Artistic and Verbal Creative Capacity of 6‐year‐old Children and their Psychopedagogic and Social Conditioning

The subject of the study comprised individual differences of creative achievements among 6‐year‐old children in two basic and qualitatively different kinds of child's activity: verbal and artistic. The aim of the research was both the analysis of the creative capacity level differentiation and pointing out the hierarchy of factors which determine certain inter‐ and intra‐individual as well as inter‐ and intro‐group differences.

The study is based on the concepts of the creativity theory of Wallach and Kogan (1970) and the capacity theory of Renzulli (1986) and Monks (1981) developed within the framework of humanistic and cognitive psychology.

The researcher analysed 6,000 drawings and the same number of oral statements produced by 643 children attending two types of pre‐schools and living in three different habitats. The research also covered teachers working with the 6‐year‐old children.

The following were used in the study: the test ‘Draw‐a‐Man’ of Goodenough; Guilford's tests of divergent thinking; Uszynska's Questionnaire of self‐estimation; The Schaefer's and Aaronson's Classroom Behaviour Inventory Pre‐school to Primary Scale; Popek's Questionnaire of Creative Behaviour ‘KANH’, and Uszynska's Questionnaire for parents.

The results of the research confirm a great differentiation of creative capacity levels of children and suggest that the most significant factors determining them are the pedagogic ones, which may directly or indirectly be influenced by the preschool teacher.     

Spatial concepts and young children

This presentation looks at how young children learn basic geometrical concepts. Piaget's developmental levels will be examined to determine how they fit into the current research project. These will be compared with materials from the Soviet States that have recently become available from the NCTP in the USA.

The research project was constructed in a number of early childhood centres in a variety of socio‐economic areas. All of these centres had an early intervention program in operation so that special needs or ‘exceptional’ children could be observed along with mainstream children.

The researcher is investigating children's learning styles to determine the children's preferred learning styles when exploring spatial concepts. The question of whether exceptional children progress through the same stages and in the same order as the mainstream children is also being considered.

Spatial concepts in early childhood is an area that seems to have been neglected by researchers in favour of the development of number concepts. This research project aims to add to our knowledge of how young children learn spatial concepts.

     

Training for Child Care and Education Workers in India

The history of Early Childhood Education in India dates from the 1890s, though growth remained restricted till Independence. In 1953, the Government first began to play a larger role, promoting, through voluntary effort, kindergartens in rural areas. The first major training programme was the Bal Sevika (Child care worker) Training scheme in 1961 by the Indian Council of Child Welfare.

The second big breakthrough came with the Integrated Child Development Services in 1974, the world's largest to attempt to provide a package of services to the most vulnerable children. The attached four-month job training, intended to develop paraprofessionals with multiple roles, supported by untrained ‘helpers’ is hence somewhat diluted in content.

In addition several other limited kinds of training in Early Childhood Education are available.

Training programmes have had to face several recurrent constraints related to issues of both quantity and quality—availability at different levels; relevance of content and appropriateness of methodology; motivation; certification; and the development of a trainer cadre.

Recently, innovative training programmes, three of which are mentioned, are attempting to meet these challenges in new ways.     

Early years education in Germany and Ireland — a study of provision and curricular implementation in two unique environments

This paper highlights the differences and similarities between a Kindergarten outside Bremen in Lower Saxony, Germany and a Primary School Junior Infant Class in County Cork, Republic of Ireland. Both are concerned with the education of the young child but whereas the Kindergarten is attended by three to six year olds, the Junior Infant Class caters almost exclusively for four to five year old children.

A case study account of both groups is given and an analysis of the activities which took place in each using the ‘Target Child Observational Schedule’ [Sylva et al., (1980)] is presented in bar‐graph form.

The paper concludes that Erzieherinnen, Kinderpflegerinnen and Junior Infant Class teachers need to engage in more interaction with the children in order, in particular, to raise the frequency and quality of linguistic interaction. An increase in the structure of the children's play would help to enhance cognitive development.     

