Using <Emphasis Type="Italic">I am Moving,I am Learning</Emphasis> to Increase Quality Instruction in Head Start Classrooms

Quality teacher-child interactions are characteristic of effective classrooms resulting in benefits for all children, but may be particularly important for children from low-income families. The purpose of this study was to explore the perception of Illinois Head Start teachers related to how I am Moving, I am Learning (IMIL) could improve the quality of their instruction as measured by the Classroom assessment scoring system (CLASS^®), an observation instrument used to assess the quality of teacher-child interactions across three broad domains and their supporting dimensions. While the study found that early childhood professionals perceive IMIL as a meaningful resource, additional research is needed to substantiate the preliminary findings as well as to guide training initiatives that would help Head Start professionals to make the connection between IMIL and the CLASS^®.     

An Ethical Exercise for the Social Studies Classroom: The Trolley Dilemma

The Trolley Problem as defined in this paper is a series, or continuation, of increasingly difficult ethical riddles successfully implemented in a classroom environment to spur complex, critical thinking and dialogue. The activity is designed upon the scenario of a runaway train with different and challenging choices, segueing neatly into group discussions of ethics while limiting potential disruptions or controversies. It fits nicely with multiple standards, goals and/or outcomes and can be accommodated to multiple grade levels and courses. It is a powerful, yet easily implemented classroom exercise for educators to develop higher order thinking and dialogue for their students.     

Getting in,getting on,going further: Exploring the role of employers in the degree apprentice to graduate transition

Transitions from education into work, or as part of career change and development, are increasingly central to policy debate and academic inquiry. However, the role that employers play in shaping transition is often overlooked. In this paper, we examine this issue through the experiences of a graduating cohort of ‘degree apprentices’. We present original analysis of new empirical data from what we believe to be the first substantive qualitative longitudinal research conducted with those experiencing this new vocational pathway in the English Apprenticeships system. Through analysis of repeat semi-structured interviews with 22 degree apprenticeship graduates (44 interviews in total), we provide early empirical insights into experiences of this new pathway and add to existing theoretical conceptualisations of transition within the educational literature and the employer's role within it. We show that the degree apprentice to graduate transition can be broken down into three key stages: ‘getting in’, ‘getting on’ and ‘going further’, and that employers—at both strategic and relational levels—shape experiences at each stage.     

Developing participation opportunities for young people with disabilities? Policy enactment and social inclusion in Australian junior sport

Abstract

Interventions aimed at increasing the participation of young people with disabilities in recreational sport have had mixed success. The authors draw on in-depth interviews with representatives from State Sporting Associations, local government officers and volunteers within community sports clubs in Victoria, Australia, to examine why some sports clubs are unable or unwilling to translate policy ambitions into practice. The findings indicate how by framing disability provision as ‘too difficult’, ‘not core business’ and antithetical to competitive success, community sports clubs are able to resist policy ambitions to modify existing structures and develop more inclusive practice. Greater priority needs to be given to transformational inclusion objectives and challenging ableism if clubs are to structurally progress the development of participation opportunities for young people with disabilities.     

Barriers to professional education of NSW correctional officers: A case of distance learning

This study aimed to determine whether NSW prison officers who attempt tertiary education are confronted with any unique cultural and contextual impediments during their studies and, if so, the effects of these impediments. Semi‐structured interviews were carried out, face‐to‐facc with 16 prison officers. The study also contrasts the experiences of commissioned and non‐commissioned correctional officers.

Three major thematic strands emerged from the data. The first clear theme involves the general barriers to learning encountered by prison officers engaged in tertiary studies. These barriers include time constraints and time management, family commitments and access to support mechanisms. The second major theme concerns the influence on the education process of the powerful occupational culture that has developed in the prison workplace. The third theme highlights the difficulties the occupation of prison officer presents for those individuals pursuing tertiary studies in the distance education mode. Geographically isolated work locations, a changing shift roster and high levels of job‐related stress all conspire against the success of prison officers as ‘distance learners’.     

2001年高校图书馆展望

本文从资金、馆舍/空间、馆藏及存取途径、人员四个主要方面思考了高校图书馆的前景;同时也研究了新技术与新载体的影响,认为变革对于2001年的高校图书馆来说,是一种必然的、有积极作用的力量。     

Work/training programs for international health science librarians in American medical school libraries

World understanding is more than a desirable goal today: it may be crucial to our survival. Many universities realize this and have in the past decade spent a great deal of time and money to ensure a steady flow of faculty and students between the U.S. and other countries. Librarians with faculty or academic status may benefit from promoting such relationships themselves. Job exchanges and training programs offer librarians in the United States the opportunity to become acquainted with their counterparts in other countries. Such programs enable librarians of various countries to become aware of one another's special needs and common problems, and allow them to share ideas and expertise. This paper presents an overview of international training programs for foreign librarians in the United States, focusing on programs for health sciences librarians in United States medical school libraries. Information is given on the availability and types of institutionally sponsored programs, as well as on MLA's Cunningham Fellowship Program. Some of the difficulties and the benefits of such programs are discussed.