bluuebunny/crossref_metadata_2025 huggingface dataset:
Globalization and Women in Southeast Asian Higher Education Management
Authors: Luke Carmen
Published: March 2003

This paper draws on data from a group case study of women in higher education management in Hong Kong, Singapore, Malaysia, and Thailand. I investigate culture-specific dimensions of what the Western literature has conceptualized as “glass ceiling” impediments to women's career advancement in higher education. I frame my argument within recent debates about globalization and “glocalization” to show how the push–pull and disjunctive dynamics of globalization are experienced in local sites by social actors who traverse global flows and yet remain tethered to local discourses, values, and practices. All of the women in this study were trained in Western universities and are fluent English speakers, world-class experts in their fields, well versed with equity discourses, and globally connected on international nongovernment organization (NGO) and academic circuits. They are indeed global cosmopolitans. And yet their testimonies indicate that so-called Asian values and religious-cultural ideologies demand the enactment of a specific construct of Asian femininity that militates against meritocratic equality and academic career aspirations to senior management levels. Despite the global nature of the university and increasing global flows of academics, students, and knowledge, the politics of academic glass ceilings are not universal but always locally inflected with cultural values and norms. As such, the politics of disadvantage for women in higher education require local and situated analyses in the context of global patterns of the educational status of women and the changing nature of higher education.
The Hunt for Disability: The New Eugenics and the Normalization of School Children1
Authors: Baker Bernadette
Published: March 2003

This paper is an attempt to reconsider issues of sameness, difference, equality, and democracy in present public school systems. It focuses on the question of (dis)ability and the implications of rethinking (dis)ability as an ontological issue before its inscription as an educational one concerning the politics of inclusion. The everyday dividing, sorting, and classifying practices of schooling are reconsidered through an analysis of old and new discourses of eugenics as “quality control” of national populations. The paper suggests that in the transmogrification of old to new eugenic discourses, disability becomes reinscribed as an outlaw ontology reinvesting eugenic discourse in a new language that maintains an ableist normativity. The paper concludes by considering the very difficult question of trying to imagine alternatives to sending the posse out in schools.
Muffled by the Din: The Competitive Noneffects of the Cleveland Voucher Program
Authors: Hess Frederick M. , Mcguinn Patrick J.
Published: March 2003

School choice proponents have hypothesized that market-based education reform will compel traditional public schools to become more effective. We explore this hypothesis by examining how the introduction of the Cleveland voucher experiment in 1995 affected the administration and leadership of the city's public schools. As of the summer of 2001, the program had produced virtually no visible effects. The voucher program has been relatively unthreatening during this time period because of its small size, its uncertain legal prospects, and certain institutional features—some of which are unique to Cleveland and others that characterize most urban school systems. We conclude that choice-based reform may not spur improvement in urban school systems, at least in the short term or when the programs are heavily restricted. The central lesson of the Cleveland case, however, is not that competition cannot cause urban school systems to change; it is that the timing and degree of such changes will be largely a product of the particular educational, political, and organizational context as well as the design of choice programs themselves.
Reform of and by the System: A Case Study of a State's Effort at Curricular and Systemic Reform
Authors: Cusick Philip A. , Borman Jennifer
Published: March 2003

The article tells the story of Michigan's effort to create a language arts curriculum. Our story is embedded in an attempt by the governor, legislature, Department of Education, and (sometimes) the State Board of Education at state systemic reform. The focus of the article is that part of the overall effort that was directed toward the language arts curriculum. Although funded by the U.S. Department of Education (USDE) and initiated by the state, the language arts work was undertaken by a loosely connected but long-associated set of language arts professionals who, although suspicious of the state's motives and authority, cared a great deal about what they called best practice in language arts and embraced the state initiative to push their views. Working from Parsons's (1949) conception of a system as “a network of collectivities, side by side, overlapping, and larger-smaller” (p. 101), we describe the overlapping of this group with the state and with other collectivities that emerged as the effort went along. Finally, we argue that although the state's educational system remains loosely linked, democratic, contentious, and noisy, this language arts effort heightened the mutual awareness and interdependence of the system's separate parts and so served the purposes of systemic reform.
Assessment as Inquiry
Authors: Delandshere Ginette
Published: March 2003