Education for the Teaching Profession: Upstart or Start‐up?

Robert Howsam prefaced his paper with the story of The Velveteen Rabbit, a very ordinary, cheap rabbit who was loved by his owner for only an hour on Christmas morning, and spurned by the other toys‐‐those which were expensive, mechanical, very modern, or exquisitely detailed‐‐until he felt very insignificant and commonplace. His only friend was the Skin Horse. The oldest inhabitant of the nursery, he was battered, bald and showed his seams, but he was also wise and experienced.

"What is REAL?”, asked the Rabbit one day, when they were lying side by side near the Nursery fender, before Nana came to tidy the room. “Does it mean having that buzz inside you and a stick‐out handle?"

“Real isn't how you are made”, said the Skin Horse. “It's a thing that happens to you. When a child loves you for a long time, not just to play with, but REALLY loves you, then you become Real.”

Rabbit also learned that becoming Real sometimes hurt, and that it takes a long time. “That's why it doesn't often happen to people who break easily, or have sharp edges, or who have to be carefully kept.”

Eventually the Boy and the Rabbit became inseparable. One night, when Rabbit was left in the garden, an annoyed Nanny, having had to collect him, chided the Boy for making such a fuss over an old toy.

“You musn't say that’, said the Boy. “He isn't a toy. He's Real.”

And Rabbit was happy.

Real rabbits, who found him one day in the garden, laughed at hint when he said he was Real, but, in time, when he was old and shabby and about to be burned with all the other toys after a scarlet fever infection, the nursery Magic Fairy appeared. She was going to turn him into a Real rabbit.

“Wasn't I Real before?”, asked the little Rabbit.

“You were real to the Boy”, the Fairy said, “because he loved you. Now you shall be Real to everyone.”.     

Productivity as a Measure of Manufacturing Performance: a Tutorial

Ways in which productivity can be used as a viable measure of manufacturing performance are described. Productivity measures of a manufacturer's long- and short-term effectiveness in converting various resources into finished marketable products are discussed. A numerical example is designed to illustrate

—the changes in productivity over time

—the relationship between changes in profitability and changes in product price, sales volume and productivity.     

The role of perceived classroom goal structures,self-efficacy,and engagement in student science achievement

Background: Numerous studies have been conducted to investigate the factors related to science achievement. In these studies, the classroom goal structure perceptions, engagement, and self-efficacy of the students have emerged as important factors to be examined in relation to students’ science achievement.

Purpose: This study examines the relationships between classroom goal structure perception variables (motivating tasks, autonomy support, and mastery evaluation), engagement (behavioral, emotional, cognitive, and agentic engagement), self-efficacy, and science achievement.

Sample: The study participants included 744 seventh-grade students from 9 public schools in two districts of Gaziantep in Turkey.

Design and methods: Data were collected through the administration of four instruments: Survey of Classroom Goals Structures, Engagement Questionnaire, Motivated Strategies for Learning Questionnaire, and Science Achievement Test. The obtained data were subjected to path analysis to test the proposed model.

Results: Students’ perceptions of classroom goal structures (i.e. motivating tasks, autonomy support, and mastery evaluation) were found to be significant predictors of their self-efficacy. Autonomy support was observed to be positively linked to all aspects of engagement, while motivating tasks were found to be related only to cognitive engagement. In addition, mastery evaluation was shown to be positively linked to engagement variables, except for cognitive engagement, and self-efficacy and engagement (i.e. behavioral, emotional, and cognitive engagement) were observed to be significant predictors of science achievement. Finally, results revealed reciprocal relations among engagement variables, except for agentic engagement.

Conclusions: Students who perceive mastery goal structures tend to show higher levels of engagement and self-efficacy in science classes. The study found that students who have high self-efficacy and who are behaviorally, emotionally, and cognitively engaged are more successful in science classes. Accordingly, it is recommended that science teachers utilize inquiry-based and hands-on science activities in science classes and focus on the personal improvement of the students. Furthermore, it is also recommended that they provide students with opportunities to make their own choices and decisions and to control their own actions in science classes.     

