International University Education: An Australian Perspective

This paper attempts to explore the effectiveness of UK universities' websites. The area of branding in higher education has received increasing academic investigation, but little work has researched how universities demonstrate their brand promises through their websites. The quest to differentiate through branding can be challenging in the university context, however. It is argued that those institutions that have a strong distinctive image will be in a better position to face a changing future. Employing a multistage methodology, the web pages of 20 UK universities were investigated by using a combination of content and multivariable analysis. Results indicated ‘traditional values’ such as teaching and research were often well communicated in terms of online brand but ‘emotional values’ like social responsibility and the universities' environments were less consistently communicated, despite their increased topicality. It is therefore suggested that emotional values may offer a basis for possible future online differentiation.     

Classroom Emotional Support predicts differences in preschool children's cortisol and alpha-amylase levels

Accumulating evidence suggests children enrolled in full-time child care often display afternoon elevations of the hormone cortisol, which is an indicator of stress. Recent advances in immunoassays allow for measurement of activity in the hypothalamic–pituitary–adrenal axis and the autonomic sympathetic nervous system from saliva, and measurement of both systems provides a more complete understanding of activity in the stress response system. This study is the first to examine both cortisol and alpha-amylase in children attending child care and focuses on the influences of specific indicators of classroom process quality. A diverse sample of 63 preschool children nested in 14 classrooms of varying quality participated in this study; child salivary cortisol and alpha-amylase were collected at six times over 2 days. Results indicate that children in classrooms with higher Emotional Support displayed a greater decline in cortisol from morning to afternoon. Further, children in classrooms with higher Emotional Support exhibited lower total alpha-amylase output while attending child care. Implications for professional development for early childhood teachers and measurement of classroom quality are discussed.     

Exploring features that affect the difficulty and functioning of science exam questions for those with reading difficulties

This research explored the measurement characteristics of two science examinations and the potential to use access arrangements data to investigate how students requiring reading support are affected by features of exam questions. For two science examinations, traditional and Rasch analyses provided estimates of difficulty and information on item functioning. For one examination, the performance of students eligible for support from a reader in exams was compared to a ‘norm’ group. For selected items a sample of student responses were analysed. A number of factors potentially making questions easier, more difficult or potentially contributing to problems with item functioning were identified. A number of features that may particularly influence those requiring reading support were also identified.     

Evaluation of reflective practice in teacher education

Teacher education based on ‘reflective practice’ consists of observing, analysing and reflecting on teacher performance in order to improve professional practice. This article presents the results of an evaluation of a programme on mathematics teaching carried out using reflective practice. It was targeted at 284 teachers in various stages of the education system, using an approach that combines quantitative (surveys) and qualitative (interviews and reports) methods. While the study shows that the education programme generates high levels of satisfaction, pedagogical appropriateness and learning, its achievements in effectiveness are moderate. Although, in general, what is learned through teacher education is implemented in the classroom, it is done so in an isolated fashion, in other words, individually and without becoming a part of the culture of the school. The results show little evidence of its impact on student learning. The article offers proposals for improving the education programme, while, at the same time, analysing the usefulness of the approach and evaluation tools employed.     

The effects of inter-letter spacing in visual-word recognition: Evidence with young normal readers and developmental dyslexics

Recent research has demonstrated that slight increases of inter-letter spacing have a positive impact on skilled readers' recognition of visually presented words. In the present study, we examined whether this effect generalises to young normal readers and readers with developmental dyslexia, and whether increased inter-letter spacing affects the reading times and comprehension of a short text. To that end, we conducted a series of lexical decision and continuous reading experiments in which words were presented with the default settings or with a small increase in inter-letter spacing. Increased spacing produced shorter word identification times not only with adult skilled readers (Experiment 1), but also with young normal readers (Grade 2 and Grade 4 children; Experiment 2) and, even to a larger degree, with readers with dyslexia (Experiments 3 and 4). These experiments suggest that slight increases in inter-letter spacing would improve the readability of texts aimed at children, especially those with dyslexia.     

