ASSESSING TERTIARY STUDENTS IN AN EDUCATION FACULTY: RHETORIC AND REALITY

This paper focuses on the reported use of literature‐based essays (i.e., essays that draw upon established literature in their construction) in assessing students within an Education Faculty in an Australian University. Interviews with academic staff and with students were used to explore how literature‐based essays were used in the context of the assessment program for the unit (subject) and how such assessment tasks were viewed by academic staff and their students. The reported use of literature‐based essays is evaluated in terms of three criteria for sound assessment derived from the literature and the perceptions of academic staff and their students are compared in relation to each criterion. It is concluded that a number of the academic staff within the Education Faculty displayed significant shortcomings in their theoretical knowledge of assessment and that their use of literature‐based assessments frequently failed to meet one or more of the requirements for an adequate assessment program at tertiary levels.     

Contraceptive and sexuality knowledge among inner-city middle school students from minority groups

In exchange for a free physical examination, 116 minority group youths from inner-city middle schools in Texas consented to answer open-ended questions about their sexual behavior, contraceptive knowledge, and type and source of knowledge of sexuality. The students ranged in age from 12-15 years (mean age, 13 years); 27% were Hispanic and 73% were black. Sex education was not a part of the curriculum at the 4 schools from which respondents were drawn. When asked what sex meant to them, 37% of female adolescents and 23% of males indicated they did not know or it did not mean anything. Among remaining students, recreation was identified as the central meaning be males (23% of total), while females tended to cite romance (21% of total). Only 47% were able to list at least 1 question they had about sex; most common were questions about the morality of premarital intercourse and the experience of adolescent pregnancy and parenthood. 89% of females and 57% of males were able to name at least 1 contraceptive method, generally condoms (44%), abstinence (36%), and the pill (8%). Hispanic females named the highest number of contraceptive methods on average (2.2), followed by black females (1.9), Hispanic males (1.8), and black males (1.3). Among female adolescents, 53% listed their mother as their primary source of knowledge about sexual matters and 6% listed a friend. Among males, fathers (17%) and friends (17%) were the most frequent knowledge sources. The fact that these young adolescents view their parents as credible and approachable sources of information about sexuality suggests that school counselors should encourage such communication. aT the same time, the expressed need for more information on the moral aspects of sexuality indicates that values should be incorporated into any sex education program developed for this age group.     

New evidence on the development of the word big

Previous studies of children's understanding of big suggest a curvilinear trend. 3-year-olds, like adults, interpret big as referring to area, while 5-year-olds take big to mean tall. The results of 6 experiments indicate that the curvilinear trend is not obtained in all stimulus contexts. When objects vary extremely, younger and older children take big to mean tall. The object to which big is applied also influences whether height, length, or area is attended to. Moreover, in a production task, adults rarely used the work big to describe the stimuli with which children's understanding of big is typically tested. Taken together, the results suggest that the meaning and use of big is complex and that big may not at any age refer simply to the larger object. It is proposed that the meaning of big is a dynamic system driven by a multiple of perceptual, conceptual, and semantic influences.     

A content analysis of school anti‐bullying policies: progress and limitations

Schools in England are legally required to have an anti‐bullying policy, but the little research so far suggests that they may lack coverage in important areas. An analysis of 142 school anti‐bullying policies, from 115 primary schools and 27 secondary schools in one county was undertaken. A 31‐item scoring scheme was devised to assess policy. Overall, schools had about 40% of the items in their policies. Most included improving school climate, a definition of bullying including reference to physical, verbal and relational forms, and a statement regarding contact with parents when bullying incidents occurred. But many schools did not mention other important aspects, and there was low coverage of responsibilities beyond those of teaching staff; following up of incidents; management and use of records; and specific preventative measures such as playground work and peer support. There was infrequent mention of homophobic bullying, and of cyberbullying. There was little difference between policies from primary and secondary schools. Findings are discussed in terms of national policy, and ways to support schools in maximising the potential of their policies for reducing bullying.     

