Video Presentations that have to Teach

To be successful, an instructional video presentation needs to be effective, valued, liked and efficient, and educationalists and designers should strive (explicitly and implicitly) to satisfy these criteria. In the interests of optimum teaching effect, a didactical distinction is recommended between video presentations that have to ‘instruct’, ‘explain’, ‘tell’ and ‘let encounter’. A schema or frame of reference is proposed, the use of which (it is claimed) can help to optimise communication between video producer, teacher and instructional designer     

FACULTY ATTITUDES TOWARD INSTITUTIONAL COMPETITIVE STRATEGIES IN U.S. RESEARCH UNIVERSITIES

The present study aims at assessing faculty attitudes toward institutional competitive strategies in U.S. research universities and at exploring some of the correlates of these attitudes.

A stratified random sample of 40 U.S. research university departments, 10 each in physics, sociology, electrical engineering, and education was surveyed by means of a questionnaire.

The major findings of this study suggest that faculty members at research universities express non‐receptive attitudes toward university generic strategies, although, more productive,more satisfied and more committed faculty members are relatively more receptive toward university strategies than less productive, less satisfied and less committed faculty members.

The meaning and the implications of these findings are discussed.     

Theme and variations: one middle school’s interpretation of mandated action research

In the current climate of accountability, action research is one way for teachers to evaluate instructional changes designed to improve assessment results. It may become increasingly common for administrators to mandate teacher involvement in action research, yet few studies have been conducted in such settings. This article focuses on one middle school where the principal mandated action research for all teachers. Projects were carried out within academic departments, and department chairs were given latitude in how to organize and implement projects. This study explores project implementation and teacher perceptions of the action research. Interviews were used as an appropriate tool to explore teacher perceptions, with document analysis providing triangulation. Results from interviews of administrators, department chairs, and department members suggest an overall positive attitude toward action research, as well as variation in how action research projects were carried out. Differences occurred across several dimensions of action research, including context, motivation/ purpose, definition of action research, and organization of projects. Variations appeared to be influenced by each department chair’s experience with action research and approach to departmental work, and each department’s history of working together on instructional improvement efforts. This study suggests that administrators who mandate teacher participation in action research projects need to think about both the positive (providing teacher ownership and interest within the mandated context) and problematic (possibly leading to variation in the instructional impact of projects) aspects of project variation.     

The Role of the Year Leader: an Analysis of the Perceptions of Year Leaders and Deputy Heads in 8‐12 Middle Schools

Today's school leaders are searching for a way to give value to and effectively manage a school's intangible assets to create a more holistic picture of student success. Schools establish partnerships with community organizations towards this end and to ultimately impact student learning. Utilizing the framework of principals as knowledge managers, this paper describes how school principals involved in a university partnership developed a tool to manage and intentionally utilize the intangible assets of the school–university partnership to increase student learning. Included are examples of how the tool was applied and suggestions for adapting the tool to any school partnership.     

OLDER ADULTS' PARTICIPATION IN UNIVERSITY CLASSES: COGNITIVE,MORALE, AND FAMILY CORRELATES

The number of older adults taking advantage of courses offered by institutions of higher learning is increasing. Despite this trend in university and college enrollment, educators know little about the reasons why adults aged 55 years and over are making the decision to return to school. This paper describes the results of an exploratory study about: (1) educational motivations of older students; (2) effect of involvement in university classes on older adults' attitude toward aging; and (3) impact of older individuals' participation in university classes on marital relations.

Interviews were_ conducted with twenty‐one married couples, aged 55 years and older (X = 68.54), with one spouse attending university classes. In order to compute life satisfaction analyses, a control sample was secured. This group consisted of 33 married couples, 55 years and over (X = 70.93), with neither spouse participating in continuing education.

Results indicated that older students viewed intrinsic learning goals to be significantly more important than extrinsic incentives (p<.01). Student couples reported significantly more positive attitudes toward growing older than did nonstudent couples (p<.05). Although participation in university classes had only a minimal impact on members' marital interaction, student couples express satisfaction with this effect.

Recommendations suggested the construction of assessment measures of older adults' self‐initiated versus externally reinforced learning goals. It is advised that pre‐ and posttest interview schedules be used when determining the impact on family solidarity of older adults' pursual of further learning. Future research is suggested which explores whether participation in continuing education provides skills or information for older persons to adjust to their changing environments which in turn would have an influence on level of morale.     

An Evaluation of a Pilot Service‐Learning Course for Criminal Justice Undergraduate Students*

This article focuses on a pilot service‐learning program implemented with undergraduate students enrolled in a juvenile delinquency course. An evaluation of the service‐learning program on students’ attitudes toward diversity, interpersonal skills, personal and intellectual development, and citizenship behavior using qualitative analysis is presented. The results indicate that the majority of students came to view the youth in a positive light, reported learning how to work with youth, experienced a reduction in stereotypes, gained career insights, learned how to apply academic theory to real‐life experiences and developed attitudes about how society addresses delinquency that were sympathetic to the youths’ condition.     

How Will They Understand if We Don’t Teach Them? The Status of Criminal Justice Education on Gay and Lesbian Issues

Inclusion of race and gender in criminal justice education has, to some degree, been prompted as a result of perceived bias by criminal justice system professionals. Utilizing the race and gender experience as a template, interactions between the gay, lesbian, bisexual and transgendered (GLBT) community and the criminal justice system are explored. This study surveyed criminal justice undergraduate degree programs to ascertain course content on gay and lesbian issues. Results indicate that an extremely small number of programs have such a course or alternatively incorporate GLBT issues within existing race and gender courses. Implications for criminal justice education are discussed.     

Learning Introductory Quantum Physics: Sensori‐motor experiences and mental models

This paper reports a cross‐sectional study of Taiwanese physics students’ understanding of subatomic phenomena that are explained by quantum mechanics. The study uses students’ explanations of their answers to items in a questionnaire as a proxy for students’ thinking. The variation in students’ explanations is discussed as is the development in the way in which students link different concepts. A discussion of the source of students’ ideas turns to the way schema contain mental models that derive from sensori‐experiences. The principal recommendation for teaching is the need to include practical activities on a range of precursor phenomena so as to extend the students repertoires of mental models. This advice is different from that given in previous studies.     

The Relationship between Understanding of the Nature of Science and Practice: The influence of teachers’ beliefs about education,teaching and learning

This paper reports the relationship between four English primary teachers’ understanding of the nature of science and their practice. Action research was included as a major part of the research design in order to explore the dialectical interplay between various factors at work in the teachers’ practice. The influences of both tacit and espoused understandings of the nature of science were considered alongside the teachers’ beliefs about education, teaching, and learning. These beliefs were found to be the determining factor in the teachers’ decisions about classroom strategies. In arguing for a dialectical perspective on teachers’ practice, the research suggests that teachers’ espoused understanding of the nature of science may also be at least partially formed by the influence of these beliefs, raising the possibility that influence may run from teaching to theoretical understanding and not the other way round.