Turn-taking in tutorial group discussion,under varying conditions of preparation and leadership

The effects of variations in preparation and leadership on turn-taking behaviour in problem solving groups were investigated in a field-experimental setting. A factorial, randomized, longitudinal design was employed, with controls imposed over many of the identifiable extraneous effects. Four groups (n = 15) discussed problematic case study material under conditions of varying preparation (prepared vs. unprepared) and leadership (emergent vs. assigned leadership), for eight consecutive weekly sessions of one hour's duration. The principal hypotheses were tested by 2 × 2 analysis of variance, and a cautious approach was adopted to the interpretation of statistically significant results, in that preparation or leadership effects were only taken as being of any theoretical or practical significance if they reached significance in at least three of the eight discussion sessions. Both preparation and leadership, as well as the interaction of these variables, influenced turn-taking behaviour. Interactive behaviour also showed a degree of stability across sessions, with the greatest stability occurring in the behaviour of members of prepared groups. The obtained leadership effects were explained in terms of interaction expectation theory, and behaviour modelling.     

Professional Development at Distance as an Information‐technology Enterprise

This paper considers the issues involved in the delivery of professional development to teachers across Australia using information technology. A DEET‐funded pilot project to provide professional development in statistics education using satellite television is the basis for the discussion. Aspects of the project include the procedures followed in setting up and implementing the programme, the difficulties encountered, the evaluation of the various participants and products, the future plans arising from the project, and the possible transfer of lessons learned to other subject areas.     

Farewell to the tick box inspector? Ofsted and the changing regime of school inspection in England

Since its inception in 1992 Ofsted (The Office for Standards in Education, Children’s Services and Skills) has inspected schools under Section 9 of the Education (Schools) Act 1992; Section 10 of the School Inspections Act 1996; and Section 5 of the Education Act 2005. Pressure on England to improve its system of education has not only emerged from the national need for all schools to serve their pupils well, but has also been prompted by an increasing emphasis on international league tables such as that produced by the OECD (Organisation for Economic Cooperation and Development). In tables such as the Programme for International Student Assessment (PISA), England is viewed as underperforming against comparable countries. As a result, Ofsted has introduced what the agency terms to be one of the most stringent and demanding inspection frameworks since its inception. This framework reduces the previous 29 inspection judgements to just four, purportedly placing a far greater emphasis on the professional judgement of the inspector and representing a major departure from the ‘tick box’ approach which characterised previous frameworks. This paper examines the paradoxical fate of inspector professional judgement and concludes that whilst this may appear to signal a rapprochement between inspectors and teaching profession, there are considerable tensions when professional judgement is considered alongside quality control within a highly complex system. The study concludes that in order that inspection attains credibility as a method by which to govern education, this shift requires a more considered approach to ways in which this professional judgement can be effective within the challenging environment of the English education system.