Managing the Bologna Process at the European Level: institution and actor dynamics

This article analyses the work of the Bologna Follow Up Group as the main institution of the Bologna Process and the perceptions of the policy actors involved concerning the character of the process in terms of its functioning in contrast to similar multi-level multi-actor European processes, its modes of communication and consensus seeking, as well as its effectiveness in terms of policy formation and implementation. It argues that the Bologna Process is a unique multi-level multi-actor process shaped by its informality, the actors' political commitment and the participation of stakeholders. Its format seems to be more effective and suitable for purposes of policy formation than for those of policy monitoring or coordination of implementation.     

The effect of teacher‐led interventions on social and emotional behaviour in primary school children: a systematic review

The purpose of this article is to clarify the role of teacher training initiatives aimed at improving social, emotional and behavioural outcomes of primary school aged children through improved classroom management. Systematic searches were conducted using a range of electronic databases from inception up to September 2011. Included studies were controlled trials that described training provided to teachers in classroom management techniques designed to improve primary school children's behavioural and social outcomes. Study selection and appraisal of quality were carried out by two researchers and a narrative synthesis was carried out. A total of 14 studies were included involving 8 interventions. Results show that statistically significant effects are limited, with only 20 outcomes showing significant effects in the desired direction. Effect sizes ranged from g = ?0.17 (95%CI: ?0.32, ?0.02) to g = 1.88 (95%CI: 0.55, 3.21). Overall, the programmes indicate an improvement in some outcomes of interest. However, further research into the implementation and comparative effectiveness of such programmes is needed before implications for educational policy and practice can be established.     

Children’s mental representation when comparing fractions with common numerators

Researchers debate whether one represents the magnitude of a fraction according to its real numerical value or just the discrete numerosity of its numerator or denominator. The present study examined three effects based on the notion that people possess a mental number line to explore how children represent fractions when they compare fractions with common numerators. Specifically, the effect of the spatial numerical association of response codes (SNARC), the distance effect and the size effect in representing fractions were examined in a sample of 72 sixth graders, who successfully solved the fraction comparison task with a real number (.2) or a fraction (1/5) as the reference. Results showed that in the fraction-reference group (1/5 as the reference), there was a significant reverse SNARC effect and a distance effect between the denominators of the target fractions and the reference fraction; in the real number-reference group, the three effects were also observed. These results revealed that both groups used the mental number line to represent fractions and did not represent their real numerical values but rather the discrete numerosities of denominators when comparing fractions with common numerators. It seems that the way people represent fractions may depend on their strategy choices.     

“You can't play marbles—you have a wooden hand”: Communication with the handicapped 1

The influence of being in a mainstreamed class on nonhandicapped children's abilities to communicate with the handicapped was investigated in this two‐year study. The results indicate that both nonhandicapped and handicapped children have difficulty communicating with handicapped peers. Being in a mainstreamed class has no impact on the nonhandicapped children. No differences were discovered between children studied at the conclusion of the first or second years of the mainstreaming program.     

Editorials

This article discusses historical and contemporary influences on changes in special education assessment, with emphasis on three persistent themes: accurate classification, fairness to minority students, and special education outcomes. Dunn's contributions to each of the themes are discussed, along with other influences such as legislation and litigation. Current dynamics leading to significant changes in special education assessment are discussed, particularly in the disability category of specific learning disabilities.     

GERONTOLOGICAL KNOWLEDGE AND ELDERLY HEALTH CARE SERVICES IN ALASKA: AGING IN THE LAST FRONTIER

The current research assessed Alaskan health and mental health care professionals’ perceptions regarding Alaska's elderly health care services as well as professional educational and training needs. Fifty‐four percent of community professionals sampled indicated that preexisting services in their community were not adequate to meet the needs of the elderly population. In addition, 55% indicated that the knowledge level of community professionals regarding the elderly and the aging process was insufficient and 51% believed they were not well educated in meeting the needs of Alaskan native elders. An overall 91.8% indicted that they were in need of further training in the field of aging and geriatrics. They noted in particular the lack of knowledge and training opportunities in mental health and Alzheimer's disease. The significance of these findings is discussed in terms of the broader social implications associated with meeting gerontological and geriatric education and training needs, as well as the specific education and training problems of Alaskan health care professionals in keeping up with the recent trend of “aging in the last frontier.”     

Cognitive-Training Programs for Older Adults: What Are they and Can they Enhance Mental Fitness?

ABSTRACT

People are living longer, and in better physical health, than at any other time in history. But what of their mental health? Does it decline with age, offsetting the gains made in physical health and longevity? Can it be maintained? Can it improve? A review of the literature suggests that cognitive decline is not universal, pervasive, or irreversible. It also demonstrates that older adults can benefit from cognitive training. The challenge, however, is to provide such training in ways that are acceptable to older adults. The answer is to be found, firstly, in research that identifies best practices for cognitive skill development in ecologically valid activities involving older adults, psychologists, and adult educators. These best practices can then serve to assist educators to design continuing education programs and other activities that are readily accessible, affordable, and enjoyable.     

Structural Communications: An Instructional Strategy for the Language Arts

The ranking of the United States in major international tests such as the Progress in International Reading Literacy Study (PIRLS), Trends in International Mathematics and Science Study (TIMSS), and Program for International Student Assessment (PISA) is used as the driving force and rationale for the current educational reforms in the United States. Through current reforms, the United States is preparing to “race to the top” of the international rankings. However, using international test results as the ultimate indicator of a country's educational achievement might not be an appropriate measure. Additionally, replicating some aspects of high-achieving countries’ education systems or standards may not guarantee success for U.S. public schools. In this article, four reasons are presented explaining why there is no guaranteed success in comparing the United States to other countries’ educational standards and to their achievement in international tests. In order to successfully implement reforms in U.S. public schools, educational leaders and reformers should carefully consider the four points discussed in this article and use tests to inform their reforms, rather than to create uniformity.