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Communication is considered a crucial skill set by employers who require universities to develop students' communication skills, to meet their requirements in the workplace. This study focuses on graduates' perceptions of their skill in professional communication; its development during their studies; and its value when making the transition to employment. The paper is based on two studies undertaken in Australia with interviews with graduates. The graduates are both of Australian and Chinese origin working in Australia and China across various industries. Presentation skills, writing, and intercultural skills were considered most important. Although most participants were satisfied with the way they had developed these skills at the Australian university, some international graduates needed more help from university to attain these skills. Recommendations regarding structured interventions for intercultural communication, work-integrated learning, and professional training of academic staff were provided.

This research presents findings from a two-part study. In the first part, graduate students taking online courses were given a course evaluation form. Student responses from online abbreviated summer sessions were compared to student responses from online full-semester courses. Both the intensive and full-semester courses were taught by the same professor and both had identical requirements in terms of assignments and exams. The independent variable was the length of time taken to complete the requirements, with the dependent variables being satisfaction with the course, perceived learning, and academic performance. A statistical analysis of the data found significant differences in a number of areas. (Contains 3 tables.)

The purpose of this article is to describe the successes and challenges of an innovative community engagement initiative in Bermuda, Education for All, in order to enlarge our understanding of how a community uses storytelling as a catalyst for transformative learning. Sponsored by the Coalition for Community Activism, community members and nonprofit groups united to facilitate an islandwide conversation about the student experience. They aspired to transform how people think about what constitutes an appropriate education and, ultimately, reframe the Bermuda conversation of schooling. We trace the evolution of the project attending to how adults came together around a shared purpose and vision for improving education. In so doing, we illuminate the complexities of using story as a catalyst for transformative learning. We provide a story circle protocol developed to gather stories of public school alumni. This story project for social change has implications for community leaders globally.

Student teaching may require student teachers to address the demands of two masters that often have very different expectations and philosophies. They are caught in a bind of being expected to implement methods advocated in university coursework while also being expected to fit into the classroom to which they are assigned. This bind is further complicated by the tensions inherent in school reform efforts. As schools try to meet the needs of every child, they have adopted all manner of innovations, very often competing with each other. State educational reform with its emphasis on standards, testing, and increased accountability has also exacerbated the dilemma of teacher educators. They also may be caught in a bind of competing beliefs when designing coursework. For example, literacy courses include a component to familiarize preservice students with the standards, benchmarks, evaluation procedures, and the lexicon of reform used by the state. Of more concern, however, is the diminished view of the teacher as curriculum maker who adapts to meet the strengths, needs, and interests of a particular group of children. This study took place at a suburban K-6 school that serves a large percentage of children considered at risk for school failure due to their poverty status. Following a Qualitative Case Study design (Stake, 1995), its purpose was to describe a challenging student teaching context and investigate the outcomes for the student teachers.

In this study, 676 middle school students in grades 6, 7 and 8 were asked to complete a survey online, during class time, which asked them their opinions on using iPads in school. Responses to the survey questions were generally positive however comments written at the end were very critical of the initiative. Significant differences were found when comparing the responses of 6th, 7th and 8th grade students. Seventh grade students, who had been using the iPad since 6th grade, were significantly more positive than the 6th or 8th grade students. Also, the younger students in grade 6 were significantly more positive about using iPads than students in 8th grade. Gender differences were also found, with boys being more positive in their opinions than girls. Distraction and technical problems were among the problems students commented on, as well as eye strain from using the iPad for long periods of time. Increased engagement was evident from the high percentage of students who either agreed or strongly agreed with the statement that "the iPad makes learning more fun and interesting."

In education, new technologies are used to improve the process of teaching and learning. This study examined middle school teachers' perceptions regarding the use of iPads for instruction. The participants, 53 middle school teachers in Western New York, responded to an online survey, asking them questions about how they felt about the 1:1 iPad initiative at their school. Data analysis included open and axial coding for identification of themes and patterns, as well as quantitative statistical analysis. The results showed mixed findings, as some teachers believed that iPads had a positive impact on the teaching-learning process by improving student engagement and communication, while some responded with concerns that iPads caused student distraction and allowed off-task behaviors in the classroom. The findings also suggest that teachers need targeted professional development on pedagogical and practical use of this technology to be able to successfully integrate it into their practice.