Assessing pre-service science teachers’ technological pedagogical content knowledge (TPACK) through observations and lesson plans

Background: Technological pedagogical content knowledge (TPACK) is critical for effective teaching with technology. However, generally science teacher education programs do not help pre-service teachers develop TPACK.

Purpose: The purpose of this study was to assess pre-service science teachers' TPACK over a semester-long Science Methods.

Sample: Twenty-seven pre-service science teachers took the course toward the end of their four-year teacher education program.

Design and method: The study employed the case study methodology. Lesson plans and microteaching observations were used as data collection tools. Technological Pedagogical Content Knowledge-based lesson plan assessment instrument (TPACK-LpAI) and Technological Pedagogical Content Knowledge Observation Protocol (TPACK-OP) were used to analyze data obtained from observations and lesson plans.

Results: The results showed that the TPACK-focused Science Methods course had an impact on pre-service teachers’ TPACK to varying degrees. Most importantly, the course helped teachers gain knowledge of effective usage of educational technology tools.

Conclusion: Teacher education programs should provide opportunities to pre-service teachers to develop their TPACK so that they can effectively integrate technology into their teaching.     

Socio-economic Factors Affecting Adoption of Modern Information and Communication Technology by Farmers in India: Analysis Using Multivariate Probit Model

Purpose: The paper analyzes factors that affect the likelihood of adoption of different agriculture-related information sources by farmers.

Design/Methodology/Approach: The paper links the theoretical understanding of the existing multiple sources of information that farmer use, with the empirical model to analyze the factors that affect the farmer's adoption of different agriculture-related information sources. The analysis is done using a multivariate probit model and primary survey data of 1,200 farmer households of five Indo-Gangetic states of India, covering 120 villages.

Findings: The results of the study highlight that farmer's age, education level and farm size influence farmer's behaviour in selecting different sources of information. The results show that farmers use multiple information sources, that may be complementary or substitutes to each other and this also implies that any single source does not satisfy all information needs of the farmer.

Practical implication: If we understand the likelihood of farmer's choice of source of information then direction can be provided and policies can be developed to provide information through those sources in targeted regions with the most effective impact.

Originality/Value: Information plays a key role in a farmer's life by enhancing their knowledge and strengthening their decision-making ability. Farmers use multiple sources of information as no one source is sufficient in itself.     

Group Process and Emotional Education: Can the group process as described by Louis R. Ormont be effective in modifying the behavior of young children? (A retrospective study)

Several years ago I began to see children in my classroom who did not respond to the techniques I had used for many years to develop behavioural adjustment.

While searching for a new method that would be more effective, I was introduced to Louis Ormont's theories regarding the Group Experience involving adults.

Immediately I began to see the possibility of adjusting the adult Group Process to address the needs of the 5‐6‐year‐olds in my kindergarten class.

In my presentation I will discuss Dr Ormont's theory as I see it relating to my classroom and describe how I implement the Group Process and the results that were achieved over three years’ time with several classes of children.

My presentation will give new meaning to the terms ‘Group Meeting’ and ‘Behavioural Modification’ in the kindergarten classroom. In my mind the results are enormously positive. Children learn to take charge of their own behaviour and are strengthened by the feelings of group membership and personal empowerment.     

Woman and family in the African diaspora—mother and the sewing machine in Caribbean literature

‘… Miss Caroline

tell me how you spend your time

I spend all my time

around the Singer machine…’

These lines from a popular song of the nineteen forties sum up what was for many women a new reality. This paper identifies the space at the sewing machine as mother's space and the sewing machine as an important element in the psychological and financial liberation of the woman, here the Caribbean woman of the twentieth century. Evidence in support of this claim is offered predominantly from Caribbean creative writing, where artists have noted the importance of that invention in the lives of their mothers and in the achievements of their families.     

Defining Peer-to-peer Learning – from an Old ‘Art of Practice’ to a New Mode of Forest Owner Extension?

