Another look at rapport

The purpose of this essay was to describe the rationale and method of research in natural settings so that communication undergraduates may use these techniques. The author explains the concept of systematic observation and answers basic questions through the use of an illustration. The illustration is a case study of communication interaction on a commuter bus in metropolitan Washington, D.C. In the illustration, analysis is divided into verbal and nonverbal communication. The focus of attention is placed on how typical interactions differ from the unusual. Finally, the uses of this research in the classroom are discussed.     

Reviews

In the UK policy context, skills, education and learning are seen as a universal solution to a vast array of economic and social problems. In challenging this view, this paper argues that those educationalists calling for progressive reforms to the education system need to acknowledge the reality of the contemporary workplace and the institutional context of UK capitalism. When it comes to the question of how the UK might move towards a more inclusive high skills society, no matter where we start to look - be it the economy or a highly class-divided English education system - it all seems to add up badly. In challenging the current policy agenda, educationalists will need to insist that progressive educational reform cannot be separated from the struggle for broader political, social and economic change.     

Alternativas a la enseñanza tradicional de la lectura

a investigación sobre las estrategias didácticas más apropiadas para la enseñanza de la lectura no siempre se ocupa de las consecuencias prácticas sobre la organización de la clase que implica cada una.

En este artículo, se comparan estrategias clásicas de enseñanza de la lectura con otras nuevas, con una clara y precisa definición de los métodos a seguir en aquellas que resultan más eficaces.     

Relations of Power,Speed, Flexibility,and Certain Anthropometric Measures of Junior High School Girls

Abstract

This study was conducted to determine the differences among 7th, 8th, and 9th grade girls in power, speed, and flexibility and to determine the relation between power and flexibility, speed and flexibility, and speed and certain anthropometric measures. The subjects were enrolled in ungraded physical education classes. Seventh grade girls were faster than 8th grade girls in the 50-yard dash. Ninth grade girls broad jumped farther than 7th and 8th grade girls. No significant relations were found in the other items studied.     

Identifying discourses of moderation in higher education

Moderation of student assessment is a critical component of teaching and learning in contemporary universities. Yet, despite this, it tends to be marked by idiosyncratic and sporadic processes informed by liminal understanding. This paper, in the light of forthcoming radical national requirements for the declaration of moderation processes in tertiary curricula in Australia, will present four discourses of moderation we identified in a recent study in a Faculty of Education in a large metropolitan university. The discourses are equity, justification, community building and accountability. Together, they will act as a starting point for academics to review their beliefs and attitudes towards the moderation of student assessment.     

Quality Control in the Primary School: The Head's Role in Supervising the Work of Classteachers

This study investigated the differences and similarities in the impact of school leadership on student mathematics achievement in different global regions using TIMSS international data. Three-level unconditional and conditional hierarchical models were fitted to the data in each country. The findings showed that the variables of teacher professional development and interactions with other teachers at the student level had inconsistent influence on student achievement outcomes across countries. In all but one of the countries in the sample, the proportion of economically disadvantaged students was related to student achievement. In England there were significant differences on several key variables.     

Preparing Instructional Designers for Game-Based Learning: Part 2

As noted in part I of this article (published in TechTrends 54(3)), advances in technology continue to outpace research on the design and effectiveness of instructional (digital video) games. In general, instructional designers know little about game development, commercial video game developers know little about training, education and instructional design, and relatively little is understood about how to apply what we know about teaching and learning to optimize game-based learning. In Part I, a panel of recognized and emerging experts in the design of instructional (digital video) games set the context for this three part series and one of four panelists discussed what he believes instructional designers should know about instructional game design (Hirumi, Appleman, Rieber, Van Eck, 2010). In Part II, two faculty members who teach courses on instructional game design presents their perspectives on preparing instructional designers for game-based learning. Part III will present a fourth perspective along with conclusion that compares the four views.