This study examined performance of Master's-level students in an online course in Cognition, Learning and Assessment and compared it with the performance of students in a face-to-face classroom setting of the same course (N = 70). Data were collected from six sections of the course over a two-year period. The same professor taught all sections. Identical final exams plus two common assignments were used to determine whether there were differences in performance. An analysis of covariance, with graduate record exam scores as the covariate, was applied using each of the dependent variables. Students in the face-to-face class scored significantly higher on two out of the three measures. (Contains 3 tables.)

This study presents three case studies of teacher candidates in a Masters in Teaching (MIT) Program who interned in a well-established middle school Professional Development School (PDS) in Washington State. Each of the three portraits reveals how student teachers can positively influence the learning outcomes of middle school students by bringing intellectual excitement and teaching renewal into the literacy classrooms of mentor teachers. Teacher interviews, teacher candidate reflections, and observations document the strengths brought to the classroom by teacher candidates, as well as the challenges they and their mentor teachers faced. The researchers conclude that flexibility and openness to learning on the part of mentor teachers are conditions that provide optimal support to teacher candidates and increase the opportunities for learning to occur for both mentor and mentee. This study also investigates outcomes for mentor teachers involved in collaborative inquiry with student teachers during an internship within the larger context of a partnership with education faculty at a university. The intention was to extend preliminary research by exploring more deeply the potential benefits of collaborative inquiry for the mentor teachers involved in partnership with a university. (Contains 1 figure.)

Research investigating the relationship between classroom environment and self-handicapping was conducted in Australian and Canadian high schools. A sample of 2,006 students responded to a questionnaire that assessed student perceptions of classroom environment and self-handicapping. Simple and multiple correlational analyses showed that classroom environment accounted for small but significant proportions of variance in self-handicapping. Enhanced affective dimensions of the classroom environment were associated with reduced levels of self-handicapping. For Australian and Canadian students, the relationship between each classroom environment scale and self-handicapping was very similar. There were no significant gender differences in the relationship between each classroom environment scale and self-handicapping. A commonality analysis revealed that conventional rather than constructivist classroom environment dimensions accounted for most of the variance in self-handicapping. (Contains 4 tables.)

Asserts that self-handicapping students protect their self-images by deliberately not trying to achieve for fear of trying hard, failing anyway, and appearing "dumb." Surveys of high school students examined three areas of students' perceptions (self-handicapping, academic self-efficacy, and classroom environment). The correlation between academic self-handicapping and academic self-efficacy was significant. The more competitive the classroom environment, the more students tended to self- handicap. (SM)

Presents an investigation of the relationship between classroom environment and self-handicapping in Australian, Canadian, and British secondary schools. Explores student perceptions of classroom environment, self-handicapping, and academic efficacy. Reports that classroom environment scales accounted for variance in self-handicapping beyond what could be attributable to academic efficacy. Includes references. (CMK)

A study examining the relationship between classroom environment and academic self-efficacy surveyed 951 mathematics students in grades 8 and 10 in 4 Canadian high schools. Improved levels of involvement, investigation, and task orientation were associated with higher levels of academic efficacy. Conventional classrooms may foster academic efficacy more effectively than constructivist classrooms. (TD)

In comparing 44 fifth- and sixth graders in year-round school with 40 on a traditional calendar, the traditional group improved math scores significantly over the summer. Despite no significant differences between the groups, year-round students seemed more consistent in achievement. (SK)

A survey of 196 9th and 12th graders in regular education in an inclusive school found that those exposed to special education students for one year (9th graders) did not differ significantly in their attitudes toward inclusion than did 12th graders. Girls tended to be less negative. (SK)

Describes findings of a survey that asked regular-education students' opinions about mainstreaming. The majority reported that they did not want to be in the same class as a student with disabilities. (LMI)