Contradictory Advice – A Basic Examination of Decision Making

Abstract

Librarians have many options in seeking advice when making management decisions. Sources for this advice include “common opinion,” which is generally accepted as true without proof; experts, who draw upon their experience; and researchers, who rely upon accepted scholarly practices. The resulting advice is often contradictory and recommends radically different strategies. The value of the advice for the manager often depends upon its congruence with library characteristics such as type, size, location, budget, technological sophistication, and degree of independence. The culture of the library and any organization to which it reports also help determine its appropriateness. Finally, the status of decision makers in the library, their motivations, and their levels of cognitive dissonance play an important role. Overall, rational decision making based upon objective factors is difficult to achieve in this Internet world where managers in a filter bubble can find justification for whatever they wish to do. The column concludes with a sample decision-making process that emphasizes rationality.     

Is the Study Process Questionnaire (SPQ) a good predictor of academic achievement? Examining the mediating role of achievement-related classroom behaviours

Studies have shown that the Study Process Questionnaire (SPQ)—which provides a measure of student approaches to learning—is a relatively weak predictor of academic achievement. The present study sought to explore whether students’ achievement-related classroom behaviours, as observed by teachers, can be used as a mediator between student approaches to learning and academic achievement. The SPQ was administered to 1,608 students enrolled in six different diploma programmes offered by a polytechnic in Singapore. Data were analysed by means of correlation and path analysis. In line with existing studies, the results revealed that student approaches to learning was a weak predictor of academic achievement. However, achievement-related classroom behaviours turned out to be a significant mediator between student approaches to learning and academic achievement, effectively doubling the explained variance in academic achievement. Implications of these findings for using the SPQ are discussed.     

Graduate Students’ Satisfaction with Graduate Education

Various investigators have proposed that factors intrinsic to a particular situation, i.e., training, education, specific jobs, should have a significantly higher relationship with overall satisfaction than should factors extrinsic to that situation (4, 10). This study was designed to investigate the effects of intrinsic and extrinsic factors on graduate students’ satisfaction with their graduate education. To achieve this purpose, an instrument, the Graduate Education Questionnaire (GEQ), was administered to sixty-two graduate students in business at a large, southeastern university. Essentially, they were asked to rate their degree of satisfaction with a series of variables suggested as being important to their graduate education. Contrary to expectations, the results of this study indicated that a set of variables intrinsic to graduate students’ education did not predict overall satisfaction significantly better than a set of extrinsic variables. Similar results have also been confirmed in other contexts as well (5). From the data collected, implications of the results are discussed.     

Interpretations of formative assessment in the teaching of English at two Chinese universities: a sociocultural perspective

Formative assessment is increasingly being implemented through policy initiatives in Chinese educational contexts. As an approach to assessment, formative assessment derives many of its key principles from Western contexts, notably through the work of scholars in the UK, the USA and Australia. The question for this paper is the ways that formative assessment has been interpreted in the teaching of College English in Chinese Higher Education. The paper reports on a research study that utilised a sociocultural perspective on learning and assessment to analyse how two Chinese universities – an urban-based Key University and a regional-based Non-Key University – interpreted and enacted a China Ministry of Education policy on formative assessment in College English teaching. Of particular interest for the research were the ways in which the sociocultural conditions of the Chinese context mediated understanding of Western principles and led to their adaptation. The findings from the two universities identified some consistency in localised interpretations of formative assessment which included emphases on process and student participation. The differences related to the specific sociocultural conditions contextualising each university including geographical location, socioeconomic status, and teacher and student roles, expectations and beliefs about English. The findings illustrate the sociocultural tensions in interpreting, adapting and enacting formative assessment in Chinese College English classes and the consequent challenges to and questions about retaining the spirit of formative assessment as it was originally conceptualised.     

Educators’ responses to policy concerns about the gender balance of the teaching profession in Scotland

Concepts of gender equity are changing and the necessity of actively developing a fairer gender balance is now enshrined in the Gender Equality Legislation implemented in 2007 that required public bodies to positively promote equality. This study examines, from the perspectives of educators, their understandings of gendered inequalities in teaching and the issues that they raise for the profession. Overall, respondents did not see the numerical domination of women as a problem but instead they saw the benefits of maintaining the diversity of the teaching profession, since all pupils could benefit from the range of interests and attributes offered by both women and men. Respondents were both embracing and disputing popular discourses about the gender balance in teaching but argued strongly that there should be no discriminatory barriers to the profession. It is concluded that a policy approach to gender equality should address the material and social disadvantage experienced by those working in female‐dominated professions like teaching and this would ensure people would be enabled to exercise gendered preferences without penalties or unfair advantages in income or status.     

Revisiting educational equity and quality in China through Confucianism, policy, research, and practice

The promotion of educational equity and improvement of educational quality in China are contextualised in tenets of Confucianism and policy directives, inspiring educational research and practice. In this paper, we first explore the historical and cultural roots of educational equity and quality through Confucianism and elaborate on the current policy priority that aims to address educational equity and quality. We then present an overview of research on equity and quality in Chinese education. Informed by Confucianism, policy, and research, we pose a framework to structure our investigation and analysis of three illustrative examples, namely the Special Post Teacher Plan, amalgamation of rural schools, and schooling of floating children. Drawing insights from Confucianism, policy, research, and practice, we conclude that the promotion of educational equity through high quality provision of education for disadvantaged groups can help to narrow the gap in educational quality currently existing in China.     

南非国家高中数学课程与评价标准评介

2012年1月,南非颁布新的高中数学课程标准,较之与以往的南非课程标准相比,新的高中课程标准最为突出的变化体现在对学生评价的重视。在该课程标准中,除对课程颁布的背景、课程目标、课时分配、课程内容有详细介绍之外,还重点强调了对学生学习成就评价的标准。介绍南非高中数学课程标准及其特点,以期为中国高中数学课程改革提供借鉴。