Early Childhood Teachers' Theories of Progression and Continuity Les the´ories des enseignants de la petite enfance sur la progression et la continuite´ Las primeras teorías de profesores de menores sobre Progresión y Continuidad

The importance of progression and continuity to effective teaching and learning is embedded in the current early years curriculum framework in England. However, there are competing definitions of these twin concepts, which can be both learner centred and curriculum centred. This paper reports the first stage of a study which aims to elicit early childhood teachers' understanding of progression and continuity in learning, and to articulate their interpretations of National Curriculum policies. The data demonstrate how teachers engage in a process of resistance, adaptation and mediation in order to reconcile tensions between curriculum-centred and learner-centred approaches to progression and continuity. In this respect, they are active agents rather than passive recipients of change. The teachers' theories also function as a challenge and critique to National Curriculum policies and processes of schooling, which reflects an important trend in research on teachers' thinking and classroom practice. L'importance de la progression et de la continuité pour un enseignement et un apprentissage efficaces est ancrée dans le schéma du cursus préscolaire actuel en Angleterre. Cependant, il existe des définitions rivales de ce double concept, qui peut être à la fois axé sur l'apprenant et sur le programme. Ce document présente la première phase d'une étude qui cherche à recueillir la compréhension des enseignants des classes préscolaires en matière de progression et de continuité dans l'apprentissage, et à exprimer leurs interprétations des politiques du programme national. Les informations révèlent la manière dont les enseignants se lancent dans un procédé de résistance, d'adaptation et de médiation afin de concilier les tensions entre des approches axées sur le cursus et centrées sur l'apprenant en matière de progression et de continuité… A cet égard, ils participaient surtout au changement plutôt que de le subir. Les théories de l'enseignant opèrent aussi comme un défi et une critique des politiques du programme national et des procédés d'éducation, ce qui reflète une tendance importante dans la recherche sur l'opinion des enseignants et les méthodes. La importancia de la progresión y continuidad para una efectividad en la enseñanza y aprendizaje está muy arraigada en el marco del plan de estudios actual para menores en Inglaterra. Sin embargo, hay definiciones contradictorias de estos dos conceptos, que pueden basarse tanto en el que aprende como en el plan de estudios. Este artículo informa sobre la primera fase de un estudio cuyo objetivo es obtener el conocimiento de los profesores de menores sobre progresión y continuidad en el aprendizaje, y expresar sus interpretaciones de las normas del plan de estudios nacional. Los datos demuestran cómo los professores se embarcan en un proceso de resistencia, adaptactión y mediación a fin de reconciliar tensiones entre los enfoques, sobre progresión y continuidad que se centran en los que aprenden o en el plan de estudios. Con relación a esto, fueron agentes activos más que recipientes pasivos del cambio. Las teorías de los profesores también funciona como un reto y una crítica a las políticas del plan de estudios nacional y los procesos de educación, lo que refleja una tendencia importancia hacia la investigación del pensamiento de los profesores y práctica docente.     

Metacognitive Instruction in Map Reading

This study sought to examine the effects of a metacognitively based strategy training programme on infantrymen's success and speed in beating themselves on two‐dimensional topographical maps in two contexts: in the classroom using three‐dimensional models and in the actual field. Experimental subjects received approximately 150 minutes of strategy training in which observing widely, focusing attention, talking associations between topographical features, inspecting the map and checking for correctness were the main elements. Three‐dimensional models were employed as part of the training. Control subjects were trained using traditional methods of grid referencing leading to map‐to‐ground exercises. Results from the model testing phase showed Experimental subjects superior to Control subjects in accuracy of location but no differences in location times. The field test results showed a tendency for more accurate location by Experimental subjects but this was at the expense of time. The results are discussed in terms of speed/accuracy trade‐offs and the nature of strategy training in the future.     

A case for critical literacy analysis of the advertising texts of menstruation: responding to missed opportunities

When Agnew found the same, largely negative, dominant discourses of menstruation present in classroom lessons that researchers have been identifying for over 30 years, she sought different approaches to menstruation education. In this article the authors highlight the power of the media to (re)construct dominant discourses of menstruation and the potential for teachers to use the texts of the media to make explicit constructions of menstruation. We present two excerpts from New Zealand research, which illustrate missed opportunities for teachers and students to deconstruct dominant discourses of menstruation using advertising texts. These extracts suggest that students may be more engaged if teachers work with the texts of advertising to discuss menstruation. We propose critical literacy as a powerful resource teachers and students can develop to analyse advertising texts in order to open up spaces for alternative discourses of menstruation to emerge.     

