An investigation into the role of the controller in institutions of higher education

The purpose of this study was to investigate the controller's perception of his role in institutions of higher education and whether that perception differs from that of top academic administrators. A modified Delphi technique was used to gather and refine data. Despite some minor disagreements, it was shown that there is general agreement as to the proper role of the controller in institutions of higher education.     

Evaluation of engineering and technology activities in primary schools in terms of learning environment,attitudes and understanding

Because the importance of science, technology, engineering and mathematics (STEM) education continues to be recognised around the world, we developed and validated an instrument to assess the learning environment and student attitudes in STEM classrooms, with a specific focus on engineering and technology (E&T) activities in primary schools. When a four-scale instrument assessing classroom cooperation and involvement and student enjoyment and career interest was administered to 1095 grade 4–7 students in 36 classes in 10 schools, data analyses supported its factorial validity and reliability. When the new questionnaire and understanding scales were used to evaluate E&T activities, statistically-significant pretest–posttest changes in career interest and understanding (with large effect sizes ranging from 0.70 to 0.81 standard deviations) supported the efficacy of the instructional activities.     

Research psychographics of the nurse professoriate in a Philippine comprehensive University

This two-pronged study seeks to ascertain the research psychographic characteristics of a select group of nurse professoriate (n=37) in a comprehensive university in the Philippines. The quantitative part of the study had an adapted survey questionnaire, which profiled the demographic and psychographic characteristics of the respondents. Defining the qualitative aspect of the inquiry was an in-depth interview with five (5) of the respondents chosen purposively to triangulate the data yielded by the questionnaire. Data were treated statistically and interpretively to describe the phenomenon under inquiry. It is interesting to note that while the nurse professoriate had shown a positive attitude towards research, variables such as time constraints, lack of research knowledge, research support structure and motivation hinder them from doing research activities. Implications of the study to reculturing, restructuring and reformulating efforts in research are also discussed.     

Are all part-time faculty underemployed? The influence of faculty status preference on satisfaction and commitment

Utilizing a person–job fit perspective, we examined the job satisfaction and affective commitment of three groups of college faculty (N = 167): full-time faculty, part-time faculty preferring a part-time position (voluntary part-time), and part-time faculty preferring a full-time position (involuntary part-time). Involuntary part-time faculty were least satisfied with salient facets of satisfaction (advancement, compensation, and job security), whereas voluntary part-time faculty and full-time faculty reported similar levels of satisfaction on these facets. No consistent differences in satisfaction by faculty status were found for the majority of the other, less salient facets. The three groups of faculty also reported similar levels of perceived overqualification and affective commitment to the organization. Future directions for research and practice are discussed.     

Makerspace in STEM for girls: a physical space to develop twenty-first-century skills

Makerspace has been lauded as a new way forward to create communities, empower students and bring together enthusiasts of all ages and skill levels “to tinker” and create. Makerspace education has been touted as having the potential to empower young people to become agents of change in their communities. This paper examines how a Makerspace approach can capture the imagination and creativity of female primary school students, and engage them in integrated STEM-based projects. The study scaffolded female tertiary undergraduate students to mentor small groups of girls to complete a project in a STEM Makerspace situated in classrooms. The data generated and analysed from this study were used to determine how Makerspace STEM-based projects were enacted, how they engaged and supported the girls’ learning, and considers the future of a Makerspace approach as a way to progress integrated STEM education.     

Learning in the outdoor environment: a missed opportunity?

In 2001, the Welsh Assembly Government announced proposals for a Foundation Phase for children aged three to seven years. The Foundation Phase framework promotes a play‐based approach to children's learning in both indoor and outdoor contexts and places children's well‐being and their personal and social development at its core. While the framework is currently being piloted across Wales, full implementation will not take place until 2010; for many schools, then, this is a time of transition. This paper discusses the findings of a research project that aimed to document the current use of the outdoors by a group of early years teachers working in South Wales. Drawing on data from interviews and observations conducted in four schools, it is suggested that the teachers missed many of the opportunities afforded by the outdoor environment to enhance children's learning. The paper considers the reasons why this might be the case and comments on the distinction, apparent in two schools, between what was seen as ‘normal’ and ‘special’ outdoor activity.     

The Student Teacher and the School Community of Practice: A consideration of 'learning as participation'

In the UK, government reforms over the past two decades have ensured that initial teacher training is now school based. This paper uses Lave & Wenger's (1991) notion of 'learning as participation' to explore the processes involved in student teachers' school-based learning. The paper identifies internal and external pressures that pulled students towards the adoption of what were seen as 'appropriate' ways of thinking, talking and behaving. In the face of these pressures students appropriated the behaviour and discourse of their teachers, although their initial understandings could be likened to what Vygotsky (1962) termed pseudoconcepts. However, despite these pressures, students were reluctant to relinquish their ideals and perspectives: there appeared to be a tension between 'fitting in' and 'being themselves'. The paper concludes that 'learning as participation' may not adequately represent the complex relationship between the newcomer and the school community of practice nor the pain, conflict and loss inherent in becoming a teacher.     

Cultural teaching: the development of teaching skills in Maya sibling interactions

Psychology has considered the development of learning, but the development of teaching in childhood has not been considered. The data presented in this article demonstrate that children develop teaching skills over the course of middle childhood. Seventy-two Maya children (25 boys, 47 girls) ranging in age from 3 to 11 years (M = 6.8 years) were videotaped in sibling caretaking interactions with their 2-year-old brothers and sisters (18 boys, 18 girls). In the context of play, older siblings taught their younger siblings how to do everyday tasks such as washing and cooking. Ethnographic observations, discourse analyses, and quantification of discourse findings showed that children's teaching skills increased over the course of middle childhood. By the age of 4 years, children took responsibility for initiating teaching situations with their toddler siblings. By the age of 8 years, children were highly skilled in using talk combined with manual demonstrations, verbal feedback, explanations, and guiding the body of younger learners. Children's developing competence in teaching helped their younger siblings increase their participation in culturally important tasks.