Sharing the Excitement of Learning

Abstract

Toward a Literate America Cultural Literacy: What Every American Needs To Know By E. D. Hirsch, Jr. Boston: Houghton Mifflin Company, 1987, xvii + 251 pages, $16.95. Reviewed by Fauneil J. Rinn

Changing the Odds Academic Women, Working towards Equality By Angela Simeone South Hadley, Massachusetts: Bergin &; Garvey, 1987, 161 pages, $27.95 hardbound, $10.95 softbound. Reviewed by Pheme Perkins

Fruitful Background for Reasonable Discussion Orators and Philosophers: A History of the Idea of Liberal Education By Bruce Kimball New York: Teachers College/Columbia University, 1986, xix + 293 pages, $19.95. Reviewed by Geoffrey Comber     

The Problem of the Inarticulate

Abstract

A Few Good Apples An Apple for My Teacher: Twelve Authors Tell About Teachers Who Made the Difference Edited by Louis D. Rubin, Jr. Algonquin Books of Chapel Hill, 1987, xiv + 186 pages, $10.95 Reviewed by Roy Starling

Abrasive but Hopeful: The Closing of the American Mind: How Higher Education Has Failed Democracy and Impoverished the Souls of Today's Students By Allan Bloom New York: Simon and Schuster, 1987, 392 pages, $18.95 Reviewed by Robert L. Spaeth     

Learning outdoors or with a computer: the contribution of the learning setting to learning and to environmental perceptions

ABSTRACT

Background: Outdoor learning and computer-based learning are two different alternatives to in-class conventional teacher-centered learning.

Purpose: This study compares the outdoor learning setting with computer-based learning in class. It examines the influence of the two different learning settings on academic achievements, the learning experience, and pro-environmental perceptions.

Sample: A total of 90 elementary school students (third and fourth-grade classes) participated in the study.

Design and methods: The academic knowledge of the study participants was tested through identical exams for both learning settings. In addition, in each group the students’ perceptions were examined by means of a questionnaire about environmental values and the learning experience.

Results: The study demonstrates that academic achievements in the two settings were similar, but the students expressed more enthusiasm about the outdoor learning experience than about in-class learning. In addition, the outdoor learning setting contributed more to promoting positive environmental perceptions even though students did not learn directly about environmental issues and sustainability.

Conclusions: These findings suggest that learning in the natural environment is valuable: Alongside the fostering of computerized learning, it is also important to promoteoutdoor learning settings and integrate both settings by implementing mobile technologies in the outdoor teaching.     

Reinforcement and the Scholarly Response

Abstract

Failure is Impossible Women Teaching for Change: Gender, Class and Power By Kathleen Weiler South Hadley, Massachusetts: Bergin &; Garvey, 1988, 174 pages, $29.95 hardbound, $12.95 softbound Reviewed by Martha Kendall

Just the Right Medicine Exhortations on Liberal Education: A Dean Speaks His Mind By Robert L. Spaeth Collegeville, Minnesota: Office of Academic Affairs, St. John's University, 1988, 110 Pages, $4.95 softbound Reviewed by Pheme Perkins

Are Intellectuals as Irrelevant as They Seem? The Last Intellectuals: American Culture In the Age of Academe By Russell Jacoby New York: Basic Books, 1987, 290 pages, $18.95. Reviewed by Joseph A. Amato     

How autonomy support mediates the relationship between self-efficacy and approaches to learning

Abstract

The significant interplay between self-efficacy, autonomy support and approaches to learning in adolescent students is widely recognized. However, less is known about whether substantial differences exist between early and middle adolescent students from schools with different environments. To close this research gap, this study used latent mean comparison and multigroup structural equation modeling with questionnaire data from a sample of German adolescent students (N?=?1153; M_AgeT1?=?13.97, SD = 1.37; M_AgeT2?=?14.27, SD = 1.25) in two waves. Multigroup structural equation modeling reveals that autonomy functions as a mediator in the association between self-efficacy and approaches to learning only for students from schools with a student-centered learning environment based on competence-matrices in contrast to a teacher-directed learning environment, particularly for early adolescent students. More specifically, adolescents’ approaches to learning can be enhanced through autonomy-supportive learning independently of their self-efficacy.     

