Teaching First-year Medical Students Where to Go First: Connecting Information Needs to e-resources

The purpose of this project was to introduce first-year medical students to electronic resources that are best suited for different types of background questions. Specific questions from a case study were presented, and the students generalized them into a “type” of question. They then identified the best e-resources for that type of question. This is their first introduction to the lifelong learning competency in the Indiana University School of Medicine competency-based curriculum.     

Quality of Effort and Career Preparation Differences Between African American and White Community College Students

This study examined data from a random sample of 500 White students and 500 African American students who have taken the Community College Student Experiences Questionnaire to determine which factors in the environment impact their career preparation. The results showed that interaction with faculty had the strongest impact on career preparation for all students. Counseling services were significant for African American students. The African American students indicated they put more effort into student-faculty interactions and peer interactions than White students, and they reported greater gains in career preparation.     

A Factorial Analysis of Motor Co-ordination

Abstract

Part I. The multiple-group method of factoring was used to extract eight factors from the intercorrelations of 21 variables that had been used in the past to measure some phase of motor co-ordination. Five of the factors (balancing objects, tempo, two-handed agility, speed of change of direction of the arms and hands, and body balance) permitted rather clear interpretation. Factors E, G, and H were left unnamed and need further clarification.

Part II. A comparison of the centroid and the multiple-group methods of factoring the same data was made. A least squares approximation of the F matrix from the V matrix was made. It was shown, that for all practical purposes, the two methods yield similar solutions when the same communalities are used in both solutions.     

More clever than the devil: ujanja as schooling strategy in Tanzania

This article explores the concept of “cleverness” as it is employed by Tanzanian youth to improve their likelihood of succeeding in school. It analyzes the Swahili term ujanja, which combines cleverness, opportunism, and deception, while it also illustrates an educational anthropologist’s ongoing process of familiarization and defamiliarization with this culturally salient concept over many years of fieldwork and engagement with key participants. Specifically, the study draws on interviews with youth participating in a longitudinal study on Mount Kilimanjaro and an extended life history interview with a close friend and research assistant. The interviews reveal the strategies used by some youth to evade peer pressure, thwart sexual advances, and cultivate relationships with school sponsors. The article concludes with a call for greater use of life history methodologies in the study of complex cultural concepts like “cleverness” and of textual forms that elucidate the emotional complexity of narrator/interpreter relationships.     

Student–adult mentoring relationships: experiences from a Scottish school-based programme

Background:?This article reports on a mentoring programme which was implemented in selected Scottish secondary schools with the view to supporting students with school work, transition to further education/higher education, careers, and interpersonal skills. Mentoring students can enhance their academic, social, career and other outcomes. Mentoring relationships, when properly implemented, have been found also to yield positive results for mentors.

Purpose:?This paper is an investigation into a school-based mentoring programme which was implemented in 6 selected Scottish secondary schools. In so doing, we hope to contribute to an evolving framework for designing and implementing successful school-based mentoring.

Sample:?The sample for this study included 10 students aged between 16 and 17 years old in the second year of a broader 2-year business/education project, which aimed to promote student uptake of science, technology, engineering and mathematics (STEM) careers after secondary school. There were 11 mentors, who were drawn mainly from the science, health and the education sectors.

Design and method:?Methodologically, this study was qualitative interpretivist in nature. Data collection involved focus group discussion and individual semi-structured interviews.

Results:?The findings show mentee and mentor preparation, clarity of expectations, mentee–mentor matching, mentee motivation, appropriateness of meeting spaces and power relations, modes of communication including the use of social media, and the role of schools as essential conditions which influenced the quality of mentoring relationships.

Conclusion:?The findings suggest that mentoring programmes involving students in school and ‘external’ adult mentors need to consider a range of factors to achieve success when designing and implementing mentoring. This paper raises important issues for example, communication using social media, which have implications for practice in business sector and school partnerships involved in school-based mentoring.     

Speech training through children's plays

Four‐Star Scripts. By Lorraine Noble. New York: Doubleday, Doran, 1936; $1.50.

A History of the American Drama. By Arthur Hobson Quinn. New York: F. S. Crofts &; Co., 1936; pp. xxv + 432. $5.00.

Historic Costume. By Nevil Truman. New York: Pitman Publishing Corp., 1936; pp. 152; 300 illustrations. $3.00.

The Philosophy of Rhetoric. By I. A. Richards. New York: Oxford University Press, 1936; pp. 138. $1.75.

The Psycho‐Biology of Language. By George Kingsley Zipf. Boston: Houghton Mifflin Co., 1935; pp. ix + 336.

An Actor Prepares. By Constantin Stanislavski. Translated by Elizabeth Reynolds Hapgood. New York: Theater Arts, Inc., 1936; pp. 295. $2.50.

Modern Acting: A Manual. By Sophie Rosenstein, Larrae A. Haydon, and Wilbur Sparrow, New York: Samuel French, 1936; pp. 129. $1.50.