For more than 10 years now, arguments have been constructed regarding the need for new forms of educational assessment, and for a paradigm shift with a focus on supporting learning rather than on sorting and selecting students. The call for change in assessment follows an almost unanimous recognition of the limitations of current measurement theory and practice. The conceptions of learning represented by theories of learning and cognition appear strikingly different from those implied in current educational assessment and measurement practices. Indeed, most educational measurement specialists are still working from century-old understandings and behaviorist perspectives. Although the call for change is clear, the proposals and recommendations being put forward have limitations of their own and are unlikely to yield the kinds of fundamental changes envisioned by researchers. These limitations lie either in the focus of the work, in the lack of a clear articulation of the theories and concepts, in the nature of the assumptions made about learning (many of which remain implicit and unchanged), in the exclusion of certain conceptions of learning, or in some combination of these problems. This article explores the possibility of using inquiry as a way to understand, and hence to assess, learning. After an initial review of the assessment literature in which the need for change has been asserted and analysis of the theoretical and epistemological foundations that seem to undergird these writings, the focus shifts to the meaning of learning, knowing, and teaching implied in this literature and to the limitations of its recommendations. Later sections consider notions of learning that seem to be excluded from current assessment practices and begin to uncover similarities between learning, knowing, and inquiring that could make inquiry an appropriate metaphor for what we currently know as educational assessment. Finally, there is discussion of important issues that would need to be considered in an inquiry framework for assessment.
The Ambiguity of Test Preparation: A Multimethod Analysis in One State
Authors: Firestone William A. , Monfils Lora , Camilli Gregory , Schorr Roberta Y. , Hicks Jennifer E. , Mayrowetz David
Published: March 2003

We studied test preparation activity among fourth-grade math and science teachers in New Jersey, using a survey of almost 300 teachers and observations of and interviews with almost 60. New Jersey uses a mix of open-ended and multiple-choice tests; links few stakes to test results, except for publication of scores; and offers limited professional development to teachers. New Jersey teachers are adopting specific techniques associated with more inquiry-oriented instruction, but their basic approach does not appear to be changing. Teachers do teach the content on the test with a new wrinkle. When more students are passing a test in one subject area than in another, emphasis shifts to the area with low scores. We found more direct instruction in lower socioeconomic districts but not less inquiry-oriented instruction. Finally, principal support has more influence on the test preparation strategies teachers use than does pressure to comply.
“Passing Through” a Western-Democratic Teacher Education: The Case of Israeli Arab Teachers
Authors: Eilam Billie
Published: March 2003

The Israeli educational milieu contains two different cultures with separate educational systems: the Arab culture, distinguished by its traditional and collectivist orientation despite undergoing a process of modernization, and the Jewish Western-democratic, individualistic culture. This study describes a unique multiculturalistic phenomenon whereby Arab students, who have been educated in the context of the Arab family and school culture, “pass through” a Western-oriented teacher education program and then return to teach in their own culture. The study traces the development of awareness regarding the impact of cultural factors on education among several groups: Arab (and some Jewish) teacher trainees prior to, during, and after their university training; experienced Arab teachers working in the field; and Arab experts in education. The study focuses on the Arab teacher trainees’ ability to make sense of the knowledge presented in the training program, in light of their own prior knowledge and beliefs as well as other difficulties related to studying in a foreign language and unfamiliar style. Changes in the Arab teacher trainees’ beliefs and attitudes are traced as they construct bodies of knowledge along the path toward becoming teachers, and their notions of how the newly acquired knowledge can be applied in the Arab community are also investigated.
Knowledge Management for School Leaders: An Ecological Framework for Thinking Schools
Authors: Petrides Lisa A. , Guiney Susan Zahra
Published: March 2003

Although there has been a great deal of recognition in the business world that information and knowledge management can be vital tools in organizations, it is only recently that educational administrators and teachers have begun to look at how they might use information systems to assist in creating effective learning environments. In the business research environment, the evolution from data to information and from information to knowledge plays a leading role in shaping how organizations develop strategies and plans for the future. Using examples from schools, this paper illustrates how knowledge management can enable schools to examine the plethora of data they collect and how an ecological framework can be used to transform these data into meaningful information.
Theorizing Feminist Transformation in Higher Education
Authors: Safarik Lynn
Published: March 2003

Over the past several decades, academic feminisms, like other emancipatory knowledges (Bensimon, 1994) that have gained legitimacy in the academy have contributed to a transformation on American campuses that is challenging traditional norms, values, and assumptions across the disciplines in an effort to build communities centered on differences. As a new paradigm for inquiry, feminist scholarship has addressed the relationship between knowledge and its social uses and how patriarchal values have shaped the content and structure of knowledge. Through an in-depth exploration of nine feminists’ worldviews and approaches to teaching and research, this study examined the meaning of transformation for diverse feminists in the setting of a large, urban research institution. Three types of feminism were identified: liberal, critical, and dialogic. Beyond providing rich descriptions of how these different feminists enact a feminist culture, insights about the process of institutional transformation are revealed. The transformative role of internal differentiation and the dialogic process in this feminist community and the significance of an emerging dialogic, feminist discourse have important theoretical implications for understanding how the transformation of an institution is sustained over time.
Changing Literacy
Authors: Brandt Deborah
Published: March 2003