Great Teaching and the Fullness of Life

Abstract

Issues in Academic Freedom George S. Worgul, Jr., editor Pittsburgh: Duquesne University Press, 1992, 184 pages, $32.50 Reviewed by Robert L. Spaeth

A Different Sort of Time: The Life of Jerrold R. Zacharias, Scientist, Engineer, Educator By Jack S. Goldstein Cambridge: Massachusetts Institute of Technology Press, 1992, 310 pages, $35.00 Reviewed by Frieda A. Stahl     

Facilitating conditions for farmer learning behaviour in the student-to-farmer university outreach

Purpose: This study elucidates on how faculty supervision support to students during farm placements and other facilitating conditions influence farmer learning in the student-centred university outreach.

Methodology/Design/Approach: Cross-sectional data were collected from a sample of 283 farmers who had previously hosted students of Gulu University in the student-to-farmer university outreach. Structural equation modelling was used to analyse how faculty supervision support to students in combination with other facilitating conditions affect the formation of intentions for learning and actual farmer learning behaviour.

Findings: Faculty supervision support in the student-to-farmer outreach was found to significantly influence formation of intentions for learning (β?=?0.380; t?=?5.263; P?β?=?0.182; t?=?2.081; P?Practical implications: Faculty supervision support to students is critical to fostering lasting learning relationships in university outreach. Thus, it needs to be a part of the transformation agenda of the higher education sector for improved community linkages and innovation.

Theoretical implications: Empirical data obtained from the context of student-centred university outreach is used to extend the model of facilitating conditions.

Originality/Value: The study addresses how faculty supervision support together with farmers’ perception of student attitudes and the value of the learning content influence farmers’ learning behaviour during university outreach.     

Naturalists and the Mass Media: Reaching beyond the Parks

Abstract

Earthscope series. Global View Productions, 2901 Connecticut Avenue, N.W., Suite B4, Washington, D.C. 20008; tel. (202) 667–3609. 1991. 13 programs (12 programs are available) × 52 minutes. Individual program, $50.00. Series (12 programs), $495.00. Reviewed by Robert E. Raze, Jr.

The Forest Through the Trees . The Video Project, 5332 College Avenue, Suite 101, Oakland, Calif. 94618; tel. (800) 4PLANET. 1990. 60 minutes. $85.00/$45.00 purchase/rent for institutions. $39.95/$25.00 purchase/rent for individuals. Reviewed by N. J. Smith-Sebasto.     

Safe spaces? A social-ecological perspective on student perceptions of safety in the environment of the school canteen

ABSTRACT

Background Research suggests that negative peer interactions that compromise student safety and wellbeing often occur in spaces at school that are not easily visible, not adequately monitored, overcrowded and/or relatively unstructured. In a large online survey conducted in Swedish schools by the anti-bullying organisation, Friends, a small proportion of students indicated that they felt unsafe in the school canteen and responded to a question about why they felt unsafe there. As the canteen is often reported to be a space where negative peer interactions, such as harassment, bullying and other forms of school violence, occur, but little is known about why negative peer interactions occur there, we were particularly interested in exploring why some students perceived their school canteen to be an unsafe space.

Purpose Taking a social-ecological perspective, our aim was to investigate why students reported feeling unsafe in the environment of the school canteen.

Method In order to investigate this question, we analysed 1,547 responses from students in Swedish schools in grades 3–6 (ages 9–12). The responses were from the anti-bullying organisation Friends’ online questionnaires from 2011 to 2016. In the responses, students who indicated that they felt unsafe in the school canteen explained why they felt this way. Data were analysed qualitatively, using a six-step thematic approach.

Findings The analysis identified four key themes: Space constraints, Time restrictions, The risk of social blunders and The negative actions of others. We discuss the findings in terms of the macrosystem, exosystem, mesosystem and microsystem.

Conclusions In matters of student safety and wellbeing, we argue that it is not only important to consider the social context, but also how that context is interconnected with environmental and structural elements.     

On the supranational spell of PISA in policy

Abstract

Background: PISA results appear to have a large impact upon government policy. The phenomenon is growing, with more countries taking part in PISA testing and politicians pointing to PISA results as reasons for their reforms.

