A cross-cultural study of possible iatrogenic effects of gifted education programs: tenth graders’ perceptions of academically high performing classmates

Previous empirical studies have yielded inconclusive results about peer perceptions of academically high performing students. The purpose of this study was to investigate students’ perceptions of the intellectual ability, positive social qualities, and popularity of a hypothetical new high performing classmate. Participants were 1060 Vietnamese, South Korean, British, Australian, Peruvian, and Spanish boys and girls in 10th grade. The results revealed that the perceptions of academically high performing classmates differed by country group. Positive perceptions of intellectual ability and social qualities were commonly found in all countries except the two Asian countries (Vietnam and South Korea), where the students reported more neutral views of high performers. In conclusion, it is argued that there is no evidence for possible iatrogenic effects of gifted education programs aiming at high achievements     

What makes an excellent lecturer? Academics’ perspectives on the discourse of ‘teaching excellence’ in higher education

ABSTRACT

In the context of the Teaching Excellence Framework (TEF), we examine academics’ perspectives on the discourse of ‘teaching excellence’ based on an empirical study with 16 participants from five post-1992 universities. The article reports the findings on academics’ views of the term and concept of ‘teaching excellence’, examples of what ‘teaching excellence’ may look like in practice, whether a distinction between ‘good’, ‘good enough’ and ‘excellent teaching’ can be made, and the measurability of ‘teaching excellence’. The research findings suggest we need a more nuanced inclusive interpretation of ‘teaching excellence’ which recognises the conjoined nature of teaching and research in higher education, and also rebalances a focus on outcome-related measures with understandings of purposes and development of the processes of learning.     

The Validity of National Testing at Age 11: the teacher's view

National testing at age 11 in mathematics, science and English has been introduced into all primary schools in England from 1995, following voluntary trials in 1994. Data gathered in 32 representative schools as part of the National Assessment in Primary Schools (NAPS) Project is used to report teachers’ views of the validity of the results of these tests, using theoretical notions proposed by Messick in the Interplay of Evidence and Consequences in the Validation of Performance Assessments (1992). Teachers’ major concerns about validity centred around the unfairness of the tests to specific types of pupils, and the poor match with classroom practice. These factors were believed to account for the significant discrepancies between teacher‐assessed levels and test results. While a minority of teachers remained opposed in principle to national tests, most teachers accepted them as fulfilling a moderation role, believing that the results should be combined with teacher assessments rather than being separately reported.     

The Concerns of Mainstream Teachers: Coping with inclusivity in an Australian context

Throughout the past two decades there has been a move away from educating children with disabilities in segregated schools to adopting a more inclusive approach within mainstream schools in all jurisdictions in Australia. This research identifies the concerns of 228 regular class teachers in Western Australia who have all been involved with the inclusion of a child with an intellectual disability in their classrooms. Seven categories of concerns are investigated together with the use and effectiveness of a range of coping strategies. Demographic differences in age, year level being taught, qualifications, teaching experience and previous involvement with inclusion were found regarding concerns about inclusion. The discussion focuses on the relevance of professional development and the need to ensure that it targets the specific concerns of teachers, focusing on the coping strategies recognised as being most useful in order to provide optimal conditions for success.     

Exploring Pandora's Box; The Impact of Diversity and Conflict on Work Group Performance

ABSTRACT : This paper describes a model that explores the critical roles of three group composition factors (social category diversity, value diversity, and informational diversity) and two moderating variables (task type and task interdependence) on work group performance and morale. The three types of diversity are proposed to exhibit both main effects and interaction effects (interacting both with each other and with task type and task interdependence) on work group performance and morale. Relationship and task conflict are proposed to mediate many of these effects. Empirical evidence for these relationships and their implications for those wishing to manage a diverse workforce are discussed.     

havingproblems@cm.com: new ways to miss the point

The desire to establish international links between two departments of adult education and to experiment with new technologies led us to establish a listserv—a computer based community in cyberspace. This article describes the experience and attempts to articulate some of the problems that emerged. The main problem was the failure in developing a sense of community among the participants. This failure had its origins in some of the assumptions about groups in cyberspace and their similarity to groups in face to face settings.