Exteroceptive cues in taste-aversion learning,no artifact: Reply to Holder

Holder (1988) has raised several objections to our work on the role of exteroceptive contextual stimuli in taste-aversion learning by rats. Our main conclusion from that work is that tongue-tactile stimuli from the drinking spout constitute the likely basis for findings of contextual bottle control over learned taste aversions. Holder suggests that our results are confounded by taste cues from the fluid containers. We refute this suggestion by presenting data from two experiments showing contextual bottle control, even though potential taste cues from the drinking bottles were eliminated. We also point to the fact that some of Holder’s criticisms are based on misreadings of our various reports.     

Worldview in religious education: autobiographical reflections on The Commission on Religious Education in England final report

ABSTRACT

The notion of worldview figures prominently in the recent discourse surrounding Religious Education (RE) in English schools following the publication of the final report of the Commission on Religious Education (CoRE) in 2018. This article reflects on the veracity of this initiative. It begins with an autobiographical reflection on the impact of worldview on the author’s development as a scholar. Then, the work of several critics of CoRE is discussed and a more nuanced understanding of worldview is developed as a result. Finally, the pedagogical implications of the shift to worldview are explored by drawing on the personal development approach of Michael Grimmitt and the responsible hermeneutics approach of Anthony Thiselton.     

Constructing a new KS3 curriculum at Brooke Weston CTC: a review and commentary

This paper reviews changes to the key stage 3 curriculum at a leading comprehensive school. The nature and practical concerns of the changes are described. These move beyond a fresh approach to content; they include issues about engaging students actively in learning for the future, planning around the school's distinctive ethos and expertise in ICT, and using curriculum as a vehicle for providing energy for new staff and heads of department to engage in learning leadership. Theoretical models of curriculum are examined to locate thinking at Brooke Weston CTC in a conceptual framework. The paper suggests that futuristic curriculum development resonates with some classical curriculum models that have been ignored over the past two decades of the National Curriculum.     

Nurturing Emergent Readers Through Readers Theater

Readers theater is a familiar literacy strategy for children who can read independently; however, it can also be used with younger children who have not yet developed independent reading skills. The purpose of this article is to adapt the concept of readers theater for use with emergent readers. It focuses first on defining readers theater and its many benefits, particularly in the areas of literacy development. Finally, it includes suggestions for successfully implementing a readers theater program with young children.     

Questioning, promoting and evaluating the use of streaming video to support student learning

This paper uses case studies to describe how streaming video is currently used to support student learning in post compulsory education in the UK. It describes the current role of streaming video and identifies processes that could extend the application of streaming in education. It attempts to establish a case for more formal evaluation and communication of educa-tional processes involving streaming and identifies elements of a research agenda that could further develop the application of streaming technology in education.     

Developing a School Drawing Policy with Newly Qualified Teachers of Art and Design

This paper describes part of a one–day course run by the authors for Newly Qualified Teachers of art and design (NQTs) planned to develop subject knowledge and assessment expertise. The former was achieved partly through an examination of the roles of drawing in secondary school art and design education. Through review and discussion of their pupils’ drawings, the NQTs developed ideas about the functions and purposes of drawing. These ideas were then refined and some practical work undertaken. The nature of drawing policies for secondary art and design departments was considered. The session concluded with a consideration of ideas that might inform the development of such a drawing policy. Secondly, the authors take up and develop several issues from the NQTs’ ideas and responses. These include reference to participants’ drawing performance and understanding, their judgements about the value of drawing, and to how these may be influenced by factors in art education, including those associated with GCSE and assessment. Finally, reference is made to two distinctive perceptions of drawing in schools and, with reference to the work of Wilson, Hurwitz and Wilson, the authors suggest a strategy and argue for the development of drawing policy and curricula for secondary school art departments. The paper is based on part of a presentation given at the Annual Conference of the NSEAD, York, 2002.     

Practical independent research projects in science: a synthesis and evaluation of the evidence of impact on high school students

Practical independent research projects (IRPs) are a feature of school science in a number of countries. To assess the impact of IRPs on students, a systematic review of the literature was undertaken. Thirty-nine papers met the review inclusion criteria, reporting on work from twelve countries. The review indicates that IRPs are often associated with wider initiatives such as authentic science, problem-based learning, and project-based learning. There is considerable variability in the nature of IRP work in relation to focus, models of provision, assessment, the involvement of external partners such as universities and employers, and funding, and this diversity affects judgements on the quality of the evidence base on impact. The majority of the research reviewed explored areas such as conceptual understanding, motivation to study science once it is no longer compulsory and attitudes to science, and the development of practical skills. Benefits were identified in relation to the learning of science ideas, affective responses to science, views of pursuing careers involving science, and development of a range of skills. Studies focusing on traditionally under-represented groups indicated that such students felt more positive about science as a result of undertaking IRPs. The review findings indicate that further work is needed to enhance the quality of the available evidence, to consider the ways in which IRPs can be validly assessed, to explore more fully the potential benefits for traditionally under-represented groups, and to explore more fully the potential longer-term benefits of participation in IRPs at high school level.     

The future direction of schooling

This chapter provides a cross-societal discussion of the findings of the Schooling for the future study, the case studies. It examines why senior educators and policy leaders in each of the six case study societies believe that bureaucratic school systems are the most likely scenario for future even though these are not the most desired. It examines some of the key factors that account for senior educators and policy leaders’ views, and the changes they argue are needed to achieve the desired scenario for the future. The chapter concludes with a discussion of the contribution and the implications of the study for the usefulness of the OECD scenarios as policy tools.     

Using phenomenography to build an understanding of how university people conceptualise their community-engaged activities

Higher education institutions are seeking greater community engagement through academic, social and civic activity. In response, researcher attention has turned to impacts on students’ education, and benefits to both university and community partners. This phenomenographic study examines how a diverse group of teachers, researchers and administrators at one New Zealand university conceptualised their involvement in community-engaged learning and teaching. We identified an outcome space where university people conceived their community engagement in three ways: within an expert/novice discourse, as advocacy, and in the most complex conception, as reciprocal learning. When working with and within communities, we suggest that university people should be supported to approach community engagement as reciprocal learning rather than adopting approaches that render community partners in passive roles.