A Complex Case: Using the case study method to explore uncertainty and ambiguity in undergraduate business education

The case method is a definitive and foundational technology in business education. It was first developed as a vocational training tool equipping students for future employment. In this conception, the organisation was seen as a machine, and managers as the engineers who would maintain it through planned interventions. The case method allowed aspiring managers to practise intervention skills in a safe environment. Since the origins of the case method in US business schools before the First World War, conceptions of organisations have moved on. They are no longer seen as machine-like, but as complex, ambiguous, and protean. The 'wicked' problems that potential managers will face in an uncertain world require the development of critical thinking and sensemaking abilities. While the traditional approach to the case continues, its use as a vehicle to explore and manage complexity and ambiguity is emerging, although this is facing resistance from some students and staff.     

Adolescents' and Parents' Conceptions of Parental Authority and Personal Autonomy

Conceptions of parental authority and ratings of adolescent-parent conflict were assessed in 68 sixth, eighth, and tenth graders and their parents. Boundaries of adolescent personal jurisdiction and conflict over these boundaries were examined. Participants judged the legitimacy of parental authority and rated the frequency and intensity of conflict regarding 24 hypothetical moral, conventional, personal, multifaceted (e.g., containing conventional and personal components), prudential, and friendship issues. Adolescents and parents agreed that parents should retain authority regarding moral and conventional issues. Parents treated multifaceted, friendship, prudential, and personal issues as more contingent on parental authority than did adolescents, based on conventional, prudential, and psychological reasons, whereas adolescents treated these issues as under personal jurisdiction, based on personal concerns. Personal reasoning and judgments increased with age. Multifaceted issues were discussed more than all other issues, but moral and conventional conflicts were more intense than all other conflicts. The findings are discussed in terms of previous research on parental authority and adolescent-parent conflict during adolescence.     

Issues in cross-cultural counseling: An examination of the meaning and dimensions of tolerance

While there is a clear need to address the ethical dimensions of cross-cultural counseling, the current literature lacks both a theoretical model of ethnic tolerance and a suitable measure for assessing the construct. The present study addressed this gap in the extant literature by (a) developing a measure of ethnic tolerance based upon extensive field work, (b) examining the measure's reliability and construct validity in light of two models of ethnic tolerance, and (c) examining the relationship of several factors (e.g., age, gender, and exposure to those of a different culture) to scores on the tolerance measure. Results indicated that the tolerance measure was best viewed as a unidimensional construct, had substantial content validity, and had modest construct validity. Respondents with more social contact with immigrants, as well as those who had positive experiences with immigrants, tended to score higher on the tolerance measure. Results underscore both the complexity of factors associated with tolerance and the need for counselor education programs to provide arenas for students to become aware of their own values and biases and how these may affect culturally-different clients.     

Working in groups: social and cognitive effects in a special class

Judith Watson, Reader in Education at the University of Edinburgh, considers the potential of social-constructivist ideas of teaching and learning for pupils with learning difficulties and reports on the introduction of social learning experiences within a special unit for pupils with moderate learning difficulties.     

Exploring the Influences of a Partner-Based Teacher Credential Program on Candidates’ Performance Outcomes

The study compared candidates in a 4-year undergraduate program for secondary mathematics and science teaching, based on the UTeach model, with candidates in a 1-year postbaccalaureate program at the same institution. Candidates in the undergraduate program participated in a partnership of university mathematics, science, and education departments and intensive field-based experiences in high-needs schools. We conjectured that this approach would better prepare prospective teachers to develop beginning teacher competencies. Analysis of the Performance Assessment for California Teachers Teaching Event identified few differences between candidates in both groups. Surveys revealed significant differences between candidates’ perceptions of their preparation for teaching. These findings suggest that different program models can offer differential support to prospective teachers but how the program features are enacted influences the impact that these programs have on teacher preparation.     

秦始皇兵马俑博物馆室内含硫颗粒物的SEM-EDX研究

本文对秦始皇兵马俑博物馆室内采集的长短期降尘、大气悬浮颗粒物和彩绘漆层进行了SEM-EDX研究，在大气悬浮颗粒、短期和长期降尘中，含硫颗粒的粒径分别为0.9～22.8μm、1.0～29.0μm和1.2～37.7μm，多为石膏与粘土或石英以内部混合的状态存在。降尘中的附着型絮状硫酸钙多于大气悬浮颗粒物中，显示降尘和大气中的二氧化硫发生了累进的化学反应。彩绘漆层表面的坑和裂隙附近观察到原位生长的硫酸钙晶体，显示漆层材料或降尘颗粒物与大气二氧化硫之间的酸化学反应，可能是彩绘漆层表面受侵蚀形成微小坑和裂隙的原因之一。     

Discussion Paper--Creative Partnerships: Public and voluntary services working together

Recent Government initiatives (National Healthy School Standard; Department for Education and Employment, 1999) and Guidance (Promoting Children's Mental Health within Early Years and School Settings; Department for Education and Employment, 2001) are placing increased expectations on schools to promote the emotional well-being of children. However, teachers are unlikely through initial training to have the skills and knowledge required to undertake these responsibilities unassisted. Moreover, the external support available to schools through public sector agencies is insufficiently resourced to meet a significant and sustained rise in demand. Through its Compact (Home Office, 1998), the previous Government acknowledged the contribution currently made to society by the voluntary sector and its potential to provide further support for those in need. Charities supporting children's social/emotional development and mental health may have much to offer. Projects run by the voluntary sector are already supporting schools across the country, and rapid growth is underway. However, schools need help in procuring, monitoring and evaluating this support to assure quality standards and pupil safety. Both schools and Local Education Authorities (LEAs) have a duty of care. Educational psychologists, trained in child development, research and evaluation, and with access to regulatory processes such as Children's Services Planning and Best Value, should be well-placed to assist and guide their LEA, schools and voluntary sector partners.     

Perceptual-cognitive expertise of handball coaches in their young and middle adult years

There is little research investigating the maintenance of perceptual-cognitive expertise in general and even less comparing coaches of different ages. The aim of this study was to test for perceptual-cognitive differences between age groups, licence levels, and their interaction. This study investigated differences in skilled performance between young and middle-aged coaches of three different skill levels. Participants performed an accuracy-oriented pattern recall (mean distance in pixel) and a time-oriented flicker test (mean detection time in ms). There were some significant differences between age groups and between skill groups for both tests, but no interactions. For the pattern recall test, the effect sizes were larger for skill level differences, while for the flicker test effects were larger for ageing. These results suggest coaches are able to maintain accuracy skills better than reaction timed tasks. This is in line with findings on speeded performance in general populations, which show declines with age. Moreover, results also support findings on perceptual expertise in skills where accuracy was important.     

Teachers’ journeys towards critical use of ICT

Teachers have a central role in developing new learning models in schools. This paper describes a study that explored teachers’ confidence and competence in using Information and Communication Technologies (ICT) as they participated in an ICT development project conducted by an Australian education system in 12 primary schools. The project aimed to develop ICT integrated teaching practices by providing in‐class equipment and teacher professional development in ICT use, curriculum development and teaching strategies. The study used qualitative data from teacher records of Professional Development and Action Learning to identify three of four stages proposed to describe teachers’ ICT learning. Teachers moved from gaining basic ICT skills, to conducting ICT‐focused lessons and eventually appropriate ICT integration. Teachers who progressed to the third stage were able to exploit additional learning opportunities and begin to make fundamental changes to their pedagogy, but needed more time to reach the final stage of challenging existing pedagogical structures.