Purpose: The aims of this research were to depict the policy reactions to PISA across a number of jurisdictions, to see whether they exhibited similar patterns and whether the same reforms were evident.

Sources of evidence: We investigated policy and media reactions to the 2009 and 2012 PISA results in six cases: Canada, China (Shanghai), England, France, Norway and Switzerland. Cases were selected to contrast high-performing jurisdictions (Canada, China) with average performers (England, France, Norway and Switzerland). Countries that had already been well reported on in the literature were excluded (Finland, Germany).

Design and methods: Policy documents, media reports and academic articles in English, French, Mandarin and Norwegian relating to each of the cases were critically evaluated.

Results: A policy reaction of ‘scandalisation’ was evident in four of the six cases; a technique used to motivate change. Five of the six cases showed ‘standards-based reforms’ and two had reforms in line with the ‘ideal-governance’ model. However, these are categorisations: the actual reforms had significant differences across countries. There are chronological problems with the notion that PISA results were causal with regard to policy in some instances. Countries with similar PISA results responded with different policies, reflecting their differing cultural and historical education system trajectories.

Conclusions: The connection between PISA results and policy is not always obvious. The supranational spell of PISA in policy is in the way that PISA results are used as a magic wand in political rhetoric, as though they conjure particular policy choices. This serves as a distraction from the ideological basis for reforms. The same PISA results could motivate a range of different policy solutions.     

The effectiveness of problem-based learning on teaching the first law of thermodynamics

Background: Problem-based learning (PBL) is a teaching approach working in cooperation with self-learning and involving research to solve real problems. The first law of thermodynamics states that energy can neither be created nor destroyed, but that energy is conserved. Students had difficulty learning or misconceptions about this law. This study is related to the teaching of the first law of thermodynamics within a PBL environment.

Purpose: This study examined the effectiveness of PBL on candidate science teachers’ understanding of the first law of thermodynamics and their science process skills. This study also examined their opinions about PBL.

Sample: The sample consists of 48 third-grade university students from the Department of Science Education in one of the public universities in Turkey.

Design and methods: A one-group pretest–posttest experimental design was used. Data collection tools included the Achievement Test, Science Process Skill Test, Constructivist Learning Environment Survey and an interview with open-ended questions. Paired samples t-test was conducted to examine differences in pre/post tests.

Results: The PBL approach has a positive effect on the students’ learning abilities and science process skills. The students thought that the PBL environment supports effective and permanent learning, and self-learning planning skills. On the other hand, some students think that the limited time and unfamiliarity of the approach impede learning.

Conclusions: The PBL is an active learning approach supporting students in the process of learning. But there are still many practical disadvantages that could reduce the effectiveness of the PBL. To prevent the alienation of the students, simple PBL activities should be applied from the primary school level. In order to overcome time limitations, education researchers should examine short-term and effective PBL activities.     

Responsive Parenting Buffers the Impact of Maternal PTSD on Young Children

SYNOPSIS

Objective. This study investigates maternal responsive parenting behaviors as a theorized buffer to the detrimental impact of maternal PTSD symptoms on young children’s depression and anxiety symptoms, disruptive behavior, and stress-related symptoms. Design. A multi-ethnic sample of 242 trauma-exposed mothers and their preschool-aged children was assessed. Maternal responsive parenting behaviors were observed during standardized parent-child interactions. Maternal and child mental health symptoms were reported by mothers. Results. Maternal PTSD symptoms were associated with their responsive parenting behaviors and predicted children’s mental health symptoms. Responsive parenting was inversely associated with children’s depression and stress-related symptoms. Moderation analyses revealed an interactive effect of maternal symptoms and responsive parenting on preschool children’s disruptive behavior and stress-related symptoms. Conclusions. Responsive parenting behaviors can mitigate the ill effects of maternal PTSD symptoms. Nurturing relationships buffer the impact of maternal PTSD. Helping parents’ to sensitively respond to their young children’s distress can support positive outcomes in children.     

