Ideologies of adventure: authority and decision making in sail training

Case studies of the contemporary UK sail training movement are used to illustrate the competing expressions of purpose in this field. Two sail training organisations are described and a case study voyage under the aegis of each is presented. The differences between the approaches are analysed as “traditions” or ideologies, articulated through distinctive interpretations of power and contrasting approaches to participation in decision making. It is argued that choices regarding the type of vessel used and the voyages made are not neutral technical decisions but have ideological significance. In conclusion the application of such an analysis to other kinds of outdoor and adventure education is considered.     

USING INTERNATIONAL STUDY SERIES AND META-ANALYTIC RESEARCH SYNTHESES TO SCOPE PEDAGOGICAL DEVELOPMENT AIMED AT IMPROVING STUDENT ATTITUDE AND ACHIEVEMENT IN SCHOOL MATHEMATICS AND SCIENCE

Taking lower-secondary schooling within the English educational system as an example, this paper illustrates the contribution of two bodies of international scholarship to the scoping of research-based pedagogical development aimed at improving student attitude and achievement in science and mathematics. After sketching the English context of systemic reform, the paper uses findings from the Trends in International Mathematics and Science Study (TIMSS) series to illuminate changes in performance, analysed within a framework of cross-system and between-subject comparison. Contrary to the optimistic picture from national assessment, the TIMSS findings suggest that systemic reform has produced fundamental gains only in student achievement in mathematics, and serious declines in student attitude towards both mathematics and science. Prompted by more favourable patterns elsewhere, the paper then triangulates the findings of recent meta-analytic research syntheses to identify promising lines of pedagogical development. Despite important differences in the conceptual frameworks and analytic methods of these syntheses, reasonably robust conclusions can be drawn about the effectiveness of four teaching components: domain-specific inquiry for student achievement in both subjects, student attitude in science, and learning processes in mathematics; cooperative group work for learning and attitude in science; contextual orientation for achievement in science; and active teaching for achievement in mathematics. Equally, discrepancies between findings or insufficiencies of evidence highlight a number of impacts particularly deserving deeper analysis or further investigation: cooperative group work on achievement outcomes, differing forms of learning assessment on both attitude and achievement outcomes, contextual orientation on outcomes in mathematics, and active teaching on outcomes in science.     

Learning,Media and Technology—40 years on

This is a brief historical review of the key content and influence of the three predecessor publications to Learning, Media and Technology, the NECCTA Bulletin (1968–1975), the Journal of Educational Television (1975–1995), and the Journal of Educational Media (1996–2004). Study of these publications affords an overview of 40 years of using technology in the service of education.     

Are Educational Psychology Courses Educationally and Psychologically Sound? What Textbooks and Teachers Say

Educational psychology courses should be the best taught courses on college campuses given that its instructors and textbook authors are resident experts in learning and teaching. More specifically, we contend that educational psychology courses should adhere to six principles. Educational psychology courses should: (a) be driven by teaching models, (b) integrate theory and practice, (c) provide opportunities to practice teaching skills, (d) present an integrated model for instructional planning, (e) prepare teachers to teach learning strategies, and (f) help students learn. We surveyed practicing teachers and analyzed current educational psychology texts and found that these principles are not upheld. We report on the principles, our findings, and how an educational psychology course that upholds these principles might be developed.     

A Framework for Research on Large-scale Reform

Variation in the success of large-scale reform is afunction of many factors interacting at many ``levels'.Built on a selective review of the evidence aboutlarge-scale reform, this paper provides a framework forexplaining such variation, as well as assessing progressin that direction. Relevant factors influencing reformsuccess, according to the framework, include broad international social, economic and political trends bearing on education, characteristics of national educationalpolicies and strategies for their implementation, and localconditions conceptualized in terms of a model of workplaceproductivity; this model is defined by local practitioners' motivation, capacity, and the organizationalconditions in which they work. This framework has been usedto guide the external evaluation of the National Literacy andNumeracy Strategies.     

Changing practices: influences on classroom assessment

The pedagogical potential of classroom assessment to support student learning has increasingly been evidenced in research over the past decade. Constructive classroom assessment has been championed by assessment specialists, and endorsed by professional organizations. In practice, however, the process of changing classroom assessment from its traditionally summative orientation is not straightforward. This methodical review looks at how six sources, which are educational research, evaluative inquiry, large‐scale assessment, educational policy, professional development, and teachers’ beliefs, influence and mediate assessment practices. A group of purposively selected research articles are analysed as evidence of the dynamics in this complex process. Cross‐currents relating to research perspective, collaboration, and time are discussed. For the movement seen in this study to continue, the tension between teacher autonomy and school community, and the relationship between collective commitment and assessment literacy should be considered.     

Developing a virtual engineering management community

The paper reviews the lessons of planning and running an Engineering Management practitioner development programme in a partnership between BP and the University of Manchester. This distance-learning programme is for professional engineers in mid-career experienced in the engineering and support activities for delivering safe, compliant and reliable projects and operations worldwide. The programme concentrates on the why and how of leadership and judgement in managing the engineering of large and small projects and operational support. Two intensive residential weeks are combined with a virtual learning environment over one year. Assessed assignments between and after the residential weeks provide opportunities for individual reflective learning for each delegate through applying concepts and the lessons of case studies to their experience, current challenges and expected responsibilities. This successful partnership between a major global company and a university rich in research and teaching required a significant dedication of intellectual and leadership effort by all concerned. The rewards for both parties and most importantly for the engineers themselves are extensive.     

The Consistency and Concomitants of Inhibition: Some of the Children, All of the Time

Toddlers displaying extremely inhibited behavior may be at risk for becoming socially withdrawn. However, behavioral inhibition may be a multifaceted characteristic, and its concurrent relation to toddler wariness with peers has not been examined. In this study, 108 toddlers (54 females) and their mothers were observed in novel situations involving unfamiliar settings, adults, and peers. Vagal tone, temperament, separation-reunion behavior, and maternal oversolicitousness also were assessed. There was little consistency of inhibited behavior across the 3 situations. Consistently inhibited toddlers had fearful temperaments, showed distress following maternal separation, and had mothers who were warm and controlling but unresponsive to children's cues during interaction. Toddlers with highly fearful temperaments and highly oversolicitous mothers were the most inhibited across contexts.     

Sample design for international studies of educational achievement

Author of numerous publications on the use of social indicators to guide decisions concerning resource allocation within education systems. Co-editor of Planning the Quality of Education (IIEP-UNESCO and Pergamon Press). His research interests are focused on indicators of the quality of basic education in developing countries.