Reflections on the Merger of Royal Holloway and Bedford Colleges 1981–85

The paper discusses the factors which led to the merger of Royal Holloway and Bedford Colleges, University of London over the period 1981–85 and which resulted in the formation of Royal Holloway and Bedford New College in 1985. The merger was the first step in a radical reorganisation of the nonmedical Schools of London University. The paper examines the internal and external decision making processes involved, as well as the academic and financial planning. It suggests some lessons which might be drawn from the experience, which include the problems of estimating costs and benefits; whether or not there is an optimal minimum size for a university institution even when part of a Federal University; and the problems of reconciling strong creative leadership to deal with a continually changing external environment, with the traditions of participation and collegiality which are thought to have characterised the academic environment.     

The design and development of a Collaborative mLearning prototype for Malaysian secondary school science

Collaborative problem-solving in science instruction allows learners to build their knowledge and understanding through interaction, using the language of science. Computer-mediated communication (CMC) tools facilitate collaboration and may provide the opportunity for interaction when using the language of science in learning. There seems to be little interaction among students in the science classrooms as teachers only seem to be concerned with teaching the facts of science. An exploratory implementation study for a collaborative mobile learning (CmL) prototype design using CMC tools provides the opportunity for interactions using the language of science. The purpose of this study is to investigate whether the CmL prototype can be used for interaction and learning in secondary school science. The prototype, designed based on Merrill’s First Principles of Instruction, was evaluated by five experts before implementation among 14 students. Data collected from interviews with the experts and from students who used the prototype, as well as from online communications, was analyzed. The findings show that interactions when the CmL prototype was used enabled the language of science to be modeled for knowledge-building. This study is explorative in nature and the preliminary results seem to indicate that the CmL prototype has the potential to increase interactions in learning. However, further investigation is required to determine whether the CmL prototype could be used for collaborative problem-solving in science as well as in other subjects, especially in the current educational environment in Malaysia.     

Ecological Theory: Preventing Youth Bullying,Aggression, and Victimization

Bronfenbrenner's (1977) Bronfenbrenner, U. (1977). Toward an experimental ecology of human development. American Psychologist, 32, 513–531.[Crossref], [Web of Science ®] , [Google Scholar] classic ecological theory is used as a framework to review the documented risk and protective factors associated with involvement in school-related bullying during childhood and adolescence. Microsystems such as peers (socialization during adolescence), family (violence, lack of parental monitoring), community (exposure to violence), and schools (teacher attitudes, climate) contribute to the rates of bullying perpetrated or experienced by youth. The interaction between components of the microsystem is referred to as the mesosystem, and offers insight into how contexts can exacerbate or buffer experiences for youth who are involved in bullying (e.g., family support can buffer impact of peer victimization). Recommendations are provided for teachers and other adults who work with youth.     

Photographic History

Dorothy Meserve Kunhardt and Philip B. Kunhardt Jr.'s Mathew Brady and His World (Alexandria, Va.: Time-Life Books, 1977—S19.95)

Robert A. Weinstein and Larry Booth's Collection, Yse, and Care of Historical Photographs (Nashville, Tenn.: American Association for State and Local History, 1977—$16.00)

Thomas L. Davis , A Guide to Your Family's Photographic Heritage (Addison House, Shots: Morgan's Run, Danbury, N.H. 03230—S3.95, paper)

William Inns Homer's Alfred Stieglitz and the American Avant-Garde (Boston: New York Graphic Society, 1977— $17.50)

19th and 20th Century Photographs (Lunn Gallery and Graphics International Ltd., 3243 P St. NW, Washington D.C. 20007—$10.00, paper)     

Reviews

In Teacher Education and the Cultural Imagination: Autobiography, Conversation, and Narrative, Florio‐Ruane and deTar present an account of their investigation of the use of autobiography and the role of conversation in teacher education. To facilitate rich autobiographically‐focused teacher‐to‐teacher conversations, Florio‐Ruane draws on a book‐club format. As a veteran primary‐grade teacher who has worked hard to enact culturally‐informed, child‐responsive literacy practices in the classroom, as a teacher educator who advocates the use of autobiography as a site for teacher learning, as a curriculum theorist who sees autobiography as a rich source of both curriculum theory and curriculum practice, and as a researcher who witnessed first hand the power and potential of the ‘book‐club’ model for teacher professional development, I found Teacher Education and the Cultural Imagination both engaging and informative. In the essay that follows, I discuss the significance of this new book in terms the enduring realities in US education. I also situate the book within the educational literature concerning autobiographical‐based curriculum inquiry, and, finally, I link Florio‐Ruane's new book to my own research on the professional lives of teachers working under intensified conditions of educational accountability.     

‘We are the ones that talk about difficult subjects’: nurses in schools working to support young people’s mental health

As health professionals in an educational setting, nurses in schools occupy a unique place in the spectrum of children’s services. Yet the service is often overlooked and has been described as invisible. This paper draws on findings from a study, funded by the Scottish Government’s National Programme for Improving Mental Health and Well‐being, which explored the role of school nurses in promoting and supporting the mental health of children and young people. The school nursing service throughout the United Kingdom is at a pivotal point as its role is being redefined to align with moves across the National Health Service towards a public health model. This paper therefore offers a timely overview of the mental health work of school nurses, and raises key issues for future work. Interviews were conducted with 25 school nurse managers across Scotland. Interviewees claimed that the contribution of nurses in schools was distinctive, owing to the quality and consistency of relationship that they could offer, and the autonomy that the service allowed young people. However, significant challenges were reported in making this contribution, and tensions were evident in the conceptualisation of their role. The framework of resilience is used to discuss the findings on the significance of building relationships in promoting mental health.