Talking about Assessment: Mentor-student dialogues about pupil assessment in initial teacher training

This is an account of a study, conducted over the period of one extended school placement lasting a term, which monitored the dialogues between student teachers undertaking their school-based initial training and their mentors. The study took place in the context of the increasing emphasis placed on pupil assessment in England and Wales and the increasing prominence of school-based work in initial teacher training. This particular analysis focuses on the extent and kind of attention within the dialogues given to the assessment of pupil learning, and the ways in which school-based mentors model assessment practice through their formative discussions with student teachers. The evidence suggests that the dialogues are tending to define assessment in terms of examinations, tests and class control rather than in terms of pupil learning. While this suggests that there is scope for continued development of the mentoring role and the interpretation of initial teaching competences, it also adds to existing evidence that pupil-assessment is an area of difficulty for many experienced teachers.     

Factor Structure of the Supervisor Emphasis Rating Form

Factor analysis of the Supervisor Emphasis Rating Form suggested the presence of two underlying factors corresponding to supervisors' focus on professional behavior and process skills.     

Engineering Training and Careers for Women in Britain: an overview of the initiatives undertaken by the Engineering Industry Training Board

The Engineering Industry Training Board of the United Kingdom has been heavily involved in special projects to increase the number of women in engineering careers in manufacturing industry, both at technician and professional level. The scope of these initiatives is outlined and the research carried out into their implementation and outcome is reviewed. The projects have had considerable success in themselves, in bringing young women into engineering careers in increasing numbers and have also been influential in changing the climate of opinion concerning the appropriateneness of professional and technician engineering careers for women. Research has thrown a great deal of light on to the issues still to be solved, if women are to enter the engineering field of employment in satisfactory numbers. Recently, the issue of how to help older women engineers cope with the dual roles of career and family, has been addressed and especially how to reduce the impact on careers which can result from breaks in full-time work due to family commitments.     

Insight into Industry: one school's approach

Leadership provided by the headteacher is widely acknowledged to be a crucial variable in determining the effectiveness of schools. However, the majority of leadership studies consist of either surveys or interviews which the researcher has conducted with head teachers or case studies written by the head teachers which draw heavily upon their own experience, and as such are essentially 'autobiographical' in the perspective they provide on leadership in schools (Ribbins &; Sherratt, 1992). The objectives of this article are to: set out a new model of effective school leadership based on recently completed empirical research; demonstrate how the multi-perspective methodology adopted contributed to a critique of existing models of leadership and the development of a new grounded model and discuss the analytical issues raised by the multi-perspective methodology which involved all the stakeholders in a school community.     

Teacher perspectives on integrating ICT into subject teaching: commitment,constraints, caution,and change

This paper examines how secondary teachers of the core subjects of English, mathematics, and science have begun to integrate information and communication technology (ICT) into mainstream classroom practice in English schools. It draws on an analysis of 18 focus‐group interviews with subject departments in these fields. Evident commitment to incorporating ICT was tempered by a cautious, critical approach, and by the influence of external constraints. Teacher accounts emphasized both the use of ICT to enhance and extend existing classroom practice, and change in terms of emerging forms of activity which complemented or modified practice. A gradual process of pedagogical evolution was apparent; teachers were developing and trialling new strategies specifically for mediating ICT‐supported learning. In particular, these overcame the potentially obstructive role of some forms of ICT by focusing pupils’ attention onto underlying learning objectives.     

There Must Be More to Life than This

Creativity is not art optional extra. It is the essence of life.     

A core list of periodicals for health–care management libraries

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CACREP Accreditation Intentions

The authors discuss results of a national survey, conducted by the AACD Committee for Standards Review, of counselor preparation programs regarding their intentions related to CACREP accreditation. Programs were separated into four groups: Group 1—programs that held CACREP accreditation; Group 2—programs with definite intentions of seeking CACREP accreditation; Group 3—programs that were uncertain whether they would pursue CACREP accreditation; and Group 4—programs that did not anticipate seeking CACREP accreditation. Data were analyzed for patterns of response across groups. Size and type of program and reasons central to program decisions concerning accreditation provided focus for the study. Implications of the findings are discussed.