Adolescents' working models and styles for relationships with parents, friends, and romantic partners

This study examined the links among adolescents' representations of their relationships with parents, friends, and romantic partners. Sixty-eight adolescents were interviewed three times to assess their working models for each of these types of relationships. Working models of friendships were related to working models of relationships with parents and romantic partners. Working models of relationships with parents and romantic partners were inconsistently related. A similar pattern of results was obtained for self-report measures of relational styles for the three types of relationships. Perceived experiences were also related. Specifically, support in relationships with parents tended to be related to support in romantic relationships and friendships, but the latter two were unrelated. On the other hand, self and other controlling behaviors in friendships were related to corresponding behaviors in romantic relationships. Negative interactions in the three types of relationships also tended to be related. Taken together, the findings indicate that the representations of the three types of relationships are distinct, yet related. Discussion focuses on the nature of the links among the three.     

Co-mentoring: The Iterative Process of Learning about Self and “Becoming” Leaders

Two pre-tenured faculty members at dissimilar institutions found themselves in similar positions – both were assigned to administrative positions that they did not seek. This self-study is an investigation of their processes of becoming leaders and how they aligned and/or conflicted with their espoused beliefs. A review of the literature that guided them is also included. Throughout the process, the two served as co-mentors for each other as they navigated the unfamiliar territory of educational leadership at the university level. Together, they strove to remain committed to shared ideals of democratic practice, transparency, and collaboration. As evidenced in the data, tensions existed as they learned and performed their new roles. Administrative duties and their enactment at times conflicted with their ideals of effective leadership. Electronic journals kept throughout the process were the main data source, which they then revisited to chart their own and each other’s learning and growth while leading. Looking back at their progression, they were able to identify four iterative phases in their development: forming, storming, norming, and performing. Discussions of each phase, with examples, are focal points of the study. The co-mentoring model is one that, while not typically or formally used, was shown to be effective for these two new leaders. Leading each other’s learning helped them align ideals of leading (in teaching and scholarship) with traditional ideas of administration (management tasks and leadership enactments). This study provides clear recommendations for new leaders and those who support them in becoming leaders.     

The use of engineering design scenarios to assess student knowledge of global,societal, economic,and environmental contexts

Product archaeology as an educational approach asks engineering students to consider and explore the broader societal and global impacts of a product's manufacturing, distribution, use, and disposal on people, economics, and the environment. This study examined the impact of product archaeology in a project-based engineering design course on student attitudes and perceptions about engineering and abilities to extend and refine knowledge about broader contexts. Two design scenarios were created: one related to dental hygiene and one related to vaccination delivery. Design scenarios were used to (1) assess knowledge of broader contexts, and (2) test variability of student responses across different contextual situations. Results from pre- to post-surveying revealed improved student perceptions of knowledge of broader contexts. Significant differences were observed between the two design scenarios. The findings support the assumption that different design scenarios elicit consideration of different contexts and design scenarios can be constructed to target specific contextual considerations.     

Class size in the first years at school: a New Zealand perspective on the international literature

During the 1980s, topics evident in the class size research included class size and children’s achievement, children’s behavior and affect, outcomes for different groups of children, teacher satisfaction and stress, the organization of instruction, and cost effectiveness. A New Zealand review tracing through the approaches to class size research indicated that the research methods used to investigate class size had become increasingly complex. In the 1990s, these topics continue to be addressed, with an increasing emphasis on the features and impact over time of smaller classes, and on the economics of schooling. In New Zealand in the late 1980s, a 1 : 20 teacher to pupil ratio policy was introduced for junior classes. The current staffing ratio in junior classes is 1 : 23. This summary review of the literature on class size highlights some issues and complexities arising from the international research and research within the New Zealand context.     

On the Receiving End: New Labour and the LEAs

This paper (written by a Chief Education Officer wholly in a personal capacity) argues that appraising New Labour's energetic programme of educational policies from an LEA perspective should utilise the values of pluralism, achievement and equality of opportunity. The Government's actions directly related to LEAs themselves meant that LEAs now operate under close direction, under licence and subject to rigorous and high stakes scrutiny. There is a consequential loss of pluralism. The attempts of the Government significantly to raise ‘standards of achievement’ are assessed, as are its claims to have re‐addressed issues of equality of opportunity     

When Does 'Good News' Become 'Bad News'? Relationships between Government and the Integrated Schools in Northern Ireland

The development of a set of religiously integrated schools in Northern Ireland since 1981 is often portrayed in wholly positive terms. However, the continued growth of the movement has generated serious tensions at a number of levels which have wider implications for any analysis of the implications of parental choice.     

Untangling the Web: Comparing the Impact of the Internet onthe National Archives, the National Library and the Museum of New Zealand Te Papa Tongarewa

This research sought answers to twoimportant questions regarding the impact of theInternet on three New Zealand cultural institutions:the National Archives, the National Library and theMuseum of New Zealand Te Papa Tongarewa. First, whatimpact has the Internet had on policy development ineach institution? Second, what are the attitudes ofthe professional staff toward the integration of theInternet into the workplace? The findings are comparedto determine the extent to which the experiences ofintegrating the Internet into each institution's corebusiness are similar and different. The resultsrevealed several important findings: 1. policyregarding the Internet has been most extensivelydeveloped at the National Library; 2. the Internet isnot currently as central to the delivery of coreservices at the National Archives or the Museum of NewZealand Te Papa Tongarewa as it is at the NationalLibrary; 3. the majority of the professional staff atall three institutions responded that they were either`very positive' or `somewhat positive' about theintegration of the Internet into their environment,although most felt that their core professional dutieswere not being fundamentally altered. The conclusionsand some recommendations for each institution toconsider in addressing Internet technology developmentare provided.     

Evidence into Practice: an information service for primary care professionals

This paper describes the development of the Primary Care Information Service (PCIS) in South Humber Health Authority—a practical example of an information service which aims to make it easier for primary care practitioners to have access to information services and resources, both by electronic and more traditional means. Also, issues to consider when establishing a service for primary care professionals, including barriers to be overcome, are outlined, and an examination is made of how the service has been developed around principles of evidence-based medicine. Finally, the achievements to-date are considered.