Current discussions about literacy often focus on how economic changes are raising expectations for literacy achievement. The emergence of a so-called knowledge economy or learning economy requires more people to do more things with print. Less attention has been given, however, to how the pressure to produce more literacy affects the contexts in which literacy learning takes place. This article looks at the literacy learning experience of an autoworker turned union representative, a blind computer programmer, two bilingual autodidacts, and a former southern sharecropper raising children in a high-tech university town. It uses the concept of the literacy sponsor to explore their access to learning and their responses to economic and technological change. Their experiences point to some directions for incorporating economic history into thinking about cultural diversity and for using resources in school to address economic turbulence and inequality beyond the school.
Bar and Pie Charts: Ideas for the Classroom
Authors: Perks Pat , Prestage Stephanie
Published: March 2003

This article gives some ideas for the creation ofbar charts and pie charts, focusing onrepresentations of frequencies and proportions.
Gilberts Sine Distribution
Authors: Edwards A.W.F.
Published: March 2003

The sine distribution introduced by the astronomer G.K. Gilbert in 1892 is revived as an interesting example of an elementary continuous distribution suitable for teaching purposes.
Lewis Carroll’s Obtuse Problem
Authors: Falk Ruma , Samuel‐Cahn Ester
Published: March 2003

Carroll’s apparently impeccable solution to one of his probability problems is shown to answer another problem that is based on reasonable assumptions. His original assumptions, however, are self contradictory, hence entailing paradoxical results.
Musical Means: Using Songs in Teaching Statistics
Authors: Lesser Lawrence M.
Published: March 2003

Songs offer fresh motivations for probability and statistics.
Children’s (in)dependent mobility and parents’ chauffeuring in the town and the countryside
Authors: Tillberg Mattsson Karen
Published: March 2003

The rural environment is generally regarded as offering better possibilities for children’s unsupervised play and independent mobility than urban areas do. This paper raises the question to what extent rural children’s leisure time is actually less institutionalised and more directed to the local neighbourhood than that of children living in towns. Empirical evidence from a travel diary and an interview study in a Swedish middle–sized town and adjacent rural area shows that rural children are engaged in urban–based activities to the same extent as are urban children, and that they enjoy less daily independent mobility than children living in towns. The paper further highlights the time–space adaptation on the part of parents to their children’s leisure activities and the related chauffeuring.
A User‐Oriented Perspective of Error‐sensitive GIS Development
Authors: Duckham Matt
Published: March 2003

The current lack of error‐sensitive functionality found in commercial GIS is at odds with the research focus error‐sensitive GIS development has enjoyed over recent years. In an attempt to address this undesirable situation, this paper explores the development of error handling capabilities within GIS from the perspective of GIS users. Increasingly, GIS users need to fulfil a variety of different roles, from database designers and data capture personnel through to decision makers, each of which may require an awareness of data quality issues. The user‐oriented approach taken here contrasts with the predominately developer‐oriented perspective in the literature. The paper concludes that from a user’s perspective it is possible to identify a number of simple reformulations of current research that would help bring about the desired increase in availability and use of error‐sensitive functionality within commercial GIS technology and applications.
A Framework for Modeling Uncertainty in Spatial Databases
Authors: Morris A
Published: March 2003

Geographic Information Systems and spatial databases are inherently suited for fuzziness, because of the uncertainty inherent in the assimilation, storage, and representation of spatial data. These objects may also have naturally occurring imprecise boundaries. It is difficult to store and represent these objects while continuing to demonstrate the uncertainty inherent in the objects. This paper describes a fuzzy object–oriented framework to model spatial objects with either precise or uncertain boundaries that will also provide for fuzzy querying of these objects. A prototype system, FOOSBALL, which implements this framework is also discussed.
Implementing the Uruguay Round Agreements: Problems for Developing Countries
Authors: Finger J. Michael
Published: March 2003

Unilateral removal of trade restrictions is good economics, but it is often bad domestic politics. GATT negotiations for 50 years provided a mechanism to overcome this political incorrectness. The Uruguay Round carried multilateral negotiations into many ‘new areas’ with more complex economics – areas of regulation that establish the basic business environment in the domestic economy, e.g., technical, sanitary and phytosanitary standards; intellectual property law. Doing these things is costly and you can get it wrong – the economic correctness is not so simple as the economic correctness of removing trade restrictions. Making economic sense in these areas requires cost‐benefit analysis, experimentation, projects tailored to specific problems. Some developing countries would benefit from reforms in the new areas, but the Uruguay Round requirements do not identify the problems that exist in developing countries and they consequently demand establishment of institutions and regulations that will impose higher costs than benefits on the countries that implement them. Implementation issues are development issues, not trade issues. The procedures of the World Bank are suited to taking on such matters, those of the WTO are not.
English as Tyrannosaurus rex
Authors: Swales John M.
Published: March 2003