Reorganisation of the Supreme Court. The Reference Shelf, vol. xi, no. 4. Compiled by Julia E. Johnson. New York, The H. W. Wilson Co., 1937; pp. 326. $.90.

You, Too, Can Become a Public Speaker. By John Hewins Kern. New York: Governor Publishing Corp., 1937; pp. 72. $1.00.

Industrial vs. Craft Unionism, The Reference Shelf, vol. xi, no. 3. Compiled by Julia E. Johnson. New York: H. W. Wilson Co., 1937; pp. 320. $.90.

General Principles of Play Production. By Gilmor Brown and Alice Garwood. New York: Samuel French, 1937; pp. 177. $2.00.

The Art of Make‐Up. By Serge Strenkovsky. New York: E. P. Dutton Co., 1937; pp. 350. $3.75.

How To Teach Good Speech in the Elementary Schools, Letitia Raubicheck. New York: Noble and Noble, 1937; pp. 276. $2.00.

Twenty Short Plays on a Royalty Holiday: Edited by Margaret Mayorga. New York: Samuel French, 1937; pp. 435. $3.00.

The Flying Wasp. By Sean’ O'Casey. London: The Macmillan Co., Ltd., 1937; pp. xiii +201. $2.25

Ease in Speech. By Margaret Painter. Chicago: D. C. Heath and Co., 1937; pp. 420, $1.64.

Going To Make a Speech? By E. St. Elmo Lewis. New York: The Ronald Press, 1937; pp. x +350. $3.00.

A Contemporary of Shakespeare on Phonetics and on the Pronunciation of English and Latin. By H. G. Fiedler. New York: Oxford University Press, 1936; pp. 21. $1.00.

S.P.E. Tract No. XLVIII. New York: Oxford University Press, 1937; pp. 12. $.85.

Your Everyday Speech. By William Norwood Brigance. New York: Whittlesey House, 1937; pp. ix + 230. $2.50.

University Debaters’ Annual. Edited by Edith M. Phelps and Julia E. Johnson. New York: The H. W. Wilson Co., 1937; Vol. XXIII, pp. 533. $2.25.

The Speech Choir. With American Poetry and English Ballads for Choral Reading. By Marjorie Gullan. New York: Harper &; Brothers, 1937; pp. vii‐xix + 284. $1.75.

The Art of Choral Speaking. By Cécile de Banke. Boston: Baker's Plays, 1937; pp. 227. $1.75.

Reading, Writing and Speech Problems: A Presentation of Certain Types of Disorders in the Development of the Language Faculty. By Samuel Torrey Orton, M.D. New York: W. W. Norton and Co., 1937; pp. 215. $2.00.

Smith, Joseph E.: Better Speech Training Through Teaching Technique. (Papers from the Convention of the Western Association of Teachers of Speech). Ann Arbor: Edwards Brothers, Inc.; 1936; pp. 72. $1.60.

The New Better Speech (Revised Edition.) By A. T. Weaver, Gladys L. Borchers and C. H. Woolbert. New York: Harcourt, Brace and Company, 1937; pp. xii + 548. $1.60.

Handbook of Broadcasting: How to Broadcast Effectively. By Waldo Abbot. New York: McGraw‐Hill Book Company, 1937; pp. xi + 424. $3.50.

Ways of Thinking and Writing. By Frank W. Cushwa and Robert N. Cunningham. New York: Charles Scribner's Sons, 1936; pp. xviii + 542. $1.80.     

Assessment,feedback and marking guides in distance education

In higher education (HE), effective feedback on student assessments plays a vital role in retention and in the development of self‐regulating learners, particularly in the first year. In distance learning, where large population modules are common, assignment feedback is generally supported by standard marking guides, issued to the numerous tutors responsible for assessing student work. In this paper, we develop a taxonomy of feedback and report on the results of a survey of tutor attitudes to, and strategies for, providing feedback on a very large Level 1 Open University module. We analyse the extent to which the marking guides afford adequate support for truly effective feedback, and make a number of recommendations for reworking assessment regimes and marking guides.     

Political partisanship,bureaucratic pragmatism and Acadian nationalism: New Brunswick,Canada’s 1920 history textbook controversy

During a time of post-war sensitivity to Canadian nationalism and patriotism, public feeling was aroused in 1920 New Brunswick regarding a world history textbook with a new chapter about the First World War. The American author made no reference to Canada’s war efforts. The subsequent public discussion focused on issues of patriotism, citizenship, history education and schooling, but it eventually dissolved into longstanding conflicts over language and religion. This case study investigates how questions about history education were interpreted through the lens of the political partisanship of the newspaper editor, the bureaucratic rationality of the educational administrator, and the Acadian nationalism of the Roman Catholic Bishop. The controversy depicts a loosening but not breaking of postcolonial ties, and uncovers the political nature of public memory, along with the complex intertwining of religion and language rights within schooling, history education and citizenship in post-war Canada and New Brunswick.