Engaging with ‘English in a Historical Perspective’ Through Analysing Texts

Though there is little in the literature on the teaching of the history of English, criticism of textbooks which over-simplify the story as the rise of the standard variety has been more vocal of late. Meanwhile, some academics have argued for focusing teaching on the analysis of texts. This article reports on a unit/module taught at a British university that makes the analysis of texts central to teaching and assessment. It sets out to demonstrate what can be learned from approaching the subject in this way by presenting composite textual analyses created by the first-named author drawing on the work of his co-authors (five of his final-year undergraduate students). This was for two assignments, one focusing on an Early Modern English text and the other a more contemporary piece. A discussion highlights the benefits of making the analysis of texts central to the unit, and considers practical applications for teachers of the subject in other parts of the world.     

Evaluation of the Somos Fuertes HIV prevention programme in college women

The goal of this study was to examine the impact of a culturally appropriate HIV prevention and sexual empowerment curriculum workshop on female college students at a Hispanic-serving institution in the USA. Female participants in the Somos Fuertes: Strong Women Making Healthy Choices curriculum (n = 175) from a variety of ethnicities completed pre- and post-surveys during the academic years 2007–2008, 2008–2009, and 2009–2010. Paired t-tests were conducted to examine pre- and post-results on five scales: perceived sexually transmitted infection (STI) risk, perceived HIV risk, intended use of barriers during sex, effective communication skills, and behavioural self-efficacy. The analyses showed significant differences with at least medium effect sizes for all variables except perceived STI risk. The evaluation results demonstrate that the workshop offers a viable curriculum to implement on college campuses interested in affecting change related to HIV prevention strategies in a multicultural female population.     

Teachers’ Integration of Scientific and Engineering Practices in Primary Classrooms

The Next-Generation Science Standards (NGSS) challenge primary teachers and students to work and think like scientists and engineers as they strive to understand complex concepts. Teachers and teacher educators can leverage what is already known about inquiry teaching as they plan instruction to help students meet the new standards. This cross-case analysis of a multiple case study examined teacher practices in the context of a semester-long professional development course for elementary teachers. We reviewed lessons and teacher reflections, examining how kindergarten and first grade teachers incorporated NGSS scientific and engineering practices during inquiry-based instruction. We found that most of the teachers worked with their students on asking questions; planning and carrying out investigations; analyzing and interpreting data, using mathematics and computational thinking; and obtaining, evaluating and communicating information. Teachers faced challenges in supporting students in developing their own questions that could be investigated and using data collection strategies that aligned with students’ development of number sense concepts. Also, some teachers overemphasized the scientific method and lacked clarity in how they elicited and responded to student predictions. Discussion focuses on teacher supports that will be needed as states transition to NGSS.     

“I'm just not that great at science”: Science self-efficacy in arts and communication students

Research in science education confirms the importance of self-efficacy in students' persistence and success in the sciences. The current study examined the role of science self-efficacy in nonspecialist, arts and communication-oriented students encountering science in a general education context. Participants (N = 275) completed a beginning- and end-of-semester survey including a Science Self-Efficacy Scale, a “connection to science” measure—the Inclusion of Science in Self Scale—and a Science Anxiety Scale. Participants also responded to two open-ended “sources of science efficacy” questions, and provided background/demographic information and access to their academic records. Results showed a significant increase in science self-efficacy and connection to science—although no change in science anxiety—over the course of the semester. The observed shift in self-efficacy for minority and international students was of particular note. These students started the course with lower confidence but, by the end of the semester, reported comparable science self-efficacy, and achieved similar grades to their White/Non-Hispanic and US resident classmates. Contrary to expectations, science self-efficacy did not predict performance in the class. However, students' self-reported sources of efficacy indicated increased confidence in using science in daily life, and confirmed the value of mastery experiences and of personally meaningful, student-centered course design in scaffolding student confidence. Results are discussed in terms of the individual and instructional factors that support science self-efficacy and student success in this unique, general education science environment.     

The centrality of teachers’ judgement practice in assessment: a study of standards in moderation

There is a strong quest in several countries including Australia for greater national consistency in education and intensifying interest in standards for reporting. Given this, it is important to make explicit the intended and unintended consequences of assessment reform strategies and the pressures to pervert and conform. In a policy context that values standardisation, the great danger is that the technical, rationalist approaches that generalise and make superficial assessment practices, will emerge. In this article, the authors contend that the centrality and complexity of teacher judgement practice in such a policy context need to be understood. To this end, we discuss and analyse recorded talk in teacher moderation meetings showing the processes that teachers use as they work with stated standards to award grades (A to E). We show how they move to and fro between (1) supplied textual artefacts, including stated standards and samples of student responses, (2) tacit knowledge of different types, drawing into the moderation, and (3) social processes of dialogue and negotiation. While the stated standards play a part in judgement processes, in and of themselves they are shown to be insufficient to account for how the teachers ascribe value and award a grade to student work in moderation. At issue is the nature of judgement as cognitive and social practice in moderation and the legitimacy (or otherwise) of the mix of factors that shape how judgement occurs.     

The Regulation of Technology‐Assisted Distance Counseling and Supervision in the United States: An Analysis of Current Extent,Trends, and Implications

Counseling licensure boards report emerging needs to regulate technology‐assisted distance counseling and supervision. An analysis of published regulations and telephone interviews with board administrators nationwide suggests that boards agree generally on 7 aspects of technology‐assisted distance practice that need to be regulated. Nevertheless, boards are disparate and often polarized in their views regarding the extent and type of regulation needed for each aspect. Current trends may have important implications for counselor education, supervision, and practice.     

Exploring undergraduates' understanding of photosynthesis using diagnostic question clusters

We present a diagnostic question cluster (DQC) that assesses undergraduates' thinking about photosynthesis. This assessment tool is not designed to identify individual misconceptions. Rather, it is focused on students' abilities to apply basic concepts about photosynthesis by reasoning with a coordinated set of practices based on a few scientific principles: conservation of matter, conservation of energy, and the hierarchical nature of biological systems. Data on students' responses to the cluster items and uses of some of the questions in multiple-choice, multiple-true/false, and essay formats are compared. A cross-over study indicates that the multiple-true/false format shows promise as a machine-gradable format that identifies students who have a mixture of accurate and inaccurate ideas. In addition, interviews with students about their choices on three multiple-choice questions reveal the fragility of students' understanding. Collectively, the data show that many undergraduates lack both a basic understanding of the role of photosynthesis in plant metabolism and the ability to reason with scientific principles when learning new content. Implications for instruction are discussed.     

The Works of Gilbert Seldes

W.J. Baker's A History of the Marconi Company (New York: St. Martin's Press, 1972–$12.95)

Vishwa Mohan Mishra's Communication and Modernization in Urban Slums (New York: Asia Publishing House, Inc., 1972—$6.95, with paper edition available)

James R. Bradon (ed.) The Performing Arts in Asia (Paris: Unesco [available in this country from New York: Unipub, Inc.], 1971—$3.00, paper)

John A. Lent (ed.) The Asian Newspapers' Reluctant Revolution (Ames: Iowa State University Press, 1971—$12.50)

Richard L. Merritt (ed.) Communication in International Politics (Urbana: University of Illinois Press, 19Y2—$15.00)

Gayle Durham Hollander's Soviet Political Indoctrination: Developments in Mass Media and Propaganda Since Stalin (New York: Praeger Special Studies in International Politics and Public Affairs, 1972—$15.00)