The increasing domination of English as the world’s leading medium of international professional communication has begun to impact English for Academic Purposes programs. Specifically, questions arise as to whether English is becoming too successful. This paper reviews several of the resulting ideological challenges to EAP. Although not all of these challenges are accepted as well‐founded, the paper argues that resistance to the ‘triumphalism’ of English is also a responsibility of EAP teachers. This resistance can be encouraged by further research into the academic registers of languages other than English, by support for local‐language scholarly publications, and by using the current controversies as consciousness‐raising exercises in EAP classes for international graduate students.
Theory and Practice in the Discourse of Language Planning
Authors: De Beaugrande Robert
Published: March 2003

In our ‘modern’ societies, language planning confronts a situation wherein human rights have become inclusive in theory but remain exclusive in practice, often deploying languages or language varieties as pretexts for exclusion. Language planning should promote a dialectic between inclusive theories and inclusive practices within its own projects and within its own discourse, and should deconstruct exclusive ones. This precept is demonstrated with discourse samples, including ones concerning ‘International English’ and ‘World Englishes’.
Codified Korean English: Process, Characteristics and Consequence
Authors: Shim Rosa Jinyoung
Published: March 2003

As an EFL country, Korea has been considered a member of the Expanding Circle of English speech fellowships where English education is centered around an exonormative and norm‐dependent variety of English. However, through more than 100 years of consistent English education and testing, virtually all educated Koreans now share a common set of English grammar rules and expressions that may best be referred to as a ‘codified variety of Korean English.’ Thus in spite of the popular belief that Koreans learn American English, a substantial portion of what is learned and tested in schools is different from American English and this codified variety of Korean English now serves as the endonormative standard for English education in Korea. This paper discusses the process, characteristics and the consequence of this codified variety of Korean English.
The sociolinguistics of Hong Kong and the space for Hong Kong English
Authors: Bolton Kingsley
Published: March 2003

While Asian Englishes such as Indian English, Malaysian English, Philippine English, and Singapore English have gained wide acceptance in the past two decades, relatively little notice has been taken of ‘Hong Kong English’. This paper surveys the sociolinguistic background to the recognition of Hong Kong English, and considers the arguments in favour of a ‘paradigm shift’ in approaches to this issue. The paper begins by reviewing the history of English in Hong Kong and language planning and language policies in the late colonial period. It then goes on to discuss the ideological background to English in Hong Kong, noting the persistence of the ‘monolingual myth’ and the ‘invisibility myth’ in a number of recent sociolinguistic discourses. In the later sections of the paper, the case is made not only for a recognition of Hong Kong English in terms of distinctive linguistic features at the levels of accent and vocabulary, but also with reference to the creativity of the variety, in literary as well as less formal contexts. Ultimately, it is suggested, the notion of a distinct variety rests not only on the recognition of features of language, but also on the acceptance of a new space, or spaces, for the discourses of Hong Kong English.
Chinese pragmatic norms and ‘China English’
Authors: Kirkpatrick Andy , Zhichang Xu
Published: March 2003

In this paper we shall first consider a selection of discourse and rhetorical norms of Modern Standard Chinese and then contrast them with a comparable selection of discourse and rhetorical norms of an ‘inner circle’ variety of English. As the transfer of discourse and rhetorical norms from a first to a second language commonly occurs, we predict that a Chinese variety of English is characterised by a number of discourse and rhetorical norms derived from Chinese. We argue that the presence of these L1 discourse and rhetorical norms should not be seen as ‘deviations’ from Anglo norms, but that, as Chinese speakers are more likely to use the language with other English speakers in the East Asian region rather than with speakers of inner circle varieties of English, the Chinese variety of English is actually a more culturally appropriate model of English than any superimposed ‘Anglo’ norm. Our discussion also considers the importance in China traditionally attached to ‘models’ and ‘standards’ and speculates on the extent to which educators and officials in China are likely to accept a Chinese variety of English as a model for the classroom.
Pornographies
Authors: Green L.
Published: March 2003

