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.     

Influences on teacher education student attitudes toward youth who are HIV+

The expectations, attributions, and reactions toward children and youth who have contracted HIV/AIDS warrant close attention from parents, teachers, related service personnel, and others who will interact with these students in the schools. Those who are misinformed or unaware of their beliefs may inadvertently discriminate against children and youth with the disease. This study examined factors that influence judgments about children and youth with HIV/AIDS in a sample of teacher education students. Course of infection of HIV accounted for significant differences in the participants' judgments about responsibility and blame for contracting the disease and also fearfulness and attitudes reflecting isolation for these youth. Educational professionals should be aware of the many negative attributions placed on adolescents who are diagnosed as HIV⁺ and be prepared to act as facilitators when designing appropriate interventions to assist these students. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 211–219, 2004.     

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.     

Improving the participation and engagement of Aboriginal and Torres Strait Islander students in business education

Most Australian universities have among their goals to increase the number of Aboriginal and Torres Strait Islander students at their institutions. In the Australian higher education context, Aboriginal and Torres Strait Islander students are seriously under-represented, particularly in business education compared to other disciplines. An understanding of why a larger proportion of Aboriginal and Torres Strait Islander students do not choose to study a discipline that provides promising employment opportunities, is fundamental to improving the status quo. This paper reviews the literature to identify key barriers to Aboriginal and Torres Strait Islander students’ participation and engagement in business education. Apart from multiple general barriers to participation in higher education, factors specific to business as a profession and as an academic discipline are also considered. The paper then discusses a number of strategies Australian educational institutions could pursue when seeking to increase participation and engagement of Aboriginal and Torres Strait Islander students in business. Drawing on the review, the paper concludes with recommendations for higher education institutional policy to further improve Aboriginal and Torres Strait Islander student participation and engagement in business studies.     

ICT learning experience and research orientation as predictors of ICT skills and the ICT use of university students

Since our first studies of information and communications technology (ICT) skills and ICT use at universities in 2004, ICT and its use by students has changed greatly. In order to obtain a more detailed picture of ICT skills, we first construct a new instrument to measure the self-perception of ICT skills (49 items) and of ICT use (53 items) by students. This allows us to find some patterns for ICT skills and ICT use. In order to explain these patterns, two basic hypotheses are formulated. The first suggests that positive ICT learning experiences at home, in school, and with peers could contribute to mastering a higher level of ICT skills and more frequent use of ICT among bachelor’s students, a hypothesis that aligns with Dewey’s learning theory. The second hypothesis suggests that there is a similarity between the characteristics of information systems and scientific research, and that students who identify more with scientific research would be more likely to have greater ICT skills and a higher frequency of ICT use. Both hypotheses are tested among bachelor’s students, using some important contextual variables (gender, domain of study, ICT course in secondary school or at university, and education level of parents). It can be concluded that there is a relationship between the ICT learning experience and the research-oriented identity commitment of bachelor’s students on the one hand, and their command of ICT skills and the frequency of use of computers, ICT instruments, and ICT programs on the other.     

The design and development of the dragoon intelligent tutoring system for model construction: lessons learned

This paper describes Dragoon, a simple intelligent tutoring system which teaches the construction of models of dynamic systems. Modelling is one of seven practices dictated in two new sets of educational standards in the U.S.A., and Dragoon is one of the first systems for teaching model construction for dynamic systems. Dragoon can be classified as a step-based tutoring system that uses example-tracing, an explicit pedagogical policy and an open learner model. Dragoon can also be used for computer-supported collaborative learning, and provides tools for classroom orchestration. This paper describes the features, user interfaces, and architecture of Dragoon; compares and contrasts Dragoon with other intelligent tutoring systems; and presents a brief overview of formative and summative evaluations of Dragoon in both high school and college classes. Of four summative evaluations, three found that students who used Dragoon learned more about the target system than students who did equivalent work without Dragoon.     

“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 Networked University: The structure,culture, and policy of universities in a changing environment

Tertiary Education and Management - The universities in Europe are finding themselves in a turbulent environment. They are exposed to global and European developments. This article links changes in...