Changes in Learning Environment during the Transition from Primary to Secondary School

The study used learning environment variables in investigating changes occurring as students transfer from primary to secondary school, including the role of student sex and school size pathway as influencing factors in changes in learning environment perceptions. The My Class Inventory (MCI) and Questionnaire on Teacher Interaction (QTI) were used in two data-gathering stages, one in the penultimate month of primary schooling and the other in the fourth month of secondary schooling. The sample comprised 1500 students from 47 feeder primary schools and 16 linked secondary schools. The primary schools ranged from very small isolated country schools to larger city schools with hundreds of students. Five different school size transition pathways were defined for analysis: small-to-medium, medium-to-medium, small-to-large, medium-to-large and ‘within-school’ (involving schools with a K-10 structure, but with separate primary and secondary school sites within the same campus). Although the classroom climate in secondary schools was perceived more favourably than in primary schools (especially in terms of less friction and competitiveness), the quality of teacher-student interaction was perceived to deteriorate on most dimensions assessed by the QTI (e.g. a reduction in teachers' leadership, helping/friendly, understanding and student responsibility/freedom behaviours). But changes in environment perceptions across transition varied with student sex and school size pathway. For example, perceptions of class satisfaction across transition deteriorated for girls, but improved for the boys. The findings have implications for administrators and teachers, particularly those with a role within the ‘middle school’ years. This revised version was published online in July 2006 with corrections to the Cover Date.     

Some Aspects of Special Education in Singapore

The Special Educational provision in Singapore for children with disabilities has progressed considerably since the first voluntary group began in 1947.

By mid-1986, there were 12 special schools catering for some 2,000 pupils; intellectually disabled, educationally subnormal, hearing impaired, visually handicapped, cerebral palsied and multiple handicapped. All these schools are run by Voluntary Associations with Government support in terms of funds, buildings and some teachers.

However, an analysis of prevalence figures indicates a possible shortfall in the numbers of disabled children actually attending special schools, and an over-concentration of these schools in one part of Singapore which might deter some parents from sending their children to the appropriate special school.

One major improvement in the quality of Special Education has been the systematic training (since 1984) of the unqualified Association teachers at the Institute of Education on the Certificate in Special Education Programme.

However, there would still seem to be a need for more therapists and para-professionals to support the services offered in the special schools.     

Parent and student perceptions of classroom learning environment and its association with student outcomes

This research is distinctive in that parents’ perceptions were utilised in conjunction with students’ perceptions in investigating science classroom learning environments among Grade 4 and 5 students in South Florida. The What Is Happening In this Class? (WIHIC) questionnaire was modified for young students and their parents and administered to 520 students and 120 parents. Data analyses supported the WIHIC’s factorial validity, internal consistency reliability and ability to differentiate between the perceptions of students in different classrooms. Both students and parents preferred a more positive classroom environment than the one perceived to be actually present, but effect sizes for actual-preferred differences were larger for parents than for students. Associations were found between some learning environment dimensions (especially task orientation) and student outcomes (especially attitudes). Qualitative methods suggested that students and parents were generally satisfied with the classroom environment, but that students would prefer more investigation while parents would prefer more teacher support. The study provides a pioneering look at how parents and students perceive the science learning environment and opens the way for further learning environment studies involving both parents and students.     

Factors affecting student career choice in science: An Australian study of rural and urban schools

In 1990/91, a research study was undertaken in England on the Factors Affecting Schools’ Success in Producing Engineers and Scientists (FASSIPES). This study was conducted by Brian Woolnough at the Oxford University Department of Educational Studies, in conjunction with the Institute of Physics and the Institution of Electrical Engineers and National Power (Woolnough, 1991, 1994; Woolnough et al., 1997). Principally, Woolnough attempted to ascertain why young people chose to pursue a career in the physical sciences and engineering. In addition, characteristics of schools which appeared to influence students to pursue a study of science were investigated. A number of countries have since replicated this study as an international research cooperative and the National Key Centre for School Science and Mathematics, Curtin University of Technology, Perth, Western Australia participated on behalf of Australia. Currently, the following countries have contributed to FASSIPES International in addition to England and Australia: Canada, China, Japan and Portugal.     

The Way Forward: Improving Interlibrary Loan Service Delivery at a Caribbean Academic Library

The Alma Jordan Library (AJL) is located on the St. Augustine Campus, Trinidad and Tobago and is the largest academic library in the University of the West Indies' library system. This article examines interlibrary loan and document delivery (ILL/DD) services, discusses existing ILL/DD activities, and analyzes usage statistics at this Caribbean educational institution. It reviews the current literature that exists about ILL/DD in the Caribbean and other academic institutions outside the region. This article serves to add to the body of literature on this topic and provides practical recommendations for improving the current service.     