To be radical about pornography used to mean that one favored less censorship; now it often means that one favors more. That political change reflects a shift in the dominant paradigm of pornography and its putative evils. Until quite recently, most people who believed pornography wrong thought that it offended against decency and propriety and was therefore obscene. That was certainly the view of the law. English judges first created the crime of obscene libel in 1727 on the basis that such expression tended to corrupt the morals of the King's subjects, a thought that inspired most subsequent legislation in the common‐law world. Sometimes the underlying concern really was paternalistic: pornography degrades and corrupts its producers and consumers; the law forces them to become better people. More often, however, it was just moralism of the familiar sorts: the view that a majority of a community is entitled to enforce its moral views on the rest, either because that is democratic or because that is just what it means to be a community. The obscenity paradigm thus had two features. First, it was illiberal: it ranked personal autonomy below realizing the good, enforcing the majority will, or embodying communitarian values. Second, it was gender neutral: to understand the nature of pornography did not require theorizing relations between men and women. On the obscenity paradigm, pornography was a matter of virtue versus vice, majorities versus minorities.
Epistemological Restraint—Revisited
Authors: Price Terry L.
Published: March 2003

THOMAS NAGEL has argued that ‘true liberalism’ excludes appeals to conceptions of the good in political argument. According to Nagel, liberalism's impartiality is grounded not in skepticism but, rather, in its commitment to ‘epistemological restraint.’ As he puts it, ‘We accept a kind of epistemological division between the private and the public domains: in certain contexts I am constrained to consider my beliefs merely as beliefs rather than as truths, however convinced I may be that they are true, and that I know it.’ Nagel's notion of epistemological restraint has been roundly criticized by perfectionist liberals and advocates of liberal neutrality alike. In fact, even Nagel has come to reject the epistemological argument—in part, because of the epistemological asymmetry that it presupposes. In this paper, I offer an answer to Nagel's critics, one that makes the notion of epistemological asymmetry coherent. In so doing, I show how to defend liberal neutrality without embracing skepticism. I structure the paper in the following way: Section II lays out the critique of epistemological restraint; Section III defends the coherence of this notion; and Section IV considers an objection to the analysis developed in Section III.
Population Principles with Number‐Dependent Critical Levels
Authors: Blackorby Charles , Bossert Walter , Donaldson David
Published: March 2003

Many decisions regarding the choice of public policies affect the size and composition of the population. In order to choose rationally in those situations, therefore, normative criteria must be capable of comparing states of affairs with different populations. This paper introduces a new class of population principles (variable‐population social orderings) and compares its members to several earlier suggestions. A characterization of the new principles is provided, and their properties—including their recommendations in choice problems—are examined.
Reproduction Rates in Multiregion Modeling Systems for HIV/AIDS
Authors: Thomas Richard
Published: March 2003

The persistence of HIV/AIDS has seen a revival of academic interest in the development of modeling systems to assist understanding the population dynamics of this infection. Moreover, it has become increasingly recognized that a key component of these systems for interpreting disease prevention is their reproduction rate, which provides an indication of whether an epidemic might start in a community described by a particular set of epidemiological characteristics. The properties of these rates have been explored in detail for models of a single risk behavior but not for multiregion formats that allow for the transfer of infection between geographical units. Therefore, in this paper I derive reproduction rates for a multiregion HIV/AIDS model together with their associated critical thresholds that estimate the minimum population of susceptibles necessary for an epidemic to begin. These statistics are interpreted for a simplified global setting representing regional variations in the potential onset of HIV/AIDS. In the discussion I examine the potential applicability of these results to understanding HIV/AIDS prevention.
Interfacility Interaction in Models of Hub and Spoke Networks
Authors: O’Kelly Morton E. , Bryan Deborah
Published: March 2003

Providers of transportation services may reduce their average unit costs by bundling flows and channeling them between hubs (also known as concentrators or routers). The resulting facility locations are interdependent because of the flows between them. This paper analyzes mathematical models of hub systems in an effort to enhance understanding of the optimal location of interactive facilities. The paper examines the behavior of solutions to several alternative models that require the location of a hub at either of two similar locations. A model employing a concave cost function favors the assembly of flows, penalizes fractional facility locations, and produces local minima that have integer facilities.
Net Multipliers Avoid Exaggerating Impacts: With A Bi–Regional Illustration for the Dutch Transportation Sector
Authors: Oosterhaven Jan , Stelder Dirk
Published: March 2003

Industries often promote their interests by arguing that they have a big impact on the rest of the economy. This poses the question of how to measure the importance of an activity. To answer this, the literature often uses (regional) input–output analysis. This paper critically reviews the traditional use of multipliers in such cases. To avoid double–counting impacts and to solve related conceptual problems, the net multiplier concept is introduced. This net multiplier is illustrated empirically for the Dutch transport sector using a Type II biregional input–output model for the Netherlands.
Passion and Reason: Aristotelian Strategies in Kierkegaard’s Ethics
Authors: Lillegard Norman
Published: March 2003

