Reports on Books     

Alison Millett  David C. Johnson 《School Leadership & Management》2013,33(2):239-243

OfSTED's criteria for inspection are published and available to all. However, it is quite possible that there will be a mismatch between schools' interpretations of what OfSTED means by good practice in primary mathematics and those of the inspectors who come to inspect them. The research reported here focuses on the responses of a small set of primary schools to the inspection of their mathematics: their anticipation of issues, their expectations of what would be found and their views of how the inspection would contribute to the development of good practice. Inspectors' reports seemed frequently to match the expectations of the schools. Interpretations appeared to coincide, but in some cases there appeared to be mismatch and disagreement which raised questions about expertise or interpretations of both inspector and mathematics co-ordinator and might, in turn, affect the development of mathematics following inspection.  相似文献   

Mentoring in black and white: the intricacies of cross‐cultural mentoring     

Juanita Johnson‐Bailey Associate Professor 《Mentoring & Tutoring: Partnership in Learning》2013,21(1):7-21

Cross‐cultural mentoring relationships can be sites of struggle around the issues of race, class and gender. In addition, the mentor/protégé relationship offers micro‐cosmic insight into power relations within western society. The authors of this paper, a black woman associate professor and a white male professor, use the example of their mentoring relationship to illustrate six common issues facing academicians involved in these relationships: (1) trust between mentor and protégé; (2) acknowledged and unacknowledged racism; (3) visibility and risks pertinent to minority faculty; (4) power and paternalism; (5) benefits to mentor and protégé; and (6) the double‐edged sword of ‘otherness’ in the academy. Literature is used for review and critique of mentoring in the academy while offering personal examples to illustrate the complexity and success of a 13‐year mentoring relationship between a duo who began their association as teacher/student.  相似文献   

The Intergenerational Transmission of Inspiration: Reflections on the Origin of a Peer-Mentoring Project     

Elijah G. Ward 《Mentoring & Tutoring: Partnership in Learning》2013,21(1):99-113

The author gives a personal account of his relationship with his graduate mentor, Allan Schnaiberg. He also describes a mentoring project that he created with a colleague. The mentoring project emerges as both a vehicle for and a window onto the intergenerational transmission of the mentoring disposition of Schnaiberg. It stands as but one of many branches of the expanding influence of Schnaiberg’s life as a scholar, professor, graduate mentor and man. The importance of holistic mentoring is explored, with particular attention to the critical value of its central, affective dimension. Mentoring is particularly important today for non-traditional students, who have a heightened need to feel that they belong in the academic setting. It is suggested that mentoring serves as the guidance function associated with the process by which any being goes through the challenging transition from one cycle, or level of experience, to the next.  相似文献   

Improving Reading Comprehension through Holistic Intervening and Tutoring During After-School with High Risk Minority Elementary School Students     

Kaprea F. Johnson  Abha Gupta  Hana Rosen  Howard Rosen 《Mentoring & Tutoring: Partnership in Learning》2013,21(4):431-443

The current study took a quasi-experimental approach investigating the effect of a holistic after-school intervention, on reading comprehension measured by the Gray Oral Reading Test (GORT)-4 on at-risk students in Grade 2 through Grade 5. Analysis of Variance was used to investigate the relationship between pre- and post-intervention scores. The study showed encouraging results. The 91 student participants showed gains in their GORT-4 total scores after the intervention. Results of after-school tutoring lend support to the use of peer-tutoring in afterschool in the elementary schools. Due to the exploratory nature of the study in a single school, there are constraints on generalizability and utility of findings to other schools across the board.  相似文献   

The construction of a questionnaire to evaluate the science orientedness of students' identities as learners from a cognitive perspective     

Ruurd Taconis  Lesley G.M. de Putter-Smits  Steven Henry  Perry J. den Brok  Douwe Beijaard 《Educational Research and Evaluation》2013,19(4):383-400

Forming a science-oriented identity is considered a process underlying both interest and achievement in science education. A questionnaire is developed for describing “identities as learners” and evaluating their science orientedness. The instrument (k = 65) focuses on cognitive aspects. An internal coherence of .88 was found. Five subscales were defined that proved interrelated yet distinguishable. A pilot amongst 40 students from Dutch general secondary education showed that preferring science over non-science subjects and relatively high grades for sciences subjects were strongly correlated to science orientedness of the learner identity (r_s  = .65; p < .001). The results support the reliability and validity of the questionnaire but also point to the importance of identity as a central concept in studying science education. It is concluded that we made a promising step in constructing an instrument for monitoring the development of cognitive aspects of science-oriented identities during (innovative) science education.  相似文献   