Stereotype attribution in two ethnic groups

The cross-cultural generality of previously observed stereotype attribution processes was investigated. European and Maori New Zealanders, similar in age but differing in occupational status from previous American samples, rated stimulus persons varying along three dimensions: Ethnicity (European, Maori, Samoan); Origin (Urban-Rural); and Occupation/Education (manager, skilled tradesman, laborer). Response traits were 26 adjectives found in previous research to comprise ethnic stereotypes. Factor analysis of these 26 traits showed that 5 factors were plausible in each sample, although the factor structures in the two samples were not identical. Separate between- subjects ANOV As in each sample showed that stimulus occupation accounted for most of the systematic variance in the attribution of the trait factors. This was interpreted as evidence for possible occupational stereotyping. Methodological and theoretical issues relevant to this conclusion were discussed, including the likelihood that different processes may characterize attribution in different cultures and situations.     

Licencing and training reform in the Australian aircraft maintenance industry

The training and licencing of aircraft maintenance engineers fulfils a crucial protective function since it is they who perform and supervise aircraft maintenance and certify that planes are safe afterwards. In Australia, prior to training reform, a trades-based system of aircraft maintenance engineer training existed in an orderly relation with the system of licencing, regulated by the Civil Aviation Safety Authority (CASA). Training reform through the 1990s gave rise to concerns that the training system could not be relied upon to deliver adequate numbers of trainees with valid qualifications. From 2007, CASA introduced new regulations, designed to align Australia’s qualifications and licencing with the European Aviation Safety Agency (EASA). This process saw the aviation regulator effectively cede much quality control of training to an increasingly dysfunctional training system, giving rise to doubts about whether Australia’s international obligations for quality aircraft maintenance training can be fulfilled.     

Development,validation and application of a modified Arabic translation of the What Is Happening In this Class? (WIHIC) questionnaire

This article reports the development, translation, validation and application of a modified Arabic version of a modified form of the What Is Happening In this Class? (WIHIC) questionnaire. When parallel Arabic and English versions of this questionnaire were field tested with a sample of 763 college students in 82 classes, the WIHIC exhibited sound factorial validity and internal consistency reliability for both its actual and preferred forms, and the actual form differentiated between the perceptions of students in different classrooms. Comparison of students’ scores on actual and preferred forms of the questionnaires revealed that students preferred a more positive classroom environment on all scales.     

Responding to Chronic Non-attendance: A review of intervention approaches

Chronic non-attendance has generally focused on the distinction between truancy and school refusal: the former has traditionally been linked to conduct disorder, the latter to separation anxiety disorder. However, research has demonstrated that truancy and school refusal exist in the absence of such disorders and, more significantly, that some children and young people exhibit the characteristics of both types of non-attendance behaviour. In the 1990s, a functional analysis became more popular in understanding the problem; that is, examining the reasons why pupils fail to attend school. This has led to more recognition of the schools' responsibility for the presenting difficulties. Research into the various intervention programmes available for tackling non-attendance has failed to find any conclusive evidence in favour of a particular approach. The effectiveness of intervention may depend upon an individual pupil's particular needs and his/her specific reasons for refusing to go to school, but also the importance of involving school and family in responding to the problem is outlined as a potentially key factor.     

Speaking of books

Changing Aims in Religious Education. Edwin Cox. New York: Humanities Press, 1967. 102 pp. $3.50.

Contemporary Mathematics for Elementary Teachers. Howard F. Fehr and Thomas J. Hill. Boston: D. C. Heath and Company, 1966. 394 pp. $7.95.

Creative Encounters in the Classroom: Teaching and Learning Through Discovery. Bryon G. Massialas and Jack Zevin. New York: John Wiley &; Sons, Inc., 1967. 274 pp. $3.50.

Gods and Rituals: Readings in Religious Beliefs and Practices. John Middleton, New York: The Natural History Press, 1967. 468 pp. $6.95.

Language and Learning. Janet A. Emig, James T. Fleming, and Helen M. Popp, editors. New York: Harcourt, Brace and World, Inc., 1966. 301 pp. $3.50.

Schools of Europe. Richard Emerson Werstler. Adrian, Michigan: Swenk‐Tuttle Press, 1967. 203 pp. $10.00.

Teaching Adults to Read. Wayne Otto and David Ford. Boston: Houghton‐Mifflin Company, 1967. 176 pp. $3.95.

What Is a Teacher? Henry W. Simon. New York: Collier Books, 1966. 96 pp. $.95.

Paul A. Witty, editor. The Educationally Retarded and Disadvan‐taged The Sixty‐Sixth Yearbook of the National Society for the Study of Education, Part 1. Chicago: The University of Chicago Press, 1967. 384 pp.

Report of the Harvard Committee. The Graduate Study of Education. Cambridge: Harvard University Press, 1966. 125 pp. $2.75.