Both Aristotle and Kierkegaard show that virtues result, in part, from training which produces distinctive patterns of salience. The “frame problem” in AI shows that rationality requires salience. Salience is a function of cares and desires (passions) and thus governs choice in much the way Aristotle supposes when he describes choice as deliberative desire. Since rationality requires salience it follows that rationality requires passion. Thus Kierkegaard is no more an irrationalist in ethics than is Aristotle, though he continues to be charged with irrationalism. The compatibility of an Aristotelian reading of Kierkegaard with the “suspension of the ethical” and general problems with aretaic ethical theories are treated briefly. The author argues that it is possible to preserve a realist ethics in the face of the “tradition relativism” which threatens the version of virtue ethics here attributed to Kierkegaard.
Reinhold Niebuhr's Paradox: Groundwork for Social Responsibility
Authors: Malotky Daniel James
Published: March 2003

This paper is an examination of Reinhold Niebuhr's embrace of the paradoxical in relation to his conception of the self. While it explores the theoretical and practical difficulties entailed in Niebuhr's account, it also seeks to defend his position, suggesting that in the light of Niebuhr's negative apologetic, the paradoxical self represents the only intelligible means of self–understanding available. Though Niebuhr never develops this epistemological ground, it may provide a way of avoiding the moral consequentialism to which Niebuhr appears to be resigned. The resulting framework points toward moral pragmatism, retaining its orientation and relevance in the midst of deliberations concerning means and ends.
The Church of England and the First Vatican Council
Authors: Fitzsimons Robert
Published: March 2003

In 1870 the First Vatican Council defined the dogmas of papal supremacy and infallibility. It has been claimed that in England this development was “greeted with virtual silence” until the publication of W. E. Gladstone's The Vatican Decrees in Their Bearing on Civil Allegiance in 1874. This article fills a gap in the historiography by showing that, in the years preceding the appearance of Gladstone's pamphlet, leaders of the Church of England elaborated a substantial case in opposition to the decrees, and that there were Anglican initiatives to promote international opposition to them.
Ordained Ministry in Maori Christianity, 1853–1900
Authors: Lange Raeburn
Published: March 2003

From 1853 an ordained clergy emerged in the Protestant (but not the Catholic) churches founded by missionary organisations in New Zealand in the first half of the nineteenth century. Ordained indigenous ministers succeeded and largely superseded an earlier large force of lay “teachers.” Although the Maori churches might in other circumstances have been seen as progressing towards self–reliance and autonomy, the colonial context of the second half of the nineteenth century confined them and their clergy to a restricted place in the ecclesiastical life of New Zealand. The transition from “teachers” to “ministers” in the Church Missionary Society (Anglican) and Wesleyan missions is examined, and a study is made of the place of indigenous ministers in the Maori Anglican and Wesleyan churches, the Mormon church, and the Maori religious movements such as Ringatu.
Strategies for professional reading in L1 and L2
Authors: Taillefer Gail , Pugh Tony
Published: March 2003

Reading strategies of future professionals, both in native language (L1) and in one or more foreign languages (L2), have been little explored. Findings from research concerning the transfer of L1 reading strategies to the L2 context are contradictory. Our hypothesis is that relative performance in L1 and L2 reading is associated with two key variables involved in successful L2 reading comprehension: L1 reading proficiency and L2 language competency, the latter being the stronger predictor.

39 students were divided into three groups by strength or weakness on each independent variable. Their reading strategies, explored by questionnaire, were compared within and between groups, both in L1 and L2, and were correlated to text recall comprehension scores. Readers strong on both key variables were equally effective in both languages. Strong L1 readers weak in L2 were poor L2 readers but fared better than readers weak on both variables. General reading strategies differentiated efficient readers from poor ones both in L1 and L2, but specific problem‐solving strategies were the main obstacle in L2. Comprehending – the process, or strategic approach employed – correlated very strongly with comprehension – the product, or score – in L2 and fairly strongly in L1. Pedagogical implications suggest individualised reading training in the light of relative difficulties.
Baseline assessment results at age 4: associations with pupil background factors
Authors: Strand Steve
Published: March 2003

Wandsworth Local Education Authority first introduced baseline assessment for all 4‐year‐olds entering primary school reception classes in Autumn 1992. Assessment of early literacy skills forms a central part of this, and methods include both structured teacher observation and a standardised assessment (the LARR Test of Emergent Literacy). This paper reports the baseline results for over 11,000 children who were assessed between 1993 and 1997. Results indicate significant variations in baseline attainment associated with pupils’ age, sex, length of nursery education, economic disadvantage, ethnic group and home language. The results also reveal complex interactions between these factors which are important for a full understanding of pupils’ attainment at this early age. At the school level, baseline results varied widely across schools with similar proportions of pupils entitled to free school meals and English as an additional language. This result urges caution in the interpretation of the benchmark data published by the Qualifications and Curriculum Authority (QCA, 1998). Data on pupils’ progress from baseline to the end of Key Stage 1 are summarised and the implications discussed.
The Queensland Year 2 Diagnostic Net: a critical commentary
Authors: Van Kraayenoord Christina , Luke Allan , Elkins John , Land Ray
Published: March 2003

