Factors associated with amount of use and benefits obtained by users of a statewide educational telecomputing network

This study was designed to identify factors that best predicted the amount and perceived benefits of network use. A 70-item electronic mail survey measured five categories of variables: personal attributes, environmental characteristics, perceived media characteristics, usage, and outcomes. It was returned by 66% of a random sample of 300 network users. Respondents were active network users with high levels of teaching tenure, schooling, and computer experience, and convenient access to equipment needed to use the Internet. Outcomes reported for network use mainly centered around professional development activities, whereas personal and instructional outcomes were less frequently reported. Multiple regression equations predicted 28% of amount of use, 46% of variety of uses, 45% of professional benefits, 16% of personal gratifications, and 25% of instructional outcomes. Socially oriented factors appeared repeatedly in these equations. Social integration with a community of users entered all but one of the equations, social presence contributed to the prediction of each type of outcome, and number of contacts regularly reached via the network was associated with both amount and variety of use. These findings suggested that network facilitators should implement strategies to increase interactions among potential and current network users and to enhance perceptions of the systems' social presence. A copy of the survey can be obtained by contacting Susan Anderson by e-mail (sander@tenet.edu) or telephone (817-921-7943). The authors gratefully acknowledge the support and assistance for this project provided by Connie Stout and Gene Titus of the Texas Education Network and Stephani Wise at Texas Christian University.     

Multirelational semantic maps

Research on multirelational semantic maps is laden with promise for educational applications, but the development of knowledge mapping systems has been largely unsystematic. This paper describes the distinctive features of knowledge maps, discusses their origins, and explores some of the strengths and weaknesses of the wide variety of maps and mapping approaches that have been appearing in the literature over the past several years. Research findings pertaining to maps' potential and actual uses in educational settings are summarized, with some indepth attention to the more programmatic efforts of Novak as well as to our own mapping system. Suggestions are made for future exploration of, and experimentation on, maps as unique tools for organizing, representing, and communicating a wide variety of knowledge domains.     

Self-Evaluation of Expertise in Teaching Elementary Physical Education from Constructivist Perspectives

The Constructivist Teaching Practices Inventory in Elementary Physical Education (CTPI-EPE) was developed for the purpose of this study to assess teachers expertise in constructivist-oriented physical education teaching. One hundred and eighty-three elementary physical education teachers completed the CTPI-EPE. Four subscales of the CTPI-EPE emerged from an exploratory factor analysis and were in line with major dimensions of constructivist-oriented teaching practices. The results established support for the reliability and validity of the CTPI-EPE that provided us with diagnostic information about identifying expertise in constructivist-oriented physical education teaching practices within the continuum from novice to expert teaching levels.     

Action learning sets and social capital: ameliorating the burden of clergy isolation in one rural diocese

Rural clergy often lack colleagues and may struggle with isolation, especially if over-extended in multi-parish benefices. Theory suggests that this sense of isolation could be addressed by launching clergy action learning sets, which have the potential to establish a peer support network through the formation of social capital as a by-product of the pedagogical process. This case study looks at the effect of action learning set membership upon clergy involved in a new ministry development programme in one rural Church of England diocese. Markers of social capital (networks, norms and social trust) were found among set members, some of whom were prepared to draw on the new resource for assistance with problems, while others were ready to support such colleagues. Pre-existing support networks were one reason for clergy not intending to capitalize on the new links; another was the geographically dispersed set memberships. Geography may militate against exploiting social capital, but a distance of many miles between priest and trusted confidant can be advantageous. The study demonstrates that the notion that social capital formed through action learning will ameliorate isolation among some geographically scattered clergy is grounded not only in theory but also in practice.     

A Longitudinal Study of Parental Stress and Support: From Diagnosis of Disability to Leaving School

Parental stress attributed to both a child with an intellectual disability and their youngest child without a disability was examined over a seven year period. Stress and support were also examined in relation to the life stages of disability diagnosis, starting school and completing school. Stress attributed to the child with a disability was greater than stress attributed to the youngest child without a disability and remained high over the seven year period, however, an increased level of stress was attributed to the child without a disability. In terms of life stages, diagnosis of intellectual disability in a child remained as the most stress‐inducing of the life events included in the study, however, most parents had also experienced heightened stress at the time their child started school, and also during the transition from school to work. The support parents found most helpful reflected their changing focus of worry over time. The implications and limitations of this study arc discussed.     

Changes in Initial Teacher Training Students’ Perceptions of the Effectiveness of School‐based Mentoring over Time

This article looks at mentoring in the Open University's Postgraduate Certificate in Education (PGCE) course: a distance learning, competence‐based course of part‐time Initial Teacher Training (ITT) for primary and secondary students. It emphasises the importance of school‐based mentoring, and looks at changing student perceptions of mentoring over the duration of the course. Questionnaires and interviews are used to explore a range of issues about mentoring in ITT. The findings suggest that students become more discerning about, and more critical of, their mentors as the course proceeds. Some attempt is made to suggest how these attitudes can be improved. The mentors’ perceptions are compared with those of the students.     

The sand/water table as a learning center

The sand/water table, an old standby in nursery and day care classrooms, has long been popular with children. It has remained a fixture despite the nuisance of sand on the floor as teachers acknowledge its social benefits and the calming influence it can have on children who are upset or unhappy.Judith Dighe is a teacher specialist, Head Start, Montgomery County Public Schools, Rockville, MD.