of teacher appraisal in different cultures. We argue that it may be unwise simply to clone appraisal practices in contexts and cultures quite different from those in which they are chartered. The study briefly reviews the status of teacher appraisal in Hong Kong, given that in the next few years all Hong Kong schools must implement appraisal schemes, a fact causing considerable consternation. We then suggest that the most common forms of appraisal being promoted and implemented in Hong Kong are based on traditional Anglo-American understandings and practices. This leads to a discussion of the possible influence exerted by culture on teacher appraisal in the Chinese society of Hong Kong. Noteworthy features of Hong Kongs culture are collectivism and high power distance, both of which are sufficiently different from Anglo-American cultures to suggest that the forms taken by teacher appraisal in those countries may be inappropriate for Hong Kong. In the final section, we briefly discuss a number of issues that, it is suggested, deserve consideration when Hong Kong schools design and implement teacher appraisal schemes. As we stress throughout the study, our discussion is not intended to be definitive. Rather, we hope it will stimulate discussion and research into discovering more culturally sensitive ways of appraising teachers in different parts of the world.     

The privatization and marketization of US schooling

This paper describes the trend towards the privatization and marketization of US schooling across three domains. We begin by describing the trend in recent pro-market policy reforms — proposed or enacted — to US schooling. This reform trend can be explained in terms of the growing importance of economic theory and economic evidence in social and political discourse. Briefly, we review mainstream economic theory and evidence to see what general lessons can be drawn, with a focus on productive efficiency. In the main section of the paper, we look at the direct evidence for US schooling not only in terms of the productive efficiency of schools, but also equity in schools, freedom of choice for parents and students, and the social cohesion produced by schools. Our review reaches a number of conclusions which suggest that the trend toward privatization and marketization may generate greater productive efficiency. Although the economic analysis is deficient in several ways and may have limited pertinence for social goods such as education, it highlights the need for strong and effective systems of accountability. Regardless of whether the advantages outweigh the disadvantages, however, it may be difficult to prevent further steps toward marketization.     

Time to embrace the complexity when analysing GPS data? A systematic review of contextual factors on match running in rugby league

ABSTRACT

This systematic review aimed to identify and summarise associations between currently identified contextual factors and match running in senior male professional rugby league. Eligible articles included at least one contextual factor and used GPS to measure at least one displacement variable within competitive senior, male, professional rugby league matches. Of the 15 included studies, the identified contextual factors were grouped into factors related to individual characteristics (n = 3), match result (n = 4), team strength (n = 2), opposition strength (n = 3), match conditions (n = 6), technical and tactical demands (n = 6), spatial and temporal characteristics (n = 7), and nutrition (n = 1). Speed was the most commonly reported measure of match running (100%), followed by distance (47%), and acceleration (20%). Inconsistencies were found between studies for most contextual factors on match running. Higher speeds were generally associated with higher fitness, encountered earlier in the match and whilst defending. All 15 studies utilised a univariate approach to quantify associations of a contextual factor. The inconsistencies found in the associations of given contextual factors highlight the complex and multi-faceted nature of match running. Therefore, practitioners should consider contextual factors when analysing and interpreting GPS data.     

Attitudes to wetland restoration in Oxfordshire and Cambridgeshire,UK

Contemporary attitudes to wetlands were examined in two sites in Britain, to assess perceptions and thus educational failings as a barrier to wetland restoration. Results showed that adults' attitudes were more positive than previous literature suggests: 56% were aware of the importance of wetlands for biodiversity, and 73% were supportive of their restoration. Social groups had significantly different attitudes to wetlands (p < 0.002), which may result largely from a difference between farmers and the public (p < 0.001). Additionally a near-significant difference (p < 0.08) was detected between genders, with woman possibly more positive. Motivation for wetland conservation tended to be ethical, with 74% willing to pay, and 71% willing to vote, for wetland conservation. Whilst larger surveys are required to assess the generality of these results, there is reason for optimism that some form of education is improving public perception, despite concerns about negative conditioning amongst children (Anderson and Moss 1993).     

Higher education: core skills in a learning society

This paper is based on the initial findings of the ESRC study on the acquisition and development of core skills in higher education and employment. The context for the study is provided by contested notions of a learning society apparent in the mismatch between the skills and knowledge that universities currently provide and what employers state that they want. The paper takes the form of a series of propositions and questions relating to the perspectives of those in higher education. It discusses the multiple interpretations, and lack of clarity, of the vocabulary of skills, and the difficulties for higher education in meeting the demands of a learning society. It is suggested that changes must be grounded in a more developed approach to the conceptualization of student provision and an enhanced understanding of how students learn.     

Staff Training for Small Businesses — Approaches to Training Needs Analysis and Information Access

Abstract

This paper is designed to encourage discussion on two particular approaches to solving two problems concerning the training of staff in small businesses. It describes ‘The Business Analyst’, a ‘do‐it‐yourself training needs analysis tool intended to be used by managers of small businesses. It has also proved to be a powerful negotiating tool between training providers and managers, and a management aid for training institutions. Secondly, the paper describes the present state of development of a hi‐tech approach to the provision of information about training opportunities.     

Leading the Multiethnic School: Research Evidence on Successful Practice

This article reports findings from a study of principals in five multiethnic schools in England. Findings are presented in terms of the major priorities or values held by the principals, the strategies they instituted to bring their priorities to life, and some of the challenges they continue to face in this endeavor. The principals involved believed that they could make a difference in their schools and were proactive, but at the same time, realistic about what could be achieved. They distinguished themselves by aggressively tackling disadvantages related to ethnicity, racism, culture, and poverty.