The Construction of Meaning from Text: possible effects of different reading strategies

An examination is reported of the effect of differences in reading strategies on the construction of meaning from novel length text. Following a brief review of psychological theory relevant to the question of how particular strategies could constrain meaning construction, specific differences are hypothesised in relation to Orwell's classic tale, Animal Farm. The results of an experimental examination using post‐graduate Diploma in Education students as subjects, and multidimensional scaling as the analytic technique, support the contention that reading strategies are important in the construction of differential meanings. The educational implications of the results are discussed in relation to the change in school practice from teacher‐directed reading to students reading more books but on their own or in small groups, without direct teacher intervention.     

Challenges for Educational Research: International development,partnerships and capacity building in small states

Educational research is being increasingly challenged for not contributing effectively enough to the improvement of policy and practice worldwide. Critics call for more relevant, cumulative, accessible and cost-effective studies. This paper examines the implications of this contemporary debate for small states, as they engage with increasingly powerful international development agenda's while dealing with their own distinctive educational needs and priorities. Specific attention is given to different conceptions and traditions of educational research; to the potential of participatory and partnership models; to the process of educational research and evaluation capacity building; to the sociopolitical implications of 'genuine' North-South partnerships; and to the lessons that can be learned by all engaged in educational research from the comparative and international experience.     

Theorizing university identity development: multiple perspectives and common goals

Universities articulate their identities during moments of organizational change. The process of development of university identity is herein explored from multiple theoretical strands: (a) industrial/organizational psychology, (b) human development/social psychology, (c) marketing, and (d) postmodern sociological. This article provides an analysis of historic and emergent theories of identity development, suggesting commonalities such as: people seek positive self-identification with their universities; people use comparative like me versus not like me strategies; a view toward history and legacy is common, but need to be balanced by a view that identity is evolutionary, complex, and mutable. A case example of complex identity challenges for branch campuses is presented.     

Graduate Students on Campus: Needs and Implications for College Counselors

Graduate students compose an important segment of university and college populations. However, institutions of higher education often have not addressed adequately their status as adult students with different developmental and life issues and concerns. This article defines and describes the needs of graduate students, discusses implications, and makes recommendations for college counselors to more effectively address their range of needs.