Supporting pre-service teachers to enhance the effectiveness of their classroom practice through engaging with the ‘voice’ of their pupils

The research reported here was focussed on accessing the perceptions of pre-service teachers regarding the critical factors which support highly effective learning in schools in the United Kingdom. Their perceptions were arranged into a taxonomy so that they can be used as a starting point for their reflections on the observations they make of teaching and learning in schools with the aim of enhancing the effectiveness of their own teaching. The choice of technique used to access the perceptions was driven by the desire to provide the pre-service teachers with a method that they could use themselves to engage with the ‘voice’ of their own pupils regarding the factors which support effective learning. The engagement of pupil voice has become increasingly significant in understanding effective pedagogy and in securing more personalised approaches to learning in United Kingdom school contexts.     

Sexuality education: findings and recommendations from an analysis of 10 United States programmes

In this study, we identified 10 sexuality education programmes from different locations in the USA that aim to give young people knowledge and skills to develop healthy relationships, as well as avoid pregnancy and disease. We conducted in-depth interviews with programme administrators to develop a series of case studies and provide concrete recommendations for education and public health professionals to implement similar approaches in their communities. Many programme administrators succeeded in developing partnerships, adapting existing curricula to suit their environments, engaging external evaluators and garnering support from teachers and parents. However, few programme developers conducted formal needs assessments before developing programmes and many struggled to implement curricula with fidelity and to employ rigorous evaluation designs. Nearly all participants identified concerns over funding as a threat to sustainability. We conclude that schools and organisations need technical assistance to build capacity for rigorous programme planning, implementation and evaluation, as well as additional funding streams to support emerging programmes.     

A study of color in dissertations and theses

This study examined the occurrence of color in dissertations and theses produced at the Pennsylvania State University over a nine year period. Since the most common preservation method for dissertations and theses is monochromatic microfilming, traditional treatment may result in a loss of information encoded in color in these resources. Results indicate a significant increase in the use of color over the time period studied. Variations in the amount of color use by discipline were also observed. Implications related to monochromatic microfilming and recommendations for long term preservation are discussed.     

Real-time reference: the use of chat technology to improve point of need assistance

Chat reference refers to the use of instant messaging and call center software to support interactive text or voice communication with library patrons. Instant messaging has been integrated into many e-commerce environments, and into the social lives of many teenagers and young adults, affording a level of immediacy and intimacy not possible with e-mail applications. The convergence and interoperability of new and emerging technologies can be used to develop new communities of users that view libraries as being essential to their education, patient care, and research activities.     

Using clinical vignette assignments to teach medical informatics

In response to curricular changes, many academic health sciences librarians have participated in curriculum planning and/or developed informatics course requirements for students enrolled at health sciences universities. This article describes the use of clinical vignette assignments, student journal club activities, and vignette-type multiple choice questions to teach and assess skills related to managing biomedical information, communicating effectively, basic computing, and life-long learning.     

Toward multimodal inquiry: opportunities,challenges and implications of multimodality for research and scholarship

In this article, we suggest that we are witnessing a challenge to the hegemony of text-based knowledge in academic scholarship, brought about by newly available modes of expression, and a cultural shift in our notions of reading and writing, authorship, and networked knowledge production. The central question we address here concerns the implications of widening our ideas of acceptable forms of inquiry, analysis and representation in academic scholarship. As a collective of scholar-practitioners exploring new modes of expression and working both within and outside the formal structures of academia, we argue for the increasing significance of multimodal research in the contemporary context of academic inquiry. By more equitably valuing different ways of thinking, knowing and communicating, multimodal research can facilitate wider and more diverse participation in the production of knowledge, offer a more nuanced and ethical mode of inquiry, emphasize different ways of knowing and connecting, and make scholarship more broadly accessible beyond academic contexts. Here, we analyze the key opportunities facilitated by multimodal inquiry, as well as the obstacles that stand in the way of a wider adoption of this type of research in higher education.     

Media Production

Barrie Redfern's Local Radio (London and New York: Focal Press, 1978—$8.95, paper)

Norman Crowhurst's How to Select and Install Your Own Speakers (Blue Ridge Summit, Pa.: TAB Books, 1979—49.95, and also in paperback)

Hindman, Janes, Larry Kirkman, and Elizabeth Monk. TV Acting: A Manual for Camera Performance (1979—$15.50/7.95 , 191 pp.)

Williamson, Daniel R. Newsqathering. (1979—$13.50/7.50 , 250 pp.)

Stonecipher, Harry W. Editorial and Persuasive Writing: Opinion Functions of the News Media (1979—$13.95/7.95, 256 pp.)

Richard Robinson's The Video Primer: Equipment, Production, and Concepts (New York: Quick Fox, 1979—$14.95/6.95)

Marshall Lee's Bookmaking: The Illustrated euide to Design/production/editing (New York: R.R. Bowker, 1979—$25.00)

Lenny Lipton's Lipton on Filmmaking (New York: Simon and Schuster, 1979—$7.95, paper, with a hardback also available)

Philip C. Geraci's Photojournalism: Making Pictures for Publication (Dubuque, Iowa: Kendall/Hunt Publishing, 1978—$12.95, paper)     

Language and reading impairments are associated with increased prevalence of non-right-handedness

Handedness has been studied for association with language-related disorders because of its link with language hemispheric dominance. No clear pattern has emerged, possibly because of small samples, publication bias, and heterogeneous criteria across studies. Non-right-handedness (NRH) frequency was assessed in N = 2503 cases with reading and/or language impairment and N = 4316 sex-matched controls identified from 10 distinct cohorts (age range 6–19 years old; European ethnicity) using a priori set criteria. A meta-analysis (N_cases = 1994) showed elevated NRH % in individuals with language/reading impairment compared with controls (OR = 1.21, CI = 1.06–1.39, p = .01). The association between reading/language impairments and NRH could result from shared pathways underlying brain lateralization, handedness, and cognitive functions.     

Developmental Differences in Relations Between Episodic Memory and Hippocampal Subregion Volume During Early Childhood

Episodic memory shows striking improvement during early childhood. However, neural contributions to these behavioral changes are not well understood. This study examined associations between episodic memory and volume of subregions (head, body, and tail) of the hippocampus—a structure known to support episodic memory in school‐aged children and adults—during early childhood (n = 45). Results revealed significant positive relations between episodic memory and volume of the hippocampal head in both the left and right hemispheres for 6‐ but not 4‐year‐old children, suggesting brain–behavior relations vary across development. These findings add new information regarding neural mechanisms of change in memory development during early childhood and suggest that developmental differences in hippocampal subregions may contribute to age‐related differences in episodic memory ability.     

A sociology ‘of’ or a sociology ‘for’ education? The New Zealand experience of the dilemma

The sociology of education in New Zealand, as in other countries, is affected by the dilemma inherent to the discipline, namely: is it a sociology of education or a sociology for education? In this article I analyse three factors in which the dilemma is played out: ‘cultural oppositionism’ in the indigenous (kaupapa Maori) approach, critical policy research and the role of empirical research. I argue that a sociology for education is fundamentally weakened by its politicisation, a flaw not helped by the difficulties in drawing political goals from moral imperatives. In contrast a sociology of education, which uses the strengths of empirical research and theoretical analysis, offers the better hope of renewal for, what is, in New Zealand, a moribund discipline.