Doubling Student Numbers — What are the Prospects?*

This article looks at the feasibility of doubling the number of first degree students in the UK and considers the likely patterns of change in the 1990s. It looks at the changing policy towards higher education in the UK, and provides an analysis of the types of students entering degree courses. It then looks at the past expansion of higher education and degree courses. An overview is then given of what happens to these students when they graduate in terms of employment and other destinations. Consideration is given to the likely trends in the supply and demand for graduates in the 1990s. The types of changes an academic performance and participation which would be needed to double student numbers over the next 25 years are next reviewed using a model developed by the IMS. Conclusions are drawn about the likely changing balance of supply and demand in the 1990s.     

Exploring the feasibility of a classroom‐based vocabulary intervention for mainstream secondary school students with language disorder

Vocabulary knowledge has been shown to be a predictor of academic success, posing a challenge for children and young people with language disorder. Language disorder can persist into adolescence and yet there is limited evidence on how to support the vocabulary skills of adolescents with language disorder in a mainstream setting. This article describes an experimental study aimed at investigating the feasibility of a whole‐class approach to increase the understanding and use of curriculum vocabulary in adolescents with language disorder. Ten curriculum words were taught by the science teacher using a phonological‐semantic approach, and 10 matched same‐topic words were taught using routine teaching practice. Progress was made post‐intervention in word knowledge of both low‐frequency experimental and control words, with significantly greater change in knowledge of the experimental words. Most students, and the teacher, viewed the phonological‐semantic word‐learning approach favourably.     

Increasing Student Accounting Self‐Efficacy,Interest, and Knowledge Using the DuPont Model

This research describes a DuPont Model activity used in an introduction to business course. An in‐class activity stimulated students’ confidence in their ability to apply the fundamental accounting principles building upon students’ knowledge of a lemonade stand. Accounting is often viewed by students in introductory courses as “a foreign language,” with common reactions by students of fear and anxiety about financial statements and financial ratios (Borja; Brazelton; Deer, Gohn, and Kanaya; Eber and Parker; and Goh and Scerri). The DuPont Model was developed to visually connect an income statement and the balance sheet to five common financial ratios. Using a preactivity and a postactivity questionnaire and 76 matched pairs of student responses, changes or differences in two student self‐efficacy measures were found. Over one‐half of these student pairs showed increases or improvements in these two self‐efficacy measures from preactivity to postactivity, implying that the DuPont Model positively influenced these self‐efficacy measures. Correlation analysis also showed meaningful, positive correlations among students’ self‐efficacy differences and their attitudes toward accounting. Furthermore, students’ perceived characteristics of the DuPont activity are significantly and positively correlated with students’ attitudes toward accounting. Finally, the results of the study are encouraging to the authors to continue using the DuPont Model activity.     

College Student Cyberbullying: Self‐Esteem,Depression, Loneliness,and Attachment

In an online survey (N = 338) at a large midwestern university, frequency counts indicated that 51 (15.1%) undergraduate students were cyberbully victims during college, and 27 (8.0%) were cyberbully offenders during college. In simultaneous regressions, maternal attachment anxiety explained unique variance in cybervictimization and cyberoffending. In multivariate analyses of variance, cyberbully victims (vs. nonvictims) reported higher depression, loneliness, and maternal attachment anxiety, and cyberbully offenders (vs. nonoffenders) reported lower self‐esteem and higher maternal attachment anxiety. College counseling implications are discussed.     

Learning anatomy through Thiel‐ vs. formalin‐embalmed cadavers: Student perceptions of embalming methods and effect on functional anatomy knowledge

Thiel‐embalmed cadavers, which have been adopted for use in anatomy teaching in relatively few universities, show greater flexibility and color retention compared to formalin‐embalmed cadavers, properties which might be considered advantageous for anatomy teaching. This study aimed to investigate student attitudes toward the dissection experience with Thiel‐ compared to formalin/ethanol‐embalmed cadavers. It also aimed to determine if one embalming method is more advantageous in terms of learning functional anatomy through the comparison of student anterior forearm functional anatomy knowledge. Student opinions and functional anatomy knowledge were obtained through use of a questionnaire from students at two medical schools, one using Thiel‐, and one using more traditional formalin/ethanol‐embalmed cadavers. Both the Thiel group and the formalin group of students were surveyed shortly after completing an anterior forearm dissection session. Significant differences (P‐values <0.01) in some attitudes were found toward the dissection experience between cohorts using Thiel‐ vs. formalin‐embalmed cadavers. The Thiel group of students felt more confident about recognizing anatomy in the living individual, found it easier to identify and dissect anatomical structures, and indicated more active exploration of functional anatomy due to the retained flexibility of the cadaver. However, on testing, no significant difference in functional anatomy knowledge was found between the two cohorts. Overall, although Thiel embalming may provide an advantageous learning experience in some investigated areas, more research needs to be carried out, especially to establish whether student perception is based on reality, at least in terms of structure identification. Anat Sci Educ 11: 166–174. © 2017 American Association of Anatomists.     