Purpose: This paper explores the concept of peer-to-peer learning (P2PL) in the context of North-European small-scale forest owners. The aim is to develop a framework for initiating new and evaluating already existing forest owners' P2PL communities.

Design: Previous studies of peer-learning are used to determine and justify eight dimensions for forest owners' P2PL. To demonstrate and test the operability of the dimensions, two potential forest owners' peer-learning cases are described. The Finnish case focuses on forest owner clubs based on group interview data and the coordinator's interview, and in the Swedish case an ongoing study circle was observed and its participants interviewed.

Findings: The eight P2PL dimensions defined are: initiation, reinforcement, content profile, participant profile, schedule, role of professionals, responsibility and role continuity. Of the described cases, Finnish forest owner clubs rely heavily on the expertise of the invited forest professionals, while owners themselves have a stronger role in Swedish study circles.

Practical Implications: The two studied cases and the fictional example demonstrate how the framework defined can be used when assessing real life cases. The framework allows describing consistently P2PL, when designing new practices or implementing step-by-step changes to modify existing P2PL practices.

Value: The framework gives new insights into the research of forest owner extension, which has had an increasing interest towards P2PL approach, but where its conceptualisation has remained vague. However, since the domain of the study is novel, further research with various case examples is needed to develop both the theoretical framework and real life practices.     

The mentor role in individualized education at Empire State College

This paper discusses the role of mentors in individualized learning at Empire State College, New York State. The discussion implicitly questions roles and procedures in distance education.

This individualized learning programme is defined and illustrated. The components of the role of mentor are likewise defined and illustrated. Then the implications of being a mentor working with individual students are spelt out as they illuminate the relationships of mentors in academia.

The conclusion is offered that the mentor's commitment to his/her students is an exhibition of his/her fundamental commitment to a philosophical stance in education which surmounts primary loyalty to one's academic faculty.

The final whimsical question is whether or not individualized learning and distance education are compatible or conflicting.     

Cognitive Style and Problem Behaviour in Boys Referred to Residential Special Schools

The paper considers aberrant behaviour in the context of cognitive style with reference to both diagnosis and treatment.

Aims.

The aims of the study were to investigate whether the style of pupils with behaviour problems was different from that of children with no reported problems, and also to consider how pupils of different style manifested their problem behaviours.

Sample.

The sample comprised 83 male pupils aged 10‐18 years from two residential special schools.

Method.

The sample were given the Cognitive Styles Analysis to assess their positions on the Wholist‐Analytic and Verbal‐Imagery style dimensions. The pupil records of the special school pupils who were at the extreme of the style dimensions were also examined.

Results.

When their style characteristics were contrasted with a Comparison Sample of 413 12‐16‐year‐old males attending 10 secondary schools, the special school pupils had a significantly higher proportion of both Wholists and Verbalisers, than the Comparison Group. Further, the inspection of the records indicated that the types of social behaviour and behaviour problems exhibited varied with style, and particularly on the Wholist‐Analytic dimension.

Conclusion.

The results were considered to have implications for the origins and treatment of problem behaviour.     

The Subjectivity of the Teacher and the Subjectivity of the Children: Negative or positive co‐operation

Subjectivity is one of the elemental human needs. It is also significant since it plays a part in educational situations. A particularly important premise of subjectivity is responsibility for one's actions and, associated with this, determination of a direction for one's own activity, the exercise of control and the making of choices.

Human activity takes place principally in a social context. For this reason it is important to pay attention to two‐subject relationships. Their features are above all purposefulness, bi‐directionality and co‐ordination. Two‐subject activity may be of two sorts—negative co‐operation (conflict) or positive co‐operation, co‐ordination of a line of action including dialogue and collaboration.

Educational activity, particularly when directed at younger children, is characterized by different planes of functioning. The adult acts in a longer‐term perspective and formulates his aims in terms of general concepts but a small child acts in a short term perspective and formulates aims in concrete terms.

