The development of comparable European cultural statistics

UK cultural statistics are far from complete, so the development of comparable European cultural statistics sounds like an ambitious task and one for which clear objectives are needed. One spin‐off from comparing the statistical systems of different countries should be some improvement in national statistics, as best practice is examined and taken up by other countries. However, the essence of the on‐going programme of work described in this chapter is the search for a common statistical language, to be used whenever cross‐country comparisons are wanted or European totals are to be compiled.

Compiling cultural statistics for different countries on a comparable basis sounds like a contradiction: how can the cultures of one country be harmonised with those of another? The key is to identify why the comparison needs to be made. In this chapter, therefore, current developments in European cultural statistics are reviewed by first exploring the needs for pan‐European cultural statistics that flow from policy.

The chapter describes and reviews a European Union project to develop cultural statistics that reported at the end of 1999. The results of this project have been taken into the European statistical system. Hardly any statistical results have yet been published. The chapter questions how far this work will progress beyond the UNESCO framework for cultural statistics. One significant issue is that the UNESCO framework, compiled some 15 years ago, gave relatively little attention to the creative industries. These industries now feature more strongly in policy responses to the wider economic and social challenges facing European countries and the European Union. The new work on cultural statistics gives some recognition to the creative industries but it does not embrace the full extent of the creative industries as defined in the UK.     

An investigation of listening and listening‐while‐reading accommodations on reading comprehension levels and rates in students with emotional disorders

Researchers used alternating treatment designs to investigate the effects of listening‐while‐reading (LWR) and listening interventions on comprehension levels and rates in four middle school students with emotional disorders. During LWR, students were instructed to read passages silently along with experimenters. During the listening condition, we did not give students a printed copy of the passage but merely instructed them to listen as an experimenter read the passages aloud. The control condition consisted of students reading passages silently. After each condition, students answered 10 comprehension questions without referring back to the printed passage. Although neither intervention resulted in comprehension levels consistently superior to those of the silent reading control condition, LWR and listening resulted in higher rates of comprehension than the silent reading control condition across all four students. However, listening appeared to improve reading comprehension rates in only two students. These results suggest that LWR may be an efficient procedure for enhancing comprehension across content areas with groups of students who have heterogeneous reading skills. The discussion focuses on future applied research with students with disabilities. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 39–51, 2005.     

Engaging the wider academic community in a postgraduate certificate in academic practice: the issue of standards

This paper critically reflects on the challenges associated with academic standards in a postgraduate certificate in academic practice, which involved the wider academic community of the institution. It is underpinned by a socio-cultural constructivist view that suggests standards do not exist independently of assessors, but are co-constructed by participation in communities of practice through the process of making assessment judgements. Following an outline of the programme design, the discussion focuses on the uncertainties around standards arising from the fragility and fragmentation of a nascent community of practice comprised of a multiplicity of personal standards frameworks and disciplinary perspectives.     

Editorial

This study examined the benefits of all-girls adventure programmes from the perspective of adolescent girls. Participants included 361 girls aged 10–17 years from diverse ethnic and socio-economic backgrounds who completed a variety of adventure programmes. Adventure activities included rock climbing, sea kayaking, mountaineering, backpacking, canyoneering and mountain biking. The programme philosophies of each organization are rooted in a strength-based approach for programme planning and implementation which focus on supporting positive physical, social and emotional growth of girls. Using an open-ended survey and qualitative methods of coding, three themes emerged illustrating the benefits of these all-girls programmes from the girls' point of view: feelings of safety and comfort, increased connection to others, and freedom from stereotypes. The girls also considered how their experience may have differed if the setting had been co-educational (co-ed).