Apprenticeship in England – the continued role of the academic–vocational divide in shaping learner identities

Successive governments have pledged to enhance the quality of apprenticeship in Britain so as to achieve ‘parity of esteem’ with academic study. Yet, at the same time, the discourse of the academic-vocational divide has dominated the academic, policy-maker and practitioner debates. This paper draws on two recent studies designed to explore the learner identities of apprentices on different apprenticeship programmes: motor vehicle maintenance (level 2) and engineering (level 3). Through this work, we are able to explore the role of the academic–vocational divide in identity construction and to challenge assumptions about vocational learners. It will be argued, that, far from being ‘naturally practical’, the young people draw on normative discursive categories in their construction of continuous identities. The findings raise important questions about the UK apprenticeship system as currently conceived, while at the same time drawing attention to the possibility for change.     

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.     

陶醉在鲁伯隆

我们散步在索尔格河畔利勒街道中间,仿佛不经意间步入了《中产阶级的审慎魅力》的时代。我和五个朋友来到了鲁伯隆的小村庄,这里是阳光普照的普罗旺斯北部山顶城镇的聚集地,晚饭前,我们漫步在它久负盛名的古董店里。     

Predicting individual differences in reading comprehension: a twin study

We examined the Simple View of reading from a behavioral genetic perspective. Two aspects of word decoding (phonological decoding and word recognition), two aspects of oral language skill (listening comprehension and vocabulary), and reading comprehension were assessed in a twin sample at age 9. Using latent factor models, we found that overlap among phonological decoding, word recognition, listening comprehension, vocabulary, and reading comprehension was primarily due to genetic influences. Shared environmental influences accounted for associations among word recognition, listening comprehension, vocabulary, and reading comprehension. Independent of phonological decoding and word recognition, there was a separate genetic link between listening comprehension, vocabulary, and reading comprehension and a specific shared environmental link between vocabulary and reading comprehension. There were no residual genetic or environmental influences on reading comprehension. The findings provide evidence for a genetic basis to the “Simple View” of reading.     

Live Lecture versus Slide-Tape Method of Instruction for a Health Unit of Physical Fitness

Abstract

The purpose of this investigation was to determine if differences existed between groups of subjects who were exposed to a lecture format of instruction as opposed to slide-tape instruction for a unit of study on physical fitness. The lecture group was instructed by the traditional lecture method at a regularly scheduled time while the other group attended preprogramed slide-tape lectures at their own convenience. During the four-week study 12 different lectures were presented to each of the 99 subjects. Data were treated using an ANCOVA. There was no statistically significant difference between group means, though both groups showed increased physical fitness knowledge after being exposed to the varying treatments. It was concluded that both the lecture and slide-tape methods of instruction were efficient teaching modes, though neither method was statistically more effective than the other. Innovation in education is directed toward qualitative and quantitative improvements of the learning process. Although learning theorists are still baffled as to what learning process is best each supports the need for efficiency. Educational efficiency is a ratio of student and teacher time consumed to the time required for development or alteration of learner behavior.     

Long-Term Effects of a Conceptual Physical Education Program

Abstract

The purpose of this study was to evaluate the attitudes, knowledge, and activity behaviors of college graduates who completed a lecture-laboratory (concepts) course in physical education during their undergraduate study. Serving as controls were college graduates of the same university who transferred to the university and who received credit for a traditional rather than a concepts course. Both groups were compared to college graduates who “quizzed out” of the concepts course rather than enrolling in the class. Subjects were randomly selected from the 1977 and 1979 graduating classes. All those selected as subjects received a questionnaire containing an attitude test, a knowledge lest, and an activity checklist. Fifty-nine percent of the 300 questionnaires were returned. Multivariate analyses indicated that the concepts groups possessed attitude-knowledge-activity profiles which differed from those of either of the other groups. Though differences were not uniform for the two years studied, knowledge was consistently the greatest contributor to differences between transfer and concepts groups. Univariate and combined year analyses indicated that, though less consistent than the knowledge differences, attitude and activity differences among groups also existed. In general, the results suggested that a college level conceptual physical education class can have positive long term effects.