What are the personal attributes a teacher needs to engage Indigenous students effectively in the learning process? Re-viewing the literature

ABSTRACT

Background: Teachers have the potential to make an enormous positive impact on the lives of their students, and may enter the classroom with a deep-set belief that education is, fundamentally, benevolent and good. However, such an uncritical stance may fail to account for the negative experiences of Indigenous students in Australia, where teachers are often cited as the primary reason Indigenous students leave school or refuse to go to school. Despite this, Aboriginal communities remain strong advocates of education and continue to lobby for a genuine and meaningful role in decision making.

Purpose: Given teachers’ critical influence, a collaboration was formed between the two authors: a Gamilaroi (Aboriginal) woman and a non-Indigenous Canadian woman, to conduct a review of the research. We asked: ‘What are the personal (non-academic) attributes a teacher needs to engage Indigenous students effectively in the learning process?’

Method: The literature review focused primarily on the Australian context and used a framework-based synthesis approach, whereby a decolonising ‘Relationally Responsive Standpoint’ framework was identified a priori. This provided the structure for extracting and synthesising the literature.

Findings and Discussion: The themes arising from the literature review were organised and considered through the framework, which foregrounds awareness through Respecting (self/motivations), Connecting (interpersonal) and Reflecting (knowledge) before concluding by Directing (future role). In Directing, the implications of the findings are discussed through yarning, a dialogical and dynamic approach with a strong future focus regarding the next steps of research and action.

Conclusions: Reviewing the literature in this way offers teachers, researchers, teacher educators and, arguably, policy-makers an opportunity to consider the personal attributes necessary to engage Indigenous students. It highlights the importance of critical self-reflection to being a relationally responsive teacher. We believe that the findings span international and professional boundaries and could impact on Indigenous Peoples globally, if all professions engage with an understanding of their own axiology and ontology.     

Using information and communication technology (ICT) to the maximum: learning and teaching biology with limited digital technologies

Background: The ubiquity, availability and exponential growth of digital information and communication technology (ICT) creates unique opportunities for learning and teaching in the senior secondary school biology curriculum. Digital technologies make it possible for emerging disciplinary knowledge and understanding of biological processes previously too small, large, slow or fast to be taught. Indeed, much of bioscience can now be effectively taught via digital technology, since its representational and symbolic forms are in digital formats.

Purpose: This paper is part of a larger Australian study dealing with the technologies and modalities of learning biology in secondary schools.

Sample: The classroom practices of three experienced biology teachers, working in a range of NSW secondary schools, are compared and contrasted to illustrate how the challenges of limited technologies are confronted to seamlessly integrate what is available into a number of molecular genetics lessons to enhance student learning.

Design and method: The data are qualitative and the analysis is based on video classroom observations and semi-structured teacher interviews.

Results: Findings indicate that if professional development opportunities are provided where the pedagogy of learning and teaching of both the relevant biology and its digital representations are available, then teachers see the immediate pedagogic benefit to student learning. In particular, teachers use ICT for challenging genetic concepts despite limited computer hardware and software availability.

Conclusion: Experienced teachers incorporate ICT, however limited, in order to improve the quality of student learning.     

Revisiting the link between childhood sexual abuse and adult sexual aggression

BackgroundChildhood maltreatment poses a risk factor for adult sexual aggression among men.ObjectiveEfforts were made to examine links between childhood sexual abuse (CSA) and sexual aggression after controlling variance associated with other forms of abuse.Participants and settingThis sample was comprised of men (n = 489) who completed a national survey regarding their history of possible abuse and/or sexual aggression.MethodsMaltreatment indices included CSA, parental and sibling physical abuse, exposure to domestic violence, peer bullying, and family emotional abuse. Self-report indicators of sexual frotteurism, coercion and rape were provided by the Sexual Experiences Survey–Short Form Perpetration.ResultsCSA links with the criterion indicators were relatively stronger (r = 0.36, d = 0.65, p < .001) than those found for non-sexual forms of abuse. CSA accounted for unshared variance in sexual aggression with these effects magnified by the addition of parental physical abuse (d = 2.1) or exposure to domestic violence (d = 2.2). The relative risks of prior acts of rape were elevated by CSA (RR = 4.39, p < .001), parental physical abuse (RR = 3.85, p < 0.001), exposure to domestic violence (RR = 3.81, p < .001), or sibling physical abuse (RR = 2.56, p = 0.007). These risks of completed rape were higher as well among respondents polyvictimized by two (RR = 4.92, p < .001) or more (RR = 8.94, p < 0.001) forms of abuse.ConclusionsMultiple forms of child maltreatment, particularly CSA, were strongly associated with adult sexual aggression in this sample of men from the general population.     

