THE WAY TO SUCCESS? ON THE HISTORY OF ACADEMIC CAREERS FOR WOMEN IN AUSTRIA

The article sketches the history of the education of women in Austrian universities, particularly the University of Vienna, and the attempts of some of the first female graduates to pursue academic careers. Middle class women, just like middle class men, considered education and possible academic careers as sure ways to social and economic emancipation. However, if the model worked for men, it worked less well for women who although admitted to university studies in increasing numbers found that their attempts to pursue academic careers were fraught with many obstacles. Despite numerous female success stories, the university did not turn out to be, for women, a route to emancipation and career fulfilment. Even today, if Austrian women are accepted and are achieving success in other areas, in industry and in public service, for instance, they are doing so in these endeavours far more easily and in greater numbers than in the universities.     

Teachers’ voices on integrating MCAG into Reading Assessment Tasks

The paper is an attempt to address, on behalf of the teacher of reading, some pedagogically significant aspects of metacognition. A study was designed to test the effect of using Metacognitive Awareness Guidance (MCAG) in reading assessment tasks given to nine year old pupils (fourth grade in Israel). MCAG addresses five basic habits of mind (HOM) through questions and activities. The rationale for applying it was influenced by Vygotsky’s notion of the “zone of proximal development”. After the study ended, each teacher whose class was part of the treatment group was interviewed. The purpose of the interviews was to gain the teachers’ perspectives, thoughts and opinions on applying MCAG to assessment tasks in reading; its role and effects on learner performance and outcomes; and its influence on their daily teaching and learning activities. Their reactions related to four aspects: the use of self‐talk, the use of metacognitive learning strategies, the written MCAG and integrating habits of mind into reading assessment tasks. The implications of the findings are discussed.