A system of priorities is put forward here, a two‐task model for the educational situation which makes subjective activity possible both for the child and for the adult. In the last part of the article an experiment is described which illustrates how such a two‐task situation works with a system of priorities and the results that were obtained.

     

Assessing students’ ability in performing scientific inquiry: instruments for measuring science skills in primary education

Background With the increased attention on the implementation of inquiry activities in primary science classrooms, a growing interest has emerged in assessing students’ science skills. Research has thus far been concerned with the limitations and advantages of different test formats to assess students’ science skills.

Purpose This study explores the construction of different instruments for measuring science skills by categorizing items systematically on three subskill levels (science-specific, thinking, metacognition) as well as on different steps of the empirical cycle.

Sample The study included 128 fifth and sixth grade students from seven primary schools in the Netherlands.

Design and method Seven measures were used: a paper-and-pencil test (PPT), three performance assessments, two metacognitive self-report tests, and a test used as an indication of general cognitive ability.

Results Reliabilities of all tests indicate sufficient internal consistency. Positive correlations between the PPT and the three performance assessments show that the different tests measure a common core of similar skills thus providing evidence for convergent validity. Results also show that students’ ability to perform scientific inquiry is significantly related to general cognitive ability. No relationship was found between the measure of general metacognitive ability and either the PPT or the three performance assessments. By contrast, the metacognitive self-report test constructed to obtain information about the application of metacognitive abilities in performing scientific inquiry, shows significant – although small – correlations with two of the performance assessments. Further explorations reveal sufficient scale reliabilities on subskill and step level.

Conclusions The present study shows that science skills can be measured reliably by categorizing items on subskill and step level. Additional diagnostic information can be obtained by examining mean scores on both subskill and step level. Such measures are not only suitable for assessing students’ mastery of science skills but can also provide teachers with diagnostic information to adapt their instructions and foster the learning process of their students.     

The Professional Development of Adult Educators: Some Structural and Methodological Considerations

The case is stated for a scheme of professional training for adult educators, which should at once be

_____ comprehensive and unified;

_____ able to take into account the particular possibilities of individual adult educators; and

_____ easily adjustable to the particular needs within the community.

Such a scheme can only be realized through the application of a modular structure. A scheme like this is being developed at Gwent College of Higher Education for a professional training programme which will give a Certificate in Continuing Education, conferring full teacher status in adult and further education. This development is used to illustrate the points the author wants to make. The development of a programme on such a scheme raises considerable structural and methodological problems, which are discussed and compared with what is done elsewhere.     

Some Non‐Academic Developmental Correlates of Ability‐Grouping in Secondary Schools

Using data from the National Child Development Study, the relationship between certain non‐academic aspects of children's development and their school's ability‐grouping policy were examined.

The four areas of non‐academic development considered were: the young people's rating of their own ability in English, mathematics, science and practical subjects, their academic motivation, their plans for further education and occupational aspirations and their behaviour at school. However, in general there were no differences in any of these respects between children in streamed, setted and mixed‐ability schools.

The implications of these findings are discussed, in particular the potential differences which could arise between schools with different policies if more appropriate methods of teaching and organisation were adopted.     

Information Skills in Education for Manufacturing Technology: the Case for an Integrated Quality Approach

Considerable ‘user education’ work of high quality has been produced from academic librarians to impart information skills to students on degree-level and diploma BTEC engineering courses. However, in the author's opinion, this lacks a focus on some points of importance for the effective teaching of potential engineers and technologists, This requires the following.

(1) More case-studies of engineering problems highlighting information retrieval aspects.

(2) More accurate grounding in the way engineers actually use information.

(3)Better integration between lectures, information guides, exercises and test material.

(4)Greater emphasis on the analysis stage of technical problems, and linkage to types of available information to help generate solutions—information needs analysis.

Scope exists for packaged teaching material incorporating improvements and drawing upon advances in educational technology such as CAL methods. The author attaches a sample scheme based on advanced manufacturing themes, developed for the BTEC Production Engineering course at Coventry Polytechnic in the UK.