Why Go to a Counsellor? Attitudes to, and Knowledge of Counselling in Australia, 2002

Knowledge about, and attitudes to counselling and counsellors were surveyed in 226 participants representative of the general public in northern New South Wales and the Gold Coast of Queensland, Australia. As well as information about the training required, types of treatment offered, familiarity with a counselor, benefits and drawbacks of counselling, and issues of cost, professionalism and registration, participants were also asked whether they had sought, or would ever seek the assistance of a counselor, and what it was that counsellors did that could be of benefit to participants. Data indicated that the sample considered that counsellors' primary roles were listening, supporting, and helping to solve problems. About 80% of all participants thought there needed to be more counsellors, and 79% stated that they would be willing to pay for a counsellor's services. A series of questions asked participants to make some comparisons between counsellors, psychiatrists, psychologists and social workers on issues such as: communicative ability, whether they would refer a friend in need, type of treatment offered, and what specific problems were best treated by each of the four professionals. Overall, counselors were most likely to be consulted for 13 of 20 presenting problems. Issues of professional training and recognition are discussed.     

Kinematic and kinetic variability associated with the cable put and seated rotation assessments

ABSTRACT

When new protocols are developed, there is a requirement to investigate test–retest reliability of measures for valid use and interpretation of data in research and practice. Therefore, the aim of this investigation was to determine the inter-day reliability of the cable put and seated rotation assessment protocols. On three occasions, nine resistance-trained men performed cable puts and cable rotations at different loads between 6 and 42 kg on a commercially available cable cross over machine. Load stack movement was recorded using a PT5A linear position transducer from which all kinematic and kinetic variables were calculated. Reliability was excellent for peak velocity and displacement based on intraclass correlation coefficient (ICC) and coefficient of variation (CV) across the majority of loads and movements (cable put: ICC = 0.92 to 0.99, CV = 3.1% to 8.6%; cable seated rotation: ICC = 0.76 to 0.99, CV = ?1.7% to 16.1%). However, kinetic variables demonstrated inadequate reliability across the majority of days, loads and movements (ICC = 0.70, CV >10%). It was concluded that peak velocity is a reliable kinematic measure to assess muscular capability from cable put and seated rotation protocols; however, kinetic measures are too variable to provide reliable outputs across testing occasions.     

Higher education: core skills in a learning society

This paper is based on the initial findings of the ESRC study on the acquisition and development of core skills in higher education and employment. The context for the study is provided by contested notions of a learning society apparent in the mismatch between the skills and knowledge that universities currently provide and what employers state that they want. The paper takes the form of a series of propositions and questions relating to the perspectives of those in higher education. It discusses the multiple interpretations, and lack of clarity, of the vocabulary of skills, and the difficulties for higher education in meeting the demands of a learning society. It is suggested that changes must be grounded in a more developed approach to the conceptualization of student provision and an enhanced understanding of how students learn.     

Staff Training for Small Businesses — Approaches to Training Needs Analysis and Information Access

Abstract

This paper is designed to encourage discussion on two particular approaches to solving two problems concerning the training of staff in small businesses. It describes ‘The Business Analyst’, a ‘do‐it‐yourself training needs analysis tool intended to be used by managers of small businesses. It has also proved to be a powerful negotiating tool between training providers and managers, and a management aid for training institutions. Secondly, the paper describes the present state of development of a hi‐tech approach to the provision of information about training opportunities.     

Addressing issues of religious difference through values education: an Islam instance

The article’s main focus is on exploring ways in which modern forms of values education are being utilized to address major issues of social dissonance, with special focus on dissonance related to religious difference between students of Islamic and non‐Islamic backgrounds. The article begins by appraising philosophical and neuroscientific research relevant to the underpinning concepts behind such forms of education. It then explores evidence from the federally funded Australian Values Education Program, and its various related research projects, that suggests that values education has potential to impact on a range of educational measures, including those related to enhancing understanding and tolerance across lines of religious difference.