How transformational learning promotes caring,consultation and creativity,and ultimately contributes to sustainable development: Lessons from the Partnership for Education and Research about Responsible Living (PERL) network

Oases of learning which are transformative and lead to significant behavioural change can be found around the globe. Transformational learning has helped learners not only to understand what they have been taught but also to re-conceptualise and re-apply this understanding to their daily lives. Unfortunately, as many global reports indicate, inspirational transformational learning approaches for sustainable development are rare and have yet to become the norm – despite calls for such approaches by several outstanding educators and organisations. This article examines three learning approaches developed by the network of the Partnership for Education and Research about Responsible Living (PERL). These approaches are structured around core elements of transformative learning for sustainable development, yet focus particularly on the ability to care, consult with others and be creative. They seem to depend on the learners’ ability to articulate their perceptions of sustainable development in relation to their own values and to identify how these are actualised in their daily life. Together with other core elements of transformative learning, an almost magical (not precisely measurable) synergy then emerges. The intensity of this synergy appears to be directly related to the individual learner’s understanding of the contradictions, interlinkages and interdependencies of modern society. The impact of this synergy seems to be concurrent with the extent to which the learner engages in a continual learning process with those with whom he/she has contact. The findings of this study suggest that mainstreaming transformational learning for sustainable development in ways that release the “magic synergy of creative caring” can result in the emergence of individuals who are willing and able to move from “business as usual” towards more socially just, economically equitable, and environmentally sensitive behaviour.     

Cooking the books: what counts as literacy for young children in a public library?

At a time when government funding cuts mean that public libraries face an uncertain future and need to make sure they stay relevant to young users and their families, this paper explores what counts as literacy for young children in a public library in a town in the East Midlands, UK. It is based on a study which adopted an ethnographic approach, drawing on Lefebvre's spatial theory to understand how a library space presents literacy to young children and their carers, and how this then shapes the literacy practices and events that happen in this space. The study shows that dominant discourses are bound up in what the library staff understand to be their role in promoting and supporting young children's literacy, and that, often, they organise the space and literacy events in ways that reflect these discourses. However this paper argues that it is not only the library staff that create space in the library, as carers and their children are sometimes seen to create alternative spaces which challenge and subvert the way the librarians would like the space to be used and understood.     

A framework for evidencing assessment validity in large-scale,high-stakes international examinations

It is important for educational assessment bodies to demonstrate how they are seeking to meet the demands of validity. The approach to validity taken here assumes a ‘consequentialist’ view where the appropriacy of the inferences made on the basis of assessment results is seen as central. This paper describes the development of a systematic approach to the collection of evidence that can support claims about validity for general qualifications. An operational framework was developed drawing on Kane (2006 Kane, M.T. 2006. “Validation”. In Educational measurement, 4th ed., Edited by: Brennan, R.L. 17–64. Westport, CT: Praeger.  [Google Scholar]). The framework involves a list of inferences to be justified as indicated by a number of linked validation questions. For each question various data would be gathered to provide ‘evidence for validity’ and to identify any ‘threats to validity’. The structure is designed to be accessible for operational users. This paper describes the development of the proposed framework and the types of methods to be used to gather relevant evidence.     

The role of hurtful and healing messages on eating disorder symptomology and recovery

This study analyzed how clinically diagnosed women with eating disorders described the hurtful messages from parents, siblings, and peers that triggered eating disorder symptomology as well as the healing messages that assisted with coping and recovery. Three themes overlapping across all groups were revealed for hurtful messages: 1) critical, 2) social modeling, and 3) direct comparison. Our findings show that fathers, siblings, and peers similarly used teasing. Other points of distinction were uncovered for fathers: aggressive messages and denial of eating disorder. Competition with female siblings and friends was also a triggering factor for young females with eating disorders. Four distinct categories of healing messages were identified: 1) emotional, 2) instrumental, 3) informational, and 4) appraisal. Point of distinction for friends’ and siblings’ healing messages was absence of negative comments about weight and appearance. Results were able to encapsulate both helpful/supportive and hurtful/unsupportive messages, and these findings will be helpful for treatment centers who may incorporate them in recovery programs.     

Patterns and organizing perspectives: A view of expertise

This paper presents two theoretical conceptualizations of mastery. The first, based on an information-processing approach, emphasizes hierarchically structured knowledge and its linear application to solve problems. The second, an intuitive approach, considers mastery as the elaboration of knowledge of situations. This knowledge is defined in terms of understanding the patterns of critical relationships present in situations, and in which appropriate behavior is an integral part of the pattern. Empirical findings comparing novices and experts in various domains, including teaching, are briefly reviewed. A summary follows of two conceptual models of the progression from novice to expert, those of Anderson, and Dreyfus and Dreyfus. The author proposes a scale of mastery of teaching based on a synthesis of the above models.