Boudon,Realism, and the Cognitive Habitus: Why an Explanation of Inequality / Difference Cannot be Limited to a Model of Secondary Effects

Boudon has distinguished between the primary and secondary effects of socialization as a cause of social disparities in education. His explanation of secondary effects, which rests on an analysis of decision-making within opportunity cost constraints, has attracted support from realist sociologists. The empirical evidence, however, suggests that primary effects, largely the result of cognitive socialization in early childhood, may be a more important source of variance than Boudon recognizes. Some implications of this for a general theory of inequality/difference are examined with reference to the character of social explanation and in the context of the realist discussion on the structure-agency problem.     

The effects of strategy training on high school students’ learning from science texts

This research examines the effects of a reciprocal teaching intervention aimed at providing high school students. with a repertoire of strategies to integrate text and visual aid information (graphs, diagrams) while learning in science. Experimental subjects received an hour of instruction each week for 7 weeks using SLIC (Summarise, Link, Image, Check) strategies to integrate the written word with the visual aid while Controls were taught under normal class teaching methods using the same materials. Post test ANOVA’s with Treatment (Experimental, Control) and Reading Ability (Average, Below average) as the factors showed superior recall of details by average ability students in the Experimental group but no significant differences in main idea recall nor on comprehension questions. All Experimental students included a graph in their recalls and they also significantly included more linking information in their texts on the graphs. The quality of their recall graphs was superior to those of the Control group. The results of a far transfer test showed no effects of training on transfer. Implications for future research and for teaching are discussed.     

Writing is more than ‘exciting’: equipping primary children to become reflective writers

This article describes work undertaken as part of a partnership programme initiated to encourage collaborative research between teachers and university tutors. In the Teaching Reading and Writing Links project (TRAWL) primary school teachers, working as research partners, explored ways of developing children as reflective writers. The research group wanted to know whether, through examining how texts are crafted by expert writers during literacy sessions, children might be encouraged to pay more attention to compositional rather than secretarial aspects of narrative writing during writing workshops. The overall writing achievement of 338 children was monitored over one school year and narrative writing from 60 case study children was evaluated at the beginning and end of the research period. In this article the impact on achievement is illustrated, some examples of writing are analysed and evidence of development in children's metacognition and confidence as writers is discussed.     

Elaborating a framework for communicating assessment aims in higher education

Assessment is a central feature of student learning in higher education and has a strong influence on the student experience. Accordingly, the appropriate communication of assessment aims is a priority for all higher education institutions. This study proposes an analytical framework for the interpretation and creation of assessments across higher education disciplines. The framework suggests that assessments can be categorised according to rhetorical purposes, formats, modes and group arrangements. Assessments from three degree programmes at one Australian university are analysed using the framework to show its usefulness in classifying and evaluating task components and generating broad images of degrees based on assessment regimes. We draw on these practical applications to explain and compare discipline-specific qualities of each degree, and argue that the framework might enhance the communication of assessment aims to benefit higher education stakeholders.     

Institutional Research: Knowledge,Skills, and Perceptions of Effectiveness

Terenzini (1993) approached the issue of institutional research effectiveness by articulating three tiers of organizational intelligence necessary for effective institutional researchers. Responses (n = 601) from a nationwide survey of AIR members provided for an empirical investigation based on this concept. The study examined the existence and acquisition of examples of institutional research knowledge and skills and how they relate to perceptions of effectiveness. Participants indicated that they were effective in their functions and reported that they possessed examples of the technical, issues, and (to a lesser extent) contextual knowledge and skills articulated by Terenzini. Multiple regression revealed the relationships between background characteristics, knowledge and skills in institutional research, and perceptions of effectiveness to be minimal, however. The authors conclude that an institutional researcher's effectiveness can perhaps only be adequately evaluated relative to institutional culture and expectations and leaders' personalities and orientation toward decision making.     

Self-instructional videocourses: a cost-effective approach to in-service training of teachers in special education

The article describes employing a short self-instructional videocourse as a form of in-service education for teachers of children with severe learning difficulties. The study examines the feasibility of training teachers to implement simple teaching games in the classroom, aimed at enhancing the basic number skills of children with severe learning difficulties. Teachers'attitudes to the materials were positive, and the videocourse was effective in helping to improve the counting ability of a sample of thirty children. The provision of training opportunities for teachers using videocourses is supported. The article concludes with a discussion of some of the features of the self-instructional model employed in the study.     

Validation of the Metacomprehension Scale

Evidence for the factorial, convergent and discriminant, and criterion-related validity of the Metacomprehension Scale (MCS) was examined in a sample of 237 young adults. The instrument was factorially heterogeneous but exhibited homogeneity within each of the seven subscales. Evidence for the convergent and discriminant validity of the MCS was examined by correlating the subscales from the MCS with subscales from metacognitive questionnaires measuring similar constructs from related domains. In general, correlations within constructs were larger than correlations between constructs, providing preliminary evidence of the convergent and discriminant validity of the MCS. The criterion-related validity of the MCS relative to other metacognitive measures was examined by using the metacognitive measures and the MCS to predict comprehension performance. The MCS predicted performance better than the other measures of metacognition and accounted for variance in performance not accounted for by the other measures. These results show promise for the value of self-assessments of metacomprehension.     

State programs for medical diagnosis of child abuse and neglect: case studies of five established or fledgling programs

OBJECTIVE: To describe the programs for medical diagnosis of child abuse and neglect in three states and efforts to establish state-wide programs in two states. To describe common themes and issues that emerged related to the establishment and maintenance of these programs. METHODS: Five states were selected as case studies to represent a range of experience and type of function embodied in programs that address medical diagnosis of child abuse and neglect. Individuals knowledgeable about the programs or efforts to establish state-wide programs in their home states described these in detail. Inductive analysis was used to identify themes and issues that emerged across the states studied. FINDINGS: Themes emerged in three general areas: funding, services, and training. Findings related to funding were: 1) State funding was vital for initiation of statewide programs; 2) Alliances with other groups with parallel interests were successfully used to garner support for child abuse programs; 3) Services needed to be adequately reimbursed to be sustained; 4) Political climate often affected funding. With regard to services we found: 1) There was no optimal way to organize services, but rather many ways that worked well; 2) It was critical to address local service needs; 3) Provision of standardized quality services was essential. With regard to training: 1) Professional training was an integral part of all statewide programs; 2) New technologies, including televideo, have been explored and implemented to assist in training in statewide programs. CONCLUSIONS: Each state has taken a unique approach to programs for the medical diagnosis of child abuse and neglect. However, there are commonalities, particularly among the states that have been successful in establishing and maintaining comprehensive services and/or training.     

Reviews

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