The Gendered Nature of Assessment Procedures in Scientific Research Funding: The Dutch Case

This article discusses the results of a study on gender bias in assessment procedures in the two major institutions for scientific grants in The Netherlands: the Dutch Organization for Scientific Research (NOW) and the Royal Dutch Academy for the Sciences (KNAW). The study concentrated on a qualitative sample of one of the prestigious grants. A total of 128 files were analyzed on the basis of a correlation of characteristics of the applicant (sex, age, and scientific productivity), assessments by the external advisors (peer review), and the decision of NOW. The analysis indicated that women applicants were evaluated differently from male applicants. However, women were not discriminated against in all disciplines. On the contrary, in some disciplines they received a bonus. One of the major conclusions is that gender matters, but in different ways within the different disciplines.     

Needs Assessment for INSET for Unqualified Primary Teachers in Namibia: An effective model

The literature endorses the critical role of needs assessment for effective INSET (In-service Education and Training). This view is not however, adequately supported by empirical research. There is also a dearth of literature on the process of needs assessment. The few studies that explore the process focus on the use of questionnaire and interview methods. The latter method was found to be inappropriate for the unqualified primary teachers participating in an INSET programme in Namibia (1995-97). This paper explores the process of needs assessment within this programme and presents an effective model of needs assessment which guided it. The model suggests the use of a multi-pronged qualitative approach to assessing needs.     

Preparing our students to publish: Lessons learned

Doctoral students' inexperience in publication writing poses a challenge to higher education faculties. The approach detailed here to collegial writing—professors and students working as colleagues—offers one response. The assumptions guiding the course are followed by an elaboration of its key structuring components. The article concludes with a discussion of five lessons essential to the replication of a similar publication writing workshop in other settings. Among them are adopting a process model, electing a nontraditional course mode, employing cooperative learning as the dominant strategy, and drawing on schoolwide faculty to broaden perspectives on publication.Margo A. Figgins, Assistant Professor of English Education at the University of Virginia, directs the University's Young Writers Workshop, co-directs the Central Virginia Writing Project and, as a poet, works with Virginia students and teachers through the state's Artists-in-Education program.Harold J. Burbach is Associate Professor of Education at the University of Virginia.     

Reform Implementation and the Realities within which Teachers Work: A Namibian case study

Implementation is currently considered a critical stage of educational reform. This article focuses on the pivotal role of teachers in the achievement of effective implementation. They ultimately implement reforms. The teacher's role in the reform process however, has received little empirical research attention and tends not to be seriously considered by policy makers. This article discusses the findings of a three-year (1995-1997) research study in Namibia which suggests that the failure of policy makers to take into account the realities within which teachers work, their 'classroots realities', led to the development of English Language Teaching reforms that were significantly beyond teachers' capacity. Consequently, teachers did not successfully implement them. The article explores this within a framework of objective and subjective 'classroots reality' implementation factors. In view of the paucity of empirical research that explores implementation, this framework can improve our understanding of the depth and complexity of the implementation process and provide useful guidelines upon which policy makers can draw.     

Science and schooling for students with LD: a discussion of the symposium

In this summative discussion, we respond to Crockett's proposals about supporting science in the schoolhouse, and we summarize and reflect on the perspectives of the commentators. Overall, they identify discussion points in issues of science in schooling, implementation of scientific practices, teacher training and professional development, and issues in educational administration and leadership. We agree with Crockett and the commentators that intensive efforts in all these areas must be made to strengthen the role of science in the schoolhouse.     

Can children effectively reuse the same mnemonic pegwords?

Seventy-three fifth-grade students were taught nine North American minerals and their corresponding hardness levels under either mnemonic (pegword/keyword) or free-study conditions. In the zero-repetition (standard) condition, each mineral was paired with a unique hardness level (1–9); in the one-repetition condition, three hardness levels were each represented by two different minerals (and three hardness levels by one mineral); and in the two-repetition condition, three hardness levels were each represented by three different minerals (and three hardness levels by one mineral); and in the two-repetition condition, three hardness levels were each represented by three different minerals. In all repetition conditions, mnemonic subjects significantly and substantially outperformed students who were given free study. Possibilities for adapting mnemonic techniques to overcome stimulus-produced interference are discussed.     

An Evaluation of Early Intervention Effectiveness at Increasing Age Levels for Program Initiation

Previous research has identified a negative correlation between developmental outcomes and length of early intervention programs. In the present investigation, these counterintuitive findings were examined on a sample of “at risk” children who had received a home-based infant development program and who had been enrolled at different age levels. Findings indicated that treatment length was negatively, but not significantly, correlated with developmental outcome. In addition, start age was found to be significantly negatively correlated with outcome, suggesting that certain developmental indices may decrease over time for certain populations. When the regression of time with start age was taken into account in the analyses, large and reliable treatment effects were observed at all start age levels. Results are discussed with respect to future research endeavors.     

哥廷根大学开放获取发展战略与举措

哥廷根大学开放获取运动的具体举措,涉及开放获取出版、开放获取知识库建设、开放获取项目组织和宣传等各个方面,通过相应的开放获取出版与存储协议、激励政策等机制建设,主持或参与德国、欧洲和全球的开放获取项目及组织来推进开发获取发展,为建设开放获取基础设施和推动欧洲及全球的开放获取进程做出了积极贡献。     

Stability of performance on the PPVT-R for three ethnic groups attending a bilingual kindergarten

The degree of temporal stability of the PPVT-R was examined for Native American, Mexican-American, and Anglo-American kindergarten children. In addition, stability was examined for home language groups. The PPVT-R was administerd to 56 kindergarten children in September and May of the school year. Results indicated that strong temporal stability existed over an eight-month period for Native American, Mexican-American, and English-speaking kindergarten students.