Developing an Integrated Theory of Recall of Spot News Stories

In this article, a theory of the recall of spot news stories is developed from a large literature on psychological attention sets, principles of perception, cognitive processing, and patterns of distortion in recall and retelling. The theory consists of a set of 6 linked assumptions and a final inferred proposition. It describes the general nature of patterns of recall to be expected among individuals who attend to and retell a typical spot news story: Stories will be shortened, central and dramatic details will be retained, and in some cases, extraneous information will be incorporated. Previously unreported findings from an earlier experimental study of news recall are reviewed and offer support for the theory.     

Uses of history in present-day qualitative studies of schools: The case of the junior high school

This paper addresses the process of creating a historical context for a qualitative, micro-level study, focusing specifically on the case of the junior high middle school. The author reviews three qualitative junior high middle school studies and evaluates the usefulness and adequacy of the historical contexts the authors created to support their interpretations. In two cases, they relied primarily on historical accounts written by education professors in textbooks about the junior high school, which provided a limited point of view. A survey of historians' treatments of the junior high school provides more varied, complex, and theoretical interpretations. In the third case, the author conducted an original historical study to support his present-day qualitative work and his theoretical framework. However, this kind of effort to create an historical context may not be practical in all qualitative studies. Finally, the paper makes recommendations for the construction of adequate and meaningful historical contexts for qualitative studies.     

How accurate can A Level English Literature marking be?

This article considers in a wide perspective the crisis in the assessment of examinations in A‐level English Literature and current attempts to address the problems. Examining the implications of a survey of recent reports initiated by the regulator, it argues that trying to ensure reliability merely through technological advances and changes in examining practice obscures the need for English teachers’ communal understanding of academic standards to be developed through their professional experience. It proposes ways in which this should be achieved, for example by developing current and potential professional networks and communities of practice.     

Should Silent Reading feature in a secondary school English programme? West Australian students' perspectives on Silent Reading

The purpose of my article is to provide an opportunity for reflection on the merit of incorporating Silent Reading into secondary learning programmes. The role of Silent Reading in the learning programme has been the subject of recent research, yielding mixed findings. I explore the current issues that have arisen in research which warrant the consideration of practitioners, with a particular focus on adolescent learners. These issues are subsequently examined in light of findings from the recent West Australian Study in Adolescent Book Reading. Qualitative data from semi‐structured, dyadic interviews were gathered and analysed, with the reflections of students providing insight into the current status of Silent Reading in secondary schools, and the efficacy of elements of contemporary models of Silent Reading.     

The impact of technology and a no remediation policy on non-traditional students

A Hunter College librarian, with public library experience, offered a series of drop-in workshops Saturday afternoons open to all students and questions regarding Web or Windows use in the academic year, 2000-2001. The intention of the workshops was to address the continuous needs of students lacking technological and informational literacy. The success of these workshops led to this investigation of the implications of 21st century technology on non-traditional students from the perspective of bibliographic instruction as well as reference desk service. The perspective is that of the urban educational environment of City University of New York and Hunter College. The histories of open admissions at CUNY and the current efforts to abolish remediation are examined.