How do people read the passages during a reading comprehension test? The effect of reading purpose on text processing behavior

In this study, we investigate the effect of reading purpose on students’ processing behavior during a reading comprehension test. In a repeated measures design, sixty undergraduates answered multiple-choice (MC) reading comprehension questions in a condition with no overarching goal for reading and in an alternate condition where the same students were first provided with the goal of summarizing the text before answering MC questions. Results from eye tracking analysis showed that when students read and answered questions without an overarching goal, they spent much less time reading the passages before answering the questions, more time re-reading the texts while answering the questions, and more time on parts of the text that were not necessary to answer the questions. We conclude that providing examinees without an explicit goal for reading may inadvertently encourage a “search for the answer” reading process, rather than on building a coherent mental model of text content.     

TAKING ACCOUNT OF STUDENTS’ EMPLOYMENT EXPERIENCE IN A COURSE OF INITIAL TEACHER EDUCATION

This study focuses on an industrial, commercial and community experience programme within a full time, one year postgraduate teacher training course. Acknowledging the heterogeneous experiences brought to this course by the students, an attempt was made to detect links between the students’ prior experience and their experience of the industrial, commercial and community programme. The students completed questionnaires before and after a placement and the findings are described. These findings contribute to an evaluation of the programme and suggest a number of important questions for those responsible for designing teacher education courses.     

Saussurian linguistics revisited: Can it inform our interpretation of mathematical activity?

This paper examines the basic notions of Ferdinand de Saussure (1857–1913) who was a preeminent figure in the development of linguistics and the foundation of structuralism. It suggests that a key aspect of twentieth century thought has been the growing recognition that the study of language can offer a framework through which we can develop an understanding of our world. It thus proposes that language is fundamental to the process of learning mathematics on every level whether it be through classroom discussion, group exploration, teacher exposition or individual interaction with printed material. Ensuing from this the paper investigates possible mathematical perspectives upon Saussure's ideas and explores what contribution his work can offer to enhance and enrich the interpretive framework through which we observe mathematical activity in the classroom. It takes as an example a mathematical investigation carried out by a group of 12 year old girls and develops the analysis from a Saussurian stance. The paper concludes that language is the medium through which, and in which, mathematical ideas are formed and exchanged.     

Anti-bullying procedures for schools in Ireland: principals’ responses and perceptions

The role of the principal is imperative in creating a school climate that nurtures differences and equality at the same time. Policy and legislation in Ireland dictates the responsibility of school principals in preventing and intervening in issues relating to bullying. The current research investigates the extent to which principals consider the impact of bullying on their students and the strategies they take to combat it in their schools. We consider how principals respond to bullying and what supports they feel are missing for them to adhere to relevant policy. A sample of 918 principals from a range of schools across Ireland completed an online survey. The results demonstrated some positive actions by principals such as the provision of anti-bullying policies. However, they also document areas that need more action such as increased access to counsellors and appointing a specific staff member to deal with and tackle bullying in each school. Guidance from the Department of Education and Skills in Ireland on the development and provision of an anti-bullying programme is called for. Results are discussed in light of the current Anti-Bullying Procedures established by the Department of Education and Skills and the Action Plan for Bullying 2013.     

实践理性和道德的合理性--当代西方哲学道德合理性理论评析

怎样证明道德行为的合理性一直是西方伦理学研究的主题之一。本从实践理性和实践理性的根据即价值着手，根据与行动相关的价值和中立于行动的价值之同的区别，内在主义和外在主义之同的区别，将西方关于实践理性的理论即论证道德合理性的理论分为四类：与行动相关的外在主义理论，与行动相关的内在主义理论，中立于行动的内在主义理论，以及中立于行动的外在主义理论。并对这些理论的内容及其优劣一一进行了述评。     

Improving quality of the child care environment through a consultancy programme for centre directors

This study examined the effects of a newly developed on-site consultancy programme to improve global quality of the child care environment in non-parental child care centres for 0- to 4-year-old children as measured with the ITERS-R/ECERS-R. Using a randomised controlled trial with a pretest, posttest, and follow-up test, we compared 35 experimental group with 33 control group. The consultancy programme comprised three consultations in total. Analysis on the items that were specifically targeted during the consultancy showed a significant improvement on these targeted items between pretest and posttest and between posttest and follow-up. The effect of the consultancy programme on the total scores (including the non-targeted items) was not significant.     

Cooperative research centres: The concept and its implementation

The Cooperative Research Centres Program aims to enhance the effectiveness of the overall Australian R&D effort by drawing together researchers from several institutions to create the concentrations of resources which are needed, in many research fields, to keep pace with the rapid scientific and technological progress which is occurring internationally. The Centres link together outstanding groups of researchers, from both the public and private sectors, with the users of research from appropriate industry sectors and other sectors of the economy and provide opportunities for research users to participate actively in the planning and operation of the research activities. The Program was started in 1990. Fifty-two Centres have now been approved across six major R&D and industry sectors representing, when these Centres are fully established, a commitment by the government of some $100 million per year and, from the participants, of some $200 million per year. This constitutes some six percent of the national R&D effort.