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.     

Is There a Role for Microteaching in the 1990s?

Microteaching, once considered a major advance in teacher education, has largely fallen from favour. The reasons why this has occurred are considered here. The approaches adopted in recent research to establish successful skill development, durability, generalization and transfer are examined, and the importance of self‐instruction strategy and problem‐solving components is highlighted. Problems associated with teaching‐skill development in the natural classroom are explored. Advances in microteaching research and technology and the problems encountered in teaching‐skill development in the natural classroom together provide good reasons for the serious re‐deployment of microteaching processes in teaching‐skill development. A case study is used to illustrate the ways in which microteaching processes may be employed with modem video technology. It is concluded that the two empirically validated microteaching models possess elements which reflect a number of current research concerns and that they have the potential to produce more thoughtful, critical and skilled teachers.     

Haredi education in Israel: fiscal solutions and practical challenges

ABSTRACT

With a fertility rate that nearly triples the national average and increased political power that accompanies demographic growth, Haredi (ultra-Orthodox) Jews in Israel are becoming an increasingly important piece of the country’s diverse national mosaic. This raises economic concerns: Haredi women earn low wages, while most Haredi men do not work. Meanwhile, like all Israeli citizens, Haredim receive expensive government services, including funding for ultra-Orthodox schools.

Haredi schools focus on religious instruction at the expense of core subjects, and comprise a barrier to economic and social integration. Whether other Israelis should be responsible for financing an education that provides limited positive externalities is debatable. More importantly, Haredi population growth and attitudes towards work and education might jeopardise Israel’s long-term economic outlook. Potential policy solutions include decentralisation of governmentservices, including education or financial incentives for curricular modernisation.     

An Evaluation of an Ongoing Consultation Model to Train Teachers to Treat Challenging Behaviour

A primary school student with severe intellectual disabilities was referred to the Intellectual Disability Research and Training Unit at University College Dublin by his teacher. He was described as exhibiting high levels self‐injury and aggression. An in‐depth functional assessment identified the operant function of these behaviours. This information allowed for the development of an extensive behaviour support plan. The classroom teacher was then trained to implement the support plan and received ongoing consultation from a psychologist regarding her adherence to the behavioural techniques. The intervention resulted in significant decreases in challenging behaviour. Teaching staff were positive about the intervention results and the consultation model used.     

论高校图书资料馆室在素质教育中的重要职能

素质教育作为联合国教科文组织规划的“面向21世纪教育”战略目标在我国已由开始的思想讨论，观念更新，上升到当前的政府行为，它要求21世纪的接班人应当具备厚实的理论知识和丰富的实际能力，具有高尚的情操，高格的品位，高度的道德水准以及爱祖国，爱人民的高贵美德，而高校图书馆室作为服务于全面素质教育的重要场所，理应首当其冲地担当起适应全面素质教育需要，提供良好服务的重任，因此，高校图书馆室在实施全面素质教育中发挥着培养学生驾驭文献信息的能力，协调全面素质教育中的各种关系，提高学生的社会交往能力等多方面的重要职能。     

眼睛让人更诚实

诚实可能是我们做人处事的上策,但是它在无人监督时通常会遗弃我们,心理学家今日报告说。用一只检验人们是否诚实的盒子收取热饮费的实验表明,当被一双眼睛警惕地注视时,人们会更自觉地付清全部费用。令人惊讶的是,那双眼睛并不是真的,而是一张图像。这一发现——研究者认为有助于说明我们的进化历程——可能被转化到实际应用中。心理学家说,像珠子般雪亮的眼睛图像能够提高公共交通的车票销售额,改善监视系统以阻止反社会行为。纽卡斯尔大学的研究者们秘密地开展了这个实验,因此他们所在部门的同事不会因此改变自己的行为。他们将一份海报…     

An in-depth study of a teacher engaged in an innovative primary science trial professional development project

The implementation of effective science programmes in primary schools is of continuing interest and concern for professional developers. As part of the Australian Academy of science's approach to creating an awareness ofPrimary Investigations, a project team trialed a series of satellite television broadcasts of lessons related to two units of the curriculum for Year 3 and 4 children in 48 participating schools. The professional development project entitledSimply Science, included a focused component for the respective classroom teachers, which was also conducted by satellite. This paper reports the involvement of a Year 4 teacher in the project and describes her professional growth. Already an experienced and confident teacher, no quantitative changes in science teaching self efficacy were detected. However, her pedagogical content knowledge and confidence to teach science in the concept areas of matter and energy were enhanced. Changes in the teacher's views about the co-operative learning strategies espoused byPrimary Investigations were also evident. Implications for the design of professional development programmes for primary science teachers are discussed.     

A longitudinal study of pupils’ understanding of dynamics: Relationship between cognitive development and performance on dynamics items

In this article we describe a longitudinal study with secondary school pupils which focuses on the relationship between pupils’ cognitive development and understanding dynamics. Two classes of pupils the first between 12–14 and the second between 14 and 16, together with a sub-sample from each of these classes were followed for three years. The main sample completed two tests composed of standard dynamics items and a Piagetian cognitive task. The subsample were interviewed on some of the dynamics items tested and carried out additional cognitive tasks. The results showed that the majority of younger pupils, and the sub-sample reflect the tendency, make very little or no cognitive progress during the three years whereas the older pupils of the main sample and sub-sample make reasonable propgress mainly in the fourth year. The study showed that the relationship between cognitive scores and results on dynamics items is variable with both samples and sub-samples. Further different domains within dynamics related in different ways to cognitive development. An analysis of dynamics concepts suggested that some are more accessible to pupils than others. Three different types of relations are proposed between pupils’ understanding of dynamics concepts and the use of these in the real world.