Knowledge acquisition by computerized audiovisual feedback

The present article gives an outline of the state of art in computer assisted intervention by learning-concomitant differential feedback. Based on the spectrum of possible meanings and interpretations given to the concepts ‘interaction’ and ‘interactive’ this concept is elaborated and illustrated by prototypical theoretical approaches. Based on our own empirical findings arguments are given showing that sophisticated audiovisual interactive new technologies can properly be used even on the small machines available in schools if the content materials and the flow of control given to the learner are carefully designed and based on principles of cognitive science.

     

Improvements in equity in the participation of young people in higher education in Australia during the 1980s

This paper addresses the question of the extent to which there were improvements in equity in the patterns of participation of young people in higher education in Australia during the 1980s. Data from theYouth in Transition longitudinal surveys of Australian youth are used to assess the effectiveness of the Labor Government's equity initiatives since 1983 in this area. The conclusion is that participation by young people in higher education in Australia did generally become more equitable under Labor during the 1980s, though differences in higher education participation rates persisted between certain sub-groups of the population.     

Schooling Quasi-Markets: Reconciling Economic and Sociological Analyses

We provide an economic assessment of the operation of schooling quasi-markets, re-interpreting the findings of the mainly sociologically-based empirical research. We find that economic analysis is complementary to that of sociology, providing further explanations for the failure of greater competition to increase the diversity of provision and challenge traditional school hierarchies.     

Evaluating Corrective Feedback Self‐Efficacy Changes Among Counselor Educators and Site Supervisors

Analysis of pretest–posttest scores on the Corrective Feedback Self‐Efficacy Instrument (Page & Hulse‐Killacky, 1999 ) following a supervision workshop indicated a significant positive relationship between workshop training and supervisors' feedback self‐efficacy in giving corrective feedback. Furthermore, the association between prior supervision training, supervision experience, and feedback self‐efficacy was measured. Practical and research implications are discussed.     

Bullying, ‘cussing’ and ‘mucking about’: complexities in tackling homophobia in three secondary schools in south London,UK

In countries such as the UK, schools have a responsibility to prevent all forms of bullying, including those related to sexual orientation. However, relatively little is known about how schools go about this work successfully. This study aimed to identify how three secondary schools in south London, England, were addressing homophobia. Three different kinds of schools – a co-educational, boys' and girls' school – were selected, each known to have conducted work to counter homophobic bullying. In each school, interviews were conducted with staff and pupils. Work on homophobia and homophobic bullying was said by most staff respondents to be part of a general commitment to countering bullying. Pupils stated that they were keen that homophobic bullying should be tackled – and distinguished bullying from ‘cussing’, ‘taking the mick’ and ‘mucking about’. Work carried out in schools had influenced pupils to consider homophobia and its effects – although the media as well as personal and family relationships were also important in this respect. Findings are discussed with regard to ways in which schools might better align what they do with regard to pupils' own values and understandings about how best to address homophobia and bullying.     

What (more) can,and should,assessment do for learning? Observations from ‘successful learning context’ in Singapore

Singapore has earned accolades as one of the leading education systems in the world, based on its record in international assessments, including TIMMS and PISA. This has contributed to the entrenchment of ‘assessment’ becoming an institutional authority of standards, teaching (performativity) and classroom learning. It is against, and amidst such contexts, that this article traces how the notion and discourse of formative assessment and Assessment for Learning (AfL) are widely introduced and used formally across all Singaporean schools, particularly after a recent introduction of new ‘Holistic and Balanced Assessment’ policies. We argue that the very institutional authority of successful high-stake examination results, which served as critical standards of performativity of teaching and learning in the classroom, is being challenged. The changing assessment context of Singaporean schools, therefore serves as an interesting case study site for studying how formative assessment and AfL can be adapted and understood when ‘learning’ is already seen to be successful.     

Developing scales to measure parental mediation of young children's internet use

With children using digital media at ever younger ages, media-education becomes a pressing issue for parents. As there is hardly any research on how parents guide the online activities of toddlers and young children an internet-survey was held among 792 Dutch parents of children aged between 2 and 12 years. Factor analysis revealed that for the internet, parents partly use the same strategies they also apply for television and video games: ‘co-use’, ‘active mediation’, and ‘restrictive mediation’. In addition, they also utilise new strategies: ‘supervision’ and ‘technical safety guidance’. Mediation was mainly predicted by the child's age and online behaviour (e.g., gaming, social networking), as well as by the number of computers in the home and the parents' gender, education and computer/internet skills. Finally, parents also use more mediation when they expect that the internet has a positive effect and particularly when they believe that it has a negative impact.     

COUNTER 2005: a new Code of Practice and new applications of COUNTER usage statistics

The article gives an update on the progress with COUNTER to May 2005. In particular it describes the draft Code of Practice for books and reference works and the results of actual use of COUNTER‐compliant data in the journals area.