In 1995 the Queensland state school system moved towards early assessment of children’s progress in reading and writing in the second year of schooling, when children are from 7 to 7?? years old. This paper describes the international, Australian and Queensland contexts for the development of the Year 2 Diagnostic Net. Based on a commissioned critical review of the Net materials (Luke, Land, Elkins and van Kraayenoord, 1997), we then raise a number of crucial theoretical and operational issues about its use in schools for formative assessment and reporting of student performance in early literacy. The paper offers a critical commentary on the Net in terms of its: views of learners and literacy learning; assumptions about assessment; relationships with the current Queensland Syllabus in English; validity and moderation practices; its consequences for ‘at‐risk’ student populations; and the systemic uses and potential abuses of the data.
The effect of Braille orthography on blind children’s phonological awareness
Authors: Dodd Barbara , Conn Lucy
Published: March 2003

Little is known about the phonological awareness and literacy skills of children who are blind. Fifteen 7–12 year old blind children were assessed on standardised measures of intelligence, spelling and reading. They performed poorer when reading than their chronological age would predict. Their phonological awareness skills were compared with a sighted group matched for chronological age (CA). The blind children performed poorer than the CA matched group. In a second experiment, the effect of Braille orthography on phonological awareness was investigated by comparing blind and CA matched children’s ability to segment heard words, which are written in Braille with and without contractions. Words with Braille contractions were less well segmented by the blind children. The results suggest that the nature of the orthography learned affects phonological awareness.
The literacy curriculum and use of an Integrated Learning System
Authors: Miller Larry , DeJean Jillian , Miller Rebecca
Published: March 2003

This article describes one aspect of a year‐long study of primary level teachers’ and children’s (Grades 1‐3; children aged 6‐9 years) use of the language arts component of SuccessMaker, an Integrated Learning System (ILS). Using information gathered from teacher surveys and classroom observation, we documented areas where the curricula embedded in the ILS were congruent with teachers’ normal curricula and pedagogical practices. However, we also found numerous instances of incongruity. To illustrate our findings we use the case of phonics instruction to reveal discrepancies between normal practice and computer‐based learning. The differences in content, presentation sequence and instructional practices raise issues about the appropriate relationship between computer‐based instruction and teachers’ normal practices.
A re‐evaluation of the evidence for orthographic analogies: a reply to Goswami (1999)
Authors: Savage Robert
Published: March 2003

Recently, Goswami (1999) reviewed available evidence for and against the role of phonological rime awareness and analogy theory, concluding that both rhyme awareness and orthographic rime analogy are causally related to reading acquisition. On inspection, however, much of this evidence best fits an alternative (non‐rime) interpretation. Furthermore, in a number of studies, key facts and analyses were not reported. A fuller re‐analysis of the literature reviewed by Goswami reveals that: 1) the nature of the relationship between phonological rhyme awareness and reading remains controversial; 2) significant doubt remains about the nature and relevance of demonstrations of analogy use in early reading; 3) such training studies as currently exist suggest that rime use is not important compared to the use of phonemes or other sub‐syllabic units. Implications from this evidence for teaching and the role rime analogy should play in the National Curriculum are explored.
Extensive reading in English: habits and attitudes of a group of Italian university EFL students
Authors: Crawford Camiciottoli Belinda
Published: March 2003

Although extensive reading is now recognised as an important element of language instruction, it appears that EFL students specialising in business studies do little reading in English beyond course requirements. This study illustrates the findings of a survey of reading frequency and attitudes related to extensive reading in English. A questionnaire administered to 182 Italian EFL students at the University of Florence showed that even if frequency of reading in English is quite low, attitude towards it is clearly favourable. In addition, multiple regression analysis was used to determine potentially influential factors. Reading in Italian and experience abroad were significantly correlated with both reading frequency and attitude. The correlation between past access to English books and reading attitude approached the significance level. A negative correlation was found instead between the number of years of past English study and reading attitude. These findings are useful for defining appropriate instructional actions and identifying areas for further research, with the aim of more effectively promoting extensive reading in English.
Parental involvement in literacy development: using media texts
Authors: Marsh Jackie , Thompson Philippa
Published: March 2003

