Some Insights on the Gap

In our response to 'Mind the gap' by Kollmuss and Agyeman (2002) we review contemporary pro-environmental behaviour research and perspectives. We apply a social processes vantage point to reveal a blindness to the historical origins of these perspectives. Through drawing on a case in an African context, we illuminate the way in which experts in institutional contexts come to etch instrumental perspectives, and thus we probe the limitations of instrumentalist assumptions associated with pro-environmental behaviour research and perspectives. We also point to ideological blind spots and blockages that persist in disallowing social politics and history to illuminate the complexities of human social habitus, and we reveal some of the complexities that have been set aside in the Kollmuss and Agyeman article.     

The quality of student ratings of teacher behaviour

In a research project into the effectiveness of mathematics teaching in the first year of secondary education, external observers and students rated teachers' behaviour. The reliability and validity of both methods were established. The results show that teacher behaviour is assessed well when student ratings are aggregated at the classroom level. The quality of aggregated student ratings is as good as the quality of data from external observers. The predictive validity of aggregated student ratings is higher than the predictive validity of external observations when subject motivation is taken as a dependent variable.     

Teacher Evaluation in The Netherlands and its Relationship to Educational Effectiveness Research

In this article, we describe the history, current practice and future of teacher evaluation in The Netherlands. After a short introduction describing the Dutch educational system, we present information about teacher evaluation practices performed by persons outside the school (the Inspectorate) and inside the school (the principal). We then pay attention to the progress of teacher and school effectiveness research in The Netherlands and the relatively weak links between research and evaluation practices in schools. Finally, we outline some potential future developments in the field of teacher evaluation in The Netherlands.     

Interwoven tragedies: Hillsborough,Heysel and denial

At the Heysel Stadium in Brussels in 1985, 39 Juventus supporters were killed, primarily as a consequence of a charge by drunken opposition fans. Four years later, at Hillsborough, Sheffield, more than twice as many spectators were crushed to death, primarily as a result of police contempt for the hooligan minority. That both tragedies involved Liverpool followers – 96 of whom died at Hillsborough – is the unhappiest, most divisive and most problematic of coincidences. Yet while it would be naïve, at best, to deny any other connection, the long-running inquiry into the Hillsborough tragedy has bred denial about Heysel, and not exclusively among Liverpool supporters. Further hampered by the reluctance of Juventus to desecrate the club’s first European Cup final triumph by reopening old wounds, debate has been stifled. To suggest that the fatal charge at Heysel might have contributed to the unconscionable behaviour of the police at Hillsborough, or that the fences that contributed so heavily to the deaths would not have been there but for pitch invasions, is to wade into toxic waters. Written to commemorate the 30^th anniversary of the Heysel tragedy, this paper investigates the various ‘truths’, interviews witnesses and addresses the inherent contradictions of ‘The Tragedy That Dare Not Speak Its Name’.     

MUSEpad: Supporting Information Accessibility Through Mobile Location-Based Technology

Conclusion Since performing this testing in 2003, there have already been great advancements in computer technologies. For example, OQO has developed a new computer that is as powerful as the Tablet PC that we used and as small as a PDA (http://www.oqo.com). It has a retractable tactile keyboard that would facilitate use by low vision users and has built in 802.11b wireless and Bluetooth capability. It also has a shock mounted hard drive to protect against accidental drops. Still the cost of this device may be prohibitive for many small museums to loan freely to patrons visiting their museum. There have also been great advancements in cellular technology. It is now common for cell phones to have the ability to access the Internet. Many have built-in cameras and others have been combined with PDAs. It is quite likely that in the next few years these devices may provide the ideal platform for achieving the aims of this research. By designing software to deliver content to such devices, the museums would be free of the cost of purchasing mobile computing devices for patrons to use. Museums wishing to support the diverse information needs of their patrons would simply develop the digital content that could be delivered to these mobile devices. Furthermore, this information could serve multiple purposes such as electronically documenting the museum’s collection and populating the museums Web site with a rich set of content that could be used to attract visitors to their museum, while at the same time increasing the accessibility of their online presence     

Social Justice,Sport, and Sociology: A Position Statement

ABSTRACT

Amidst widespread inequality, advocates of sport and physical activity have proposed ways in which sport might support those on the social, economic, and geographic margins. In this essay, we consider the place and role of sport in responding to various forms of inequality, and reflect upon its place in pursuing social justice. In so doing, we bring a perspective of critical sociology to the question(s) of whether and how sport can play a role in responding to inequality. Our main argument is that sport has had, and continues to have, a place and role in the pursuit of social justice, but only in so far as sport’s advocates are willing and able to differentiate between justice and charity. To build this case, we draw on the differentiation between the dominant and transformative models of sport for development.     

Citizenship,Education and Postmodernity

This paper explores the significance for citizenship education of claims that Western society is undergoing a major cultural reorientation, known by its protagonists as postmodernism, which is said to have wide‐ranging implications for knowledge, morality, politics and individual identities. In particular, the posited changes raise doubts about the future of citizenship, and the discussion reviews two responses to these questions: Heater's optimistic proposal for a return to the classical ideal, and Wexler's pessimistic assessment of the prospects for citizenship in a society dominated by television and the consumption of images. A third perspective is suggested, based on the expansion of the idea of citizenship from civil, political and welfare entitlements to greater participation in the cultural and economic dimensions of everyday life. It is argued that such a concept can inform a comprehensive and coherent approach to citizenship, and a successful curriculum in citizenship education.     

Validation of a theory about functions and effects of embedded support devices in distance education learning materials

In this contribution a theoretical model is explored and validated that describes and explains learning based on learning materials where the basic content is enriched with embedded support devices. Embedded support devices (ESD) are elaborations of the basic content of a course, intended to support students learning in a distance educational context. Examples are: questions with feedback, advance organizers and study guidelines. The model represents the interaction of a large set of variables and processes and has been tested using a variety of research studies, each focusing on specific interrelations and/or variables. The research results support the positive impact of embedded support devices in written learning materials on study outcome. Furthermore the results indicate the impact of individual variables, such as prior knowledge and attitude towards computers. These variables influence the way students process the learning materials and/or use the task environment and have an interaction effect on study outcomes.