Moderating effects of personal strengths in the relationship between juvenile victimization and delinquent behaviors

BackgroundRobust evidence suggests a strong association between juvenile victimization and delinquency. Yet, there is a lack of research on the protective factors at the individual level that may buffer the relationship between victimization and delinquent behaviors.ObjectivesThis study adopted a positive psychology perspective to examine the effects of three types of personal strength (self-regulation, interpersonal, and intellectual) on the relationship between different types of victimization and delinquency.Participants and SettingData were collected from 631 Chinese migrant children (mean age = 10.52 ± 0.92 years) via convenience sampling.MethodsParticipants completed a self-reported questionnaire that assessed experiences of victimization in family, interpersonal, and community settings, involvement in delinquent behaviors, and personal strengths.ResultsThe prevalence of different delinquent behaviors was significantly higher in the victimization groups than in the non-victimization groups. Regression analyses revealed that all three types of personal strength served as direct predictors of delinquency (B_{self-regulation} = −0.46, SE_{self-regulation} = .09, p < .001; B_{interpersonal strength} = −0.23, SE_{interpersonal strength} = .06, p < .001; B_{intellectual strength} = −0.19, SE_{intellectual strength} = .05, p < .001), while self-regulation further moderated the victimization-delinquency relationship. When self-regulation was high, the association between victimization and delinquency was significantly weaker than when self-regulation was low.ConclusionsOur findings suggest that personal strengths are important protective factors for youth exposed to experiences of victimization. Identifying methods to help victims recognize, develop, and use their personal strengths should be integral to support and intervention efforts for young victims.     

Distress Tolerance and Emotion Regulation: Promoting Maternal Well-Being Across the Transition to Parenthood

Objective. This study examined the association between newborns’ daily crying and five measures of new mothers’ emotional states. Design. One hundred seven new mothers responded via a one-time, anonymous, online survey that assessed their stress, well-being, emotion regulation, frustration, and coping skills. Mothers also reported their infant’s daily cry duration. Results. Average daily crying was related to mothers’ emotional experiences, and relations also existed among the five mental health measures. Regression models indicate the strongest predictors of frustration were infant’s average cry duration, maternal well-being, and infant’s health status at enrollment. Conclusion. Mental health professionals can support families through the normative, but often stressful, experience of their infant’s cries. However, a re-evaluation of the clinical criteria for excessive crying is needed, as the results suggest that mothers whose infants cry considerably less than the widely used Wessel’s 3-hour-per-day criterion for excessive crying experience significant negative mental health.     

It all adds up: Addressing the roles of cumulative traumatic experiences on military veterans

BackgroundPosttraumatic stress symptoms are common after discharge from military service in male and female Post-9/11 veterans, many of whom experienced combat.ObjectiveThis is a study of the impacts of childhood and adult assaults are studied both separately and together on the level of posttraumatic stress symptoms in male and female Post-9/11 veterans (N = 850) after discharge from military service.Participants and settingThis cross-sectional secondary analysis uses data from the baseline interviews of the Survey of Experiences of Returning Veterans (SERV) cohort study.MethodsChildhood sexual and physical abuse, adult sexual and physical assault, and combat exposure were the main exposures of interest and the primary outcome measurement was the Posttraumatic Symptom Checklist-Civilian, assessing symptom severity post discharge from military service.ResultsOur sample reported high rates of childhood abuse, adult victimization, combat exposure, and posttraumatic stress symptoms. Tested separately, models including different types of victimization had both unique (f² = 0.30) and cumulative (f² = 0.32) effects on severity of posttraumatic stress symptoms in male and female veterans.ConclusionsOur results underscore the importance of assessing childhood and adult trauma history in returning veterans in addition to traumas they experienced during their service. These findings highlight the importance of focusing on building resilience in our military servicemembers.