This paper reports on a small‐scale project which aimed to build upon the existing home literacy practices of a group of three‐ and four‐year‐old children living in the UK. The purpose of the project was to develop literacy materials and resources which could be borrowed from nursery and used within the home to promote children’s literacy development. Children’s informal literacy practices at home were identified using literacy diaries, which 18 families completed over a four‐week period. These documented children’s reading of both printed and televisual texts. In addition, interviews were conducted with 15 parents and carers. The paper reports on the findings from this stage of the project, which indicate that much of children’s reading was focused on popular cultural and media texts. Media boxes were developed as a literacy resource for use by parents and children in the home. The use of these media boxes by three families was documented and the initial findings, which suggest that the use of such resources draws on families’ cultural capital, discussed.
Seeing with the camera: analysing children’s photographs of literacy in the home
Authors: Moss Gemma
Published: March 2003

This article examines the issues raised by photographs children took of reading in the home as part of a funded research project exploring the gendering of reading in the 7–9 age group. The main focus is on the dilemmas the images pose for analysis, and what the images, considered in themselves, can be taken as evidence for. This discussion is linked to current concerns about the nature of the support that homes could and should offer to the process of learning to read.
Rhyme and reading: a critical review of the research methodology
Authors: Macmillan Bonnie M.
Published: March 2003

There is debate over whether children’s early rhyme awareness has important implications for beginning reading instruction. The apparent finding that pre‐readers are able to perform rhyme tasks much more readily than phoneme tasks has led some to propose that teaching children to read by drawing attention to rime units within words is ‘a route into phonemes’ (Goswami, 1999a, p. 233). Rhyme and analogy have been adopted as an integral part of the National Literacy Strategy (DfEE, 1998), a move which appears to have been influenced by three major research claims:1) rhyme awareness is related to reading ability, 2) rhyme awareness affects reading achievement, and 3) rhyme awareness leads to the development of phoneme awareness. A critical examination of the experimental research evidence from a methodological viewpoint, however, shows that not one of the three claims is sufficiently supported. Instructional implications are discussed.
Negotiating power and redefining literacy expertise: Buddy Reading in a dual‐immersion programme
Authors: Rubinstein‐Ávila Eliane
Published: March 2003

This paper reports on a case study of face‐to‐face interaction around and about texts between a second grade dyad in a dual‐immersion programme. Through the lenses of Vygotskian situated cognition and Literacy Studies, classroom observations were conducted, both holistic and focused. Daily peer reading sessions between a dyad were tape recorded, and informal interviews with the teacher and the participating dyad were conducted. The analysis of participants' verbal exchanges revealed multiple pedagogical scaffolds, few of which were unexpected. As meaning making became more salient to the various collaborative literacy tasks, the roles of tutor and tutee were blurred. The shift in power also impacted the direction of language switches. Buddy Reading encouraged the peer readers to acknowledge and draw upon each other's expertise, as they redefined what it meant to be ‘a good reader’.
The Estimation of Gross Flows in the Presence of Measurement Error using Auxiliary Variables
Authors: Pfeffermann Danny , Skinner Chris , Humphreys Keith
Published: March 2003

Classification error can lead to substantial biases in the estimation of gross flows from longitudinal data. We propose a method to adjust flow estimates for bias, based on fitting separate multinomial logistic models to the classification error probabilities and the true state transition probabilities using values of auxiliary variables. Our approach has the advantages that it does not require external information on misclassification rates, it permits the identification of factors that are related to misclassification and true transitions and it does not assume independence between classification errors at successive points in time. Constraining the prediction of the stocks to agree with the observed stocks protects against model misspecification. We apply the approach to data on women from the Panel Study of Income Dynamics with three categories of labour force status. The model fitted is shown to have interpretable coefficient estimates and to provide a good fit. Simulation results indicate good performance of the model in predicting the true flows and robustness against departures from the model postulated.
Modelling Human Immunodeficiency Virus Infection and Acquired Immune Deficiency Syndrome Cases in Scotland: Data Sources, Prior Information and Bayesian Estimation
Authors: Raab G. M. , Yang S. , Allardice G. , Goldberg D. J. , McMenamin J.
Published: March 2003

The paper describes the methodology developed to carry out predictions of the acquired immune deficiency syndrome (AIDS) epidemic in Scotland. Information on the human immunodeficiency virus (HIV) epidemic comes from formal case reports of AIDS cases and HIV positive tests, reports from surveillance schemes and from special studies. These sources of information, up to the end of 1994, are reviewed. Prior information on aspects of HIV disease is available from various published and unpublished sources. A simple model of the HIV epidemic in Scotland is proposed and the information is summarized in terms of this model. Bayesian methodology, using Markov chain Monte Carlo methods, is described and used to predict future cases of AIDS in Scotland and people who will be living with AIDS in the years 1995–1999.