Comics and children

This paper describes a research project currently running in Cambridgeshire Foundation Stage settings exploring the development of independent learning in young children. In the first year the project has explored the work of 16 practitioners working with 3–5 year old children, using a range of methodologies including questionnaires, interviews and reflective dialogues (based on video recordings of particular classroom episodes), reflective journals and child assessment checklists. The development of the range of abilities involved in becoming a self-regulating, independent learner has been conceptualised in terms of research and theory relating to the development of ‘metacognitive’ abilities and dispositions.

It is argued that, while the development of independent learning is generally accepted as an important educational aim, current trends in Primary education which have encouraged a more teacher-directed approach, are not helpful. The paper advances a model of independent learning which is based on developmental psychological research, and presents interim findings from the project which suggest that even our youngest children are capable of considerable independence in their learning. While particular pedagogical techniques and approaches need to be developed, many of these are well-established and researched, and can be shown to be effective in fostering independent learning abilities within the Primary school context.     

Key Teaching Roles of a University Lecturer and their Integration into the Quality Systems of a New Zealand University

This paper describes the results of a training needs analysis of the position of university lecturer at Victoria University of Wellington. The analysis identified 10 key roles which together encompass the range of teaching activities expected of lecturers. The analysis also identified an associated academic staff development programme to guide the work of the University Teaching Development Centre. Because of the growing acceptance of the results of the analysis, the University has also integrated the findings into its quality management procedures. The paper describes the use of the information in promotion and appraisal procedures, and the links between the key roles and other quality assurance mechanisms. The paper concludes with a brief discussion of the gaps in the University's quality assurance systems as they relate to the key roles     

Creativity and pupils' experience of school

Based on the analysis of interviews with children, this article links what we know about the way in which they learn with their views of creativity. Whilst pupils have a crisp view of the nature of creativity, which links them to well-established philosophical views, this contrasts both with the vaguer notions of the term and with their experience of school.     

ESTABLISHING THE VALIDITY OF A SET OF SUMMATIVE TEACHING PERFORMANCE SCALES

A policy at a New Zealand University to assess lecturers’ teaching performance as an administrative requirement provided for information to be obtained from the chairperson, colleagues, students and the individual being evaluated.

In designing the summative scales to obtain student feedback, four conditions were seen as important for achieving a system acceptable to both lecturers and students. These conditions—length of scale, time to complete the scale, face validity of the scale and the acceptability of the procedures used to distribute the scales, together with the context within which teaching takes place at the Institution, provided constraints to the design of the summative scales.

Following 98 lecturing and 43 course evaluations, the scales were subjected to a principal factor analysis. This analysis showed that the items most strongly related to overall teaching effectiveness, as assessed by students, included the lecturer's ability to communicate ideas and information and to stimulate interest in the subject.

By pooling student ratings from different teaching situations for any one lecture, a Teaching Performance Profile was prepared. This profile increased the reliability and validity of the information obtained. At the same time it provided a summary suitable for combining with the evaluative . information from the other three sources in making a judgement as to the individual's level of teaching competency.     

The New Office Technology and Its Effects on Secretaries and Managers

This article examines effects of new office technology on secretaries' attitudes in the UK and Malaysia. Despite research studies on the impact of this technology, there has been a lack of empirical evidence on secretaries working patterns, interactions and communication, and specifically how new office technology has changed working practices in the culture of offices.The sample of this research study comprised secretaries and managers in the UK and Malaysia. The main findings are these: Whilst significant historical and political changes are subtle there are shifts which stand out as important. Both managers and secretaries are using new office technology, regardless of the size of organisations. Both access almost the same information, indicating a possible breakdown in the traditional hierarchical structure of management, making secretaries more powerful with new roles and responsibilities. There are some differences due to historical and political backgrounds between the findings in both countries.