Nobility,women and historical narratives of the crusades and the latin east

Historical narratives of the crusades and Latin settlement in the Levant, like other medieval literature, provide slim details about women. In medieval society Latin literary education was dominated by a predominantly male and ecclesiastical hierarchy, which reflected the views of a patriarchal social system and marginalised the public role of women. Crusade narratives in particular have been criticised for their negative attitude towards women, mirroring a lack of ecclesiastical enthusiasm at their involvement in the crusade movement. Histories about crusading and events in the Latin East were often written for, and in some cases by, the lay nobility who took part in crusades and settled in the holy land. These texts were sometimes used as propaganda to encourage nobles to take the cross, and much of the imagery within them had didactic elements. In the case of women, they provided models for behaviour according to social and marital status. A consistently negative portrayal of women was doubtless impossible due to the number of important noblewomen who took the cross, and their value in cementing political alliances between western Europe and the Latin East through marriage. This article contends that it is the complex links between crusade narratives and the nobility, in terms of participation and patronage, audience, subject matter and values – crusade as a “noble” pursuit – which helps to explain the discrepancy between established ecclesiastical views and the portrayal of women in historical narratives about crusading and settlement in the East. In order to establish this idea effectively, several main themes must be addressed, including the role of crusade texts within the context of contemporary noble culture, and crusade narratives as source material for noble values concerning women. To begin, however, it is necessary to provide some background on attitudes towards women and crusade, as well as the concept of nobility and the noblewoman's place in medieval society.     

Evaluating academic development in the higher education sector: academic developers’ reflections on using a toolkit resource

The professionalisation of teaching is of increasing importance in UK higher education due to converging processes including the proliferation of managerialism, increasing quality agendas and changes to student fee structures. These have brought into sharp relief the need for greater understanding of how quality teaching evolves in university settings. One key element of this involves academic development and its impacts on teaching and learning. Current literature suggests that a plethora of ideas, frameworks and instruments claiming best practice exist but that take-up of these is inconsistent. This prompted a UK national research project which produced an evidence-based toolkit for evaluating academic development. As part of the toolkit augmentation, academic development representatives from across the sector were asked to create, review and test uniquely tailored evaluation instruments. These instruments were then piloted on university teachers who had participated in teaching-related continuing professional development activities. This paper reports on these individuals’ reflections of using the toolkit. It suggests that academic developers are interested in evaluating the impact of their work on teachers, students and on the wider institutional culture but that confidence and expertise varies. Using the toolkit generated ‘traditional’ evaluation data including satisfaction with the development activity and changes to lecturers’ conceptions and behaviours. However, it also prompted critical discussions around current evaluation practice. This included the need for transformational reform of institutional culture to support links between evaluation and good standing; and making explicit the thorny issue of evidencing student learning. This paper will be of interest to those with an interest or responsibility for evaluating teaching in higher education. The paper offers an important contribution to the international literature at a time when global higher education is faced with questions about teaching, learning and quality. Evaluation, and how to do it well, is timely and important business.     

Implementation integrity in peer tutoring of mathematics

A two-year randomised controlled trial of peer tutoring in mathematics using the Duolog Math technique was operated in 80 schools. The aim was to achieve adequate implementation quality with modest pre-intervention training for teachers, who received brief didactic training and no process feedback (but they were to train pupils using modelling, practice and feedback). Implementation integrity was observed in Year 1 in 29 randomly selected schools; in Year 2 in 30 randomly selected schools. In both years some observed variables of class-wide context and individual technique were high; however, some were lower. There were deficits in: teachers introducing the problem, suggesting ways to concretise the problem and holding plenary sessions. Crucially, there was very little summarising or generalising. Thus, implementation was partial in both years, but better in Year 2. The implications for future intensity of training are explored.     

Beginning teachers’ conceptions of competency: implications to educational policy and teacher education in Malaysia

When any innovations or measurement procedures are introduced into the education system to improve or judge the quality of its teaching force, beginning teachers often have to adapt to these new concepts of what constitute a high quality teaching. This article contends that these new concepts neither necessarily match beginning teachers’ own conceptions about their own competency nor has it given beginning teachers a chance to be heard. This study provides an opportunity for beginning teachers’ ‘voices’ to be heard through phenomenography which is an interpretive research approach to discover what beginning teachers in Malaysia conceive and understand as competence in relation to what they do every day as teachers. The main finding of this study is the key role played by beginning teachers’ conceptions of competency which has provided strong implications for educational policies and teacher education. The findings suggest that teachers need to be represented in any quality improvement measures. Careful attention should also be paid to the school systems and to teacher training programmes to support and encourage teachers in their professional growth as competent teachers.