An investigation of student teachers' study strategies with respect to certain variables     

Gürcü Erdamar 《Educational Research and Evaluation》2013,19(2):69-83

This study aimed to determine the study strategies of student teachers attending vocational education faculties and whether these habits are affected by certain variables (department, year of study, positive perception of university and lecturer, time spent studying). The study sample consisted of a total of 746 student teachers from 5 departments, 380 of whom were freshman students and 366 of whom were senior students. The results revealed that student teachers' study strategies were at a moderate level. Additionally, it was observed that study strategies scores were higher for freshman students than for senior students, for students with a positive perception of university than for those with a negative perception, and for students who studied more than 5 hr weekly than for those who studied 3 hr or less.  相似文献   

Extended essay marking on screen: is examiner marking accuracy influenced by marking mode?     

Martin Johnson  Rebecca Hopkin  Hannah Shiell  John F. Bell 《Educational Research and Evaluation》2013,19(2):107-124

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How small-scale cattle keepers manage agricultural information in a village in Mauritius: the value of OPI for extension programming     

G. Naidoo  M.J. Rolls 《The Journal of Agricultural Education and Extension》2013,19(3):151-156

Abstract

An OPI approach (Naidoo and Rolls, 2000) was used to understand how small-scale cattle keepers in a village in Mauritius managed information content. Grounded theory emerged from the study to show that management of information is basically an interaction between working knowledge and information from sources influenced by personal characteristics. The cattle keepers manage information through nine structures of information at the cognitive level. The OPI method has implications for future extension work.  相似文献   

Assessment of Adoption Gaps in Management of Aflatoxin Contamination of Groundnut (Arachis Hypogaea L.)     

G.D.S. Kumar  M.N. Popat 《The Journal of Agricultural Education and Extension》2013,19(3):309-319

Abstract

One of the major impediments for diversification of groundnut (Arachis Hypogaea L.) as food crop is aflatoxin contamination. The study was conducted with an objective to assess the adoption gaps in aflatoxin management practices of groundnut (AMPG) and the farmer's characteristics influencing these gaps. The study used an expost-facto research design and multi-stage random sampling. The data were collected from 180 respondents through interview schedule. For measuring adoption gap, knowledge of AMPG and perception of groundnut quality suitable scales were developed. The data were subjected to multiple regression analysis to know the characteristics, which influenced the adoption gaps in AMPG. The majority of farmers were in high adoption gap category, as most of the farmers had not adopted the harvest and post-harvest management practices. Farmers' characteristics such as knowledge, market orientation and innovativeness influenced the adoption gap significantly. These three variables put together explained 58% of variation in adoption gap. Based on the results, it is suggested to formulate strategies to increase the knowledge of farmers through various extension approaches. If the knowledge on AMPG is improved the adoption gaps can be reduced. The maiden research effort, shed light on the socio-economic dimensions of aflatoxin contamination and constraints for aflatoxin management at farmers' level. The study has significance for the policy makers, extension departments and groundnut farmers for production of quality groundnut.  相似文献   

Conceptual framework for structuring future agricultural colleges and universities in industrial countries     

G. Lieblein  C. Francis 《The Journal of Agricultural Education and Extension》2013,19(4):213-222

Abstract

Agricultural colleges and universities in industrial countries are faced with declining numbers of students and the need to carefully evaluate alternative structures and functions to meet the challenges of a sustainable food supply. Current education and research are compartmentalized into classical departments and disciplines that often ignore the complex realities of natural, agricultural, and other human-designed systems. Communication with the agricultural industry likewise is confined to answers to specific questions that are perceived to be within the domain of specialized research and expertise. There is relative isolation from the natural resource environment and the urban society context. We propose two models for greater integration of learning activities among departments as well as moving more research and education into the field and food system. These alternative strategies broaden the concept of ‘faculty’ to include educators from farming, business, government, and non-profit groups, and promote team research and education within the context of the natural environment and with urban society. This type of action research and action learning can provide answers to immediate questions as well as contribute to a long-term, sustainable, locally-based food system through students who are prepared to deal with complex issues in the future.  相似文献