The impact of visual communication on the intersubjective development of early parent-child interaction with 18- to 24-month-old deaf toddlers

This article presents a study that examined the impact of visual communication on the quality of the early interaction between deaf and hearing mothers and fathers and their deaf children aged between 18 and 24 months. Three communication mode groups of parent-deaf child dyads that differed by the use of signing and visual-tactile communication strategies were involved: (a) hearing parents communicating with their deaf child in an auditory/oral way, (b) hearing parents using total communication, and (c) deaf parents using sign language. Based on Loots and colleagues' intersubjective developmental theory, parent-deaf child interaction was analyzed according to the occurrence of intersubjectivity during free play with a standard set of toys. The data analyses indicated that the use of sign language in a sequential visual way of communication enabled the deaf parents to involve their 18- to 24-month-old deaf infants in symbolic intersubjectivity, whereas hearing parents who hold on to oral-only communication were excluded from involvement in symbolic intersubjectivity with their deaf infants. Hearing parents using total communication were more similar to deaf parents, but they still differed from deaf parents in exchanging and sharing symbolic and linguistic meaning with their deaf child.     

Training and Extension of a Memory Strategy: Evidence for Utilization Deficiencies in the Acquisition of an Organizational Strategy in High- and Low-IQ Children

143 9- and 10-year-old children were classified into high- and low-IQ groups and given 4 different sort/recall lists (baseline, training, near [immediate] extension, far [1-week] extension) to assess training and extension of an organizational memory strategy. All children received categorized items of moderate typicality for Phases 1, 3, and 4. For Phase 2, children were assigned to either a training or control group, with half of the children in each group receiving category typical items and the others category atypical items. Levels of recall, sorting, and clustering were greater in Phase 2 for high-IQ children, for the typical lists, and for trained children. Both the high- and low-IQ children trained with typical items continued to show high levels of recall on the near extension phase. No group of subjects maintained high levels of recall after 1 week, although levels of sorting and/or clustering on the extension trials remained high for all groups of subjects except the low-IQ control children. This latter pattern (elevated sorting/clustering with low levels of recall) is an indication of a utilization deficiency , a phase in strategy development when children use a strategy but gain little or no benefit in performance. The results provide evidence for IQ, training, and material effects in the demonstration of a utilization deficiency.     

Conflict and contentment: Case study of the social mobility of working‐class students in Canada

This article offers a tentative exploration of how working‐class students' mobility is affected by the push to enter middle‐class careers and lifestyles, and the pull of their working‐class origins. Based on a nine‐year qualitative longitudinal study of working‐class students at a Canadian university, I will show that few study participants experienced mobility as an uncontested or linear trajectory. Two key storylines can be identified: (a) a story of adjustment, modification and contentment; and (b) a story of conflict, loss, and struggle. For most, educational mobility was tempered by revisions of occupational ambitions, by returns to their home communities and by lifestyle choices that do not fit simple narratives of status mobility. And yet, all expressed a growing sense of self‐confidence, appreciated their education as an experience of personal growth, and achieved on their own terms, in post‐graduate education and newly discovered careers.     

HIGHER EDUCATION STATISTICAL INDICATORS FROM FOUR EUROPEAN UNION COUNTRIES ‐ AN OVERVIEW

Statistical indicators can be developed into an appropriate instrument for comparing national education and higher education systems. The present survey, which covers the four European Union countries of Germany, France, the United Kingdom, and the Netherlands, picks up certain of the topics included in the International Education Indicators (INES) project of OECD, and goes on to expand and to examine them in greater depth with special reference to higher education. Quantitative and other data show that the expansion of higher education is typical not only of the Federal Republic of Germany, but also of its western European neighbours. Regulations governing entry into higher education vary substantially among the four countries. Close coordination between school and higher education, rigorous selection procedures, along with intensive monitoring and supervision at the higher education institution explain not only the high success rate of British university students but also ‐ in conjunction with clearly defined curricula ‐ the relatively short period which British students spend there. The higher expenditure on supervision at British and Dutch higher education institutions is reflected in the burden on public finances. However, given the shorter period of study and the higher student success rate in the United Kingdom, one student completing higher education probably costs the British state less than one student completing higher education in Germany.

     

Goal Aspects of Teacher Education

Despite the central role of teachers in any education system, teacher education is frequently the weakest of the links in the process of educational reform.

In examining this problem, the author focuses on the question of the goal aspects of teacher education. Examples from the Federal Republic identify some of the constraints affecting goal achievement; these include legalistic, traditionalist and socio‐economic constraints. The more open the society, the more visible are these difficulties.

The article then examines in depth five separate goal aspects of teacher training: the economic (income), social (status), formal‐legal (position), professional (everyday activity) and socio‐educational (system); these factors interrelate one to the other.

Some desiderata for the development of teacher education are identified. These include a view of the teacher as reformer, recognition of the realities of teacher employment, and also a realisation that the ‘school of tomorrow’ poses a challenge to ‘the school of today’.