Real education in non-real time: The use of electronic message systems for instruction

Education in different communication media takes place with functional differences that have consequences for the course of instructional interaction. In this paper, we examine instructional interaction among people using a computer-based electronic message system, contrasting it with conventional face-to-face discussion in a college level class. Interaction via the non-real time message system contained multiple “threads of discourse,” a higher proportion of student turns to teacher turns, and other deviations from the “initiation-response-evaluation” sequences usually found in face-to-face classroom interactions. Based on the results of our contrast, we describe ways to organize instruction using electronic message systems to take advantage of new properties and to avoid shortcomings of these new instructional media.     

Law enforcement officers as investigators and therapists in child sexual abuse: A training model

Law enforcement officers, often the first professionals to come in contact with a victim of child sexual abuse, can either increase or decrease the traumatic impact on the child and the family at the time of disclosure. The model for a training program for police officers in handling cases of child sexual abuse outlined in this paper is divided into three sections. The first part is directed towards theoretical issues involved in this problem, including an explanation of the history and background of sexual abuse of children by adults and of the difference in the dynamics of extra- and intrafamilial sexual abuse. The second part consists of a detailed explanation of different types of sex offenses and of standard physical examinations of sexual abuse victims. Graded slides of physical trauma geared towards wound identification are paired with relaxation exercises. The third section focuses on special considerations when interviewing sexually abused children. The difference between interviewing and interrogation, specific questioning techniques, and the use of videotape is explained. Each part of this training procedure is followed by a question and answer period and small group discussions for the purpose of encouraging disclosure and better understanding of the officers' personal reactions to cases of child sexual abuse.     

The Effect Teaching Experience Has on Perceived Effectiveness of Interactive Television as a Distance Education Model for Elementary School Science Teacher’s Professional Development: Another Digital Divide?

The first year of a 5 year professional development project for elementary teachers in two mid-western states integrated a bridge of two distinctly different distance education networks (T-1 and fiber optics) to provide science professional development for elementary school teachers in rural communities. Interactive television (ITV), the title given to the distance component, consisted of a series of twenty-four, 2 h presentations by scientists and content specialists. It provided expansion to the science pedagogical content knowledge of the elementary teachers involved. Eighty-five teachers in 38 school districts from the two states completed individual surveys following the final ITV session. Analysis of variance of participants post-session survey scores yielded differences (p < 0.05) on the subscales measuring perceived effectiveness of using distance education for professional development purposes and years of teaching experience. Teachers with over 20 years of classroom experience perceived the use of distance education technologies for science professional development to be more effective than teachers with 16–20 years of classroom experience. These results might suggest another digital divide.     

Language proficiency and lateral position in the classroom

This paper not only makes a contribution to the mosaic of scientific knowledge of the brain and nervous system, but suggests implications of practical value. Observant, experienced teachers know empirically that some youngsters learn best, and perhaps only, when seated front-center, right before the teacher’s desk. Such children need to have the eye contact, or to be in quick arm’s reach, or to have distractions screened out. Drs. Bakker and Van Rijnsoever give evidence here that, for many children, taking in and remembering the message is dependent on their physical placement to catch most effectively the stream of sound. This is important to consider in the popular open classroom. Although many children can adapt readily to less-than-perfect physical learning conditions, for some we must “re-invent the wall,” not to climb, but to provide a place to call “home.” The theoretical re-inforcement presented in this paper proves that such boundaries can also provide source and direction for sound as part of some children’s currently needed sensory security and enhance the efficiency of their auditory intake. Editor     

Anti-bullying procedures for schools in Ireland: principals’ responses and perceptions

The role of the principal is imperative in creating a school climate that nurtures differences and equality at the same time. Policy and legislation in Ireland dictates the responsibility of school principals in preventing and intervening in issues relating to bullying. The current research investigates the extent to which principals consider the impact of bullying on their students and the strategies they take to combat it in their schools. We consider how principals respond to bullying and what supports they feel are missing for them to adhere to relevant policy. A sample of 918 principals from a range of schools across Ireland completed an online survey. The results demonstrated some positive actions by principals such as the provision of anti-bullying policies. However, they also document areas that need more action such as increased access to counsellors and appointing a specific staff member to deal with and tackle bullying in each school. Guidance from the Department of Education and Skills in Ireland on the development and provision of an anti-bullying programme is called for. Results are discussed in light of the current Anti-Bullying Procedures established by the Department of Education and Skills and the Action Plan for Bullying 2013.