Pedagogical renewal: Improving the quality of classroom interaction in Nigerian primary schools

This study reports on an investigation of classroom interaction and discourse practices in Nigerian primary schools. Its purpose was to identify key issues affecting patterns of teacher–pupil interaction and discourse as research suggests managing the quality of classroom interaction will play a central role in improving the quality of teaching and learning, particularly in contexts where learning resources and teacher training are limited. The study was based on the interaction and discourse analysis of video recordings of 42 lessons and 59 teacher questionnaires from 10 States, drawn mainly from the north of Nigeria. The findings revealed the prevalence of teacher explanation, recitation and rote in the classroom discourse with little attention being paid to securing pupil understanding. The wider implications of the findings for improving the quality of classroom interaction in Nigerian primary schools through more effective school-based training are considered.     

Revitalizing an Existing Honor Code Program

This article addresses academic integrity initiatives at a large research university. The article explains the rationale for the creation of the honor system office and its evolution to date. Data collected from academic violation cases during the program’s first two years are included. Pauline Melgoza is Assistant Professor and Physical Sciences Librarian at Texas A&M University. She received her B.S. and her M.S. from Texas A&M University and her MLIS from the University of North Texas. She was a member of the Academic Integrity Team and served two years on the Honor Council of the Aggie Honor System Office. Jane Smith is Assistant Professor and Education Reference Librarian at Texas A&M University. She received her B.S. from the University of Texas at Austin and her MLIS from Texas Woman’s University. Interests include information literacy, bibliographic instruction and faculty outreach.     

The Concept of Readiness in the Academic Department: A Case Study of Undergraduate Education Reform

While there has been emphasis on the institution and individual classroom as loci of learning and reform, less attention has been paid to the academic department. However, precisely because its structure is so endemic to institutions of higher education, the academic department may be the most logical and potent site for change. Using a case study approach, this paper examines the conditions under which change in undergraduate education takes hold and flourishes in the academic department, advances the concept of readiness, and explores its implications for those who wish to promote change in the department. Virginia S. Lee  is managing member and consultant, Virginia S. Lee & Associates, LLC, a consulting firm specializing in teaching, learning, and assessment in higher education. She received her B.A. from Smith College, her M.B.A. from New York University, and her Ph.D. from University of North Carolina at Chapel Hill. Special interests include the design and implementation of institution-wide curriculum reform efforts, course and curriculum design, inquiry-guided learning, intensive learning, outcomes-based assessment, and the scholarship of teaching and learning. Michael R. Hyman  is Director of Graduate Programs and Associate Professor in the Department of Microbiology at North Carolina State University. He received his B.S. from University College, London, his M.B.A. from Oregon State University, and his Ph.D. from Bristol University. His major research interest is the biodegradation of environmental pollutants. Geraldine Luginbuhl  is Interim Department Head and Professor in the Department of Microbiology at North Carolina State University. She received her B.S. from Stanford University and her Ph.D. from University of North Carolina at Chapel Hill. She has a longstanding interest in undergraduate education and, recently, inquiry-guided learning.     

What remains of history? Historical epistemology and historical understanding in Scotland's Curriculum for Excellence

This paper critically examines the framing of historical knowledge in the primary and ‘broad general education’ phases (ages 4–14) of Scotland's Curriculum for Excellence. The paper focuses on curriculum documentation, particularly the curriculum's aims and ‘Experiences and Outcomes’ and evaluates these in light of recent research on children's historical understanding. It is argued that the decision to frame historical understanding as ‘People, Past Events and Societies’ within the context of a ‘social studies’ curriculum area has been motivated by a misunderstanding of history's unique disciplinary identity. It is argued that history curricula must take account of the unique ontological and epistemological challenges posed by investigating the past and that by failing to do this, ‘Curriculum for Excellence’ offers children in Scotland a problematic representation of what it means to study the past. The paper challenges the curriculum in both epistemic and pedagogical terms, before suggesting that a rigorous study of history as a discipline can make a valuable contribution to children's personal and social development.