High-school biology,chemistry, or physics learned well in three weeks

At ages 11–15, 25 intellectually highly able youths studied high-school biology and 13 studied chemistry intensively for three summer weeks, after which their median score on the College Board's achievement test was 727 (biology) and 743 (chemistry). Four learned both subjects well in six weeks. Thus, the 34 participants were prepared to study the college level of the subject(s) that fall or the next. Results for 184 students taking biology, chemistry, or physics two summers later were comparable. For youths this able, the usual high-school science course is much too slowly paced. Completing the basic course well during the summer makes it feasible to start advanced work in the subject that fall and thereby score high on the College Board's Advanced Placement Program college-level examination the next May.     

The Dominant Tradition in Adult Literacy – A Comparative Study of National Literacy Programmes in Botswana and Zimbabwe

The article highlights the renewed significance of adult literacy for international and national educational policy as a result of the World Educational Forum in 2000, at which a new vision of literacy was advocated. The difference between the new and old paradigms of adult literacy is considered. The article argues that the traditional approach which has dominated the international discourse on adult literacy has profoundly influenced national decisions. This influence is illustrated through a comparative analysis of national adult literacy programmes in Botswana and Zimbabwe. The programmes exhibit a high degree of similarity despite differences in the national contexts. The analysis shows that the traditional approach has been relatively ineffective in improving adult literacy levels. However, proposals for change influenced by the new paradigm have not been taken into account. Thus the examples of Botswana and Zimbabwe indicate the difficulty in displacing the dominant tradition in adult literacy at the level of national policy-making.     

至关重要的东西

The most important thing I ever did?Surely, surely. But not bom from a culture of dollars for sense, or desires seen and unseen. Instead, I sought to call forth something of person, of place-of power!     

Demand driven education through the delivery of interactive learning materials within the domain of Environmental Law: Design and research findings

This article describes the results of a research and development project within the domain of Environmental Law. Based on the need to adapt the learning material of the course to several target groups, an Interactive Learning Environment (called WindMill) was developed and tested in a long‐lasting field test.

The WindMill system starts with an intake procedure which guides the student to select the most suitable course variant. After the intake is completed and processed, a study planner provides the student with the necessary information and functions to study the selected course variant The study planner indicates which themes of the printed course materials should be studied and it gives an estimation of the required study load for each theme. Moreover, WindMill provides a large number of embedded support devices (ESDs), which are meant to support the student while studying the printed course materials.

The innovative course Environmental Law was tested with 35 students divided into two conditions, during a period of four months, and in a real life study setting. The control students (n =15) studied the full printed version of the course (basic content and workbook exercises). The experimental students (n = 20) also studied a part of the course from printed materials (basic content). The workbook, however, was substituted by the interactive WindMill system (intake and ESDs).

The field test showed no clear difference in test results between the two conditions. In both conditions more than 80% achieved the final test In general, the students appear to respond positively to the possibility that they can choose course variants which are adapted to some of their individual characteristics (juridicial prior knowledge and professional background). Furthermore, the students’ responses were positive on the printed basic content and were fairly positive on the ESDs. The experimental students were rather positive on the design and the contents of WindMill Especially, the clarity and overview of the study planner was highly appreciated.     

The effect of matching and mismatching cognitive style and science instruction

This study examined the effect of matching learners' cognitive styles with science learning activities on science knowledge and attitudes. Fifty-six elementary education majors who were identified as Sensing Feeling types on the Myers-Briggs Type Indicator participated in this study. The Sensing Feeling type is predominant among elementary school educators. The subjects participated in either nine science activities matched to the learning preferences of Sensing Feelers or nine science activities mismatched to their learning preferences. These mismatched activities were geared toward the learning preferences of Intuitive Thinkers, the dominant type among scientists. Results revealed no significant differences between matched and mismatched groups in knowledge of the material presented or overall attitude toward science and toward science teaching. Comparisons made subsequent to the hypothesized analyses did suggest that cognitive style may affect reactions to certain specific learning activities. The immediate reactions of forty non-Sensing Feeling types who also experienced the treatments were compared to those of the 56 Sensing Feeling subjects. Certain activities which were rated by judges prior to the onset of treatment as being particularly well-matched to the Sensing Feeling style did receive significantly more favorable ratings by the Sensing Feeling subjects than by other types. Conversely, the Sensing Feelers gave significantly lower ratings than other types to certain activities which, according to independent judges, were strongly mismatched to the Sensing Feeling style.     

Institution-wide use of undergraduate teaching assistants

In 1973 Illinois State University initiated a campus-wide program in which junior and senior undergraduates were selected to assist faculty teaching freshman-sophomore courses. One or more Undergraduate Teaching Assistant (UTA) positions were assigned to all but three departments in the university. Although similar in purpose to smaller programs at other institutions, the sheer size of the program at Illinois State posed a variety of unique questions about administrative procedures, acceptance, and effectiveness, which are answered in this report. In general, the program was deemed highly successful by the faculty and student assistants and has been continued and expanded.     

Young People,Photography and Engagement

Over ten years research into photography and education has been undertaken at Birmingham Institute of Art and Design in collaboration with the Arts Council of England, West Midlands Arts, and local community photography agencies. A range of case studies were undertaken to explore how young people used photography, particularly in self‐empowerment. These ranged from students in Further Education challenging concepts of visual stereotypes of disability, young lesbian, gay and bisexual people constructing their own website, and individuals and groups creating and modifying their own images in a shopping centre. A democratic action research methodology was developed to enable the young people to establish their own agenda and generate standards for evaluating their work. A particular feature of the later research was a self‐reflective journal that was shared between the researcher and everyone engaged in the project. This resource has considerable potential in photography and elsewhere in art and design education.