‘Personal’and‘critical’? Exam criteria,engagement with texts,and real readers’ responses

This article explores how exam criteria require pupils to engage with texts at once 'personally' and 'critically'. It theorises this dichotomy, suggesting problems it presents in a classroom. Observing that dwindling opportunities for creative writing impede personal engagement, it considers the possibilities suggested by the imaginative writings of two pupils for resolving the dichotomy.     

Student behaviour,motivation and the potential of attachment‐aware schools to redefine the landscape

This article is a position paper drawing on the findings of several studies into attachment‐aware approaches in schools and other settings. In seeking to promote pedagogical positions that place greater emphasis on the emotional landscape of students, the authors locate this in an historical perspective. They outline the ways in which educationalists have come to separate the learning being from the feeling being, to the extent of evolving separate discourses on behaviour and wellbeing. On the contrary, the authors contend that these elements are intertwined, a reality that needs to be understood at policy level for ‘outcomes’ to change radically. They frame their argument in the light of conclusions drawn from studies in which they were involved of attachment‐awareness and emotion‐coaching approaches (2011–2017). The authors’ position is further informed by research exploring attitudes of excluded youngsters towards education (2015–2016), and also in light of the wider international literature around progressive education.     

Performance‐based certification—How to design a valid,defensible, cost‐effective program

Initiating a certification program is the overall intent of this book. Judith Hale starts with the program's business case, navigating you through requirements, standards, and assessments, and concluding with implementation and tips for “going global.” The book provides you with a roadmap for starting and implementing a certification program. Whether you are a C‐level executive or a performance improvement practitioner, this book has the explanation and rationale for implementing a certification program, using examples demonstrating learning points clearly and effectively. Performance‐Based Certification‐How to Design a Valid, Defensible, Cost‐Effective Program (ISBN: 978‐1‐118‐02724‐0) is published by Pfeiffer.     

College Student Wellness: A Comparison Between Traditional‐ and Nontraditional‐Age Students

This study examined differences in wellness reported by traditional‐ and nontraditional‐age students as measured by the Wellness Evaluation of Lifestyle (J. E. Myers, T. J. Sweeney, & J. M. Witmer, 1998). Differences were found between the 2 age groups on 4 self‐regulation dimensions: realistic beliefs, sense of control, exercise, and self‐care. Implications for counseling practice and suggestions for future research are discussed.     

The Artist‐Teacher in the Classroom and Changes in the Teacher–Student Relationship,with Reference to the Issue of Censorship

This article examines a case study of an A‐Level student's work and how the inclusion and integration of my own practice as artist‐teacher into the classroom has changed the teacher‐student relationship, resulting in a more collaborative environment. It investigates how the mutual sharing of practice supports opportunities for pupils to discuss and investigate socially provocative issues and raises the issues of censorship. Through the case study the following questions will be addressed: how a collaborative classroom environment impacts on process and outcomes; the effect of discussing social/ political/ cultural issues within the art and design classroom; and the issues of censorship and ownership within the environment of a comprehensive secondary school context.     

Student conscientiousness,self‐regulated learning,and science achievement: An explorative field study

This explorative field study examined the mediating role of self‐regulated learning (SRL) in the relationship between the personality trait of conscientiousness, SRL, and science achievement in a sample of junior high school students. Over the course of an entire academic year, data on enacted SRL were collected each week for 52 eighth‐grade students in the context of an inquiry‐based ecology project. Data were also collected on personality traits, self‐reported study strategies, science project achievement, and grade point average. Findings show significant relationships between conscientiousness, SRL, and achievement. As hypothesized, conscientiousness was shown to significantly impact academic achievement in the inquiry‐based course, mediated by enacted SRL. © 2009 Wiley Periodicals, Inc.     

Multiple‐Choice Tests and Student Understanding: What Is the Connection?

Instructors can use both “multiple‐choice” (MC) and “constructed response” (CR) questions (such as short answer, essay, or problem‐solving questions) to evaluate student understanding of course materials and principles. This article begins by discussing the advantages and concerns of using these alternate test formats and reviews the studies conducted to test the hypothesis (or perhaps better described as the hope) that MC tests, by themselves, perform an adequate job of evaluating student understanding of course materials. Despite research from educational psychology demonstrating the potential for MC tests to measure the same levels of student mastery as CR tests, recent studies in specific educational domains find imperfect relationships between these two performance measures. We suggest that a significant confound in prior experiments has been the treatment of MC questions as homogeneous entities when in fact MC questions may test widely varying levels of student understanding. The primary contribution of the article is a modified research model for CR/MC research based on knowledge‐level analyses of MC test banks and CR question sets from basic computer language programming. The analyses are based on an operationalization of Bloom's Taxonomy of Learning Goals for the domain, which is used to develop a skills‐focused taxonomy of MC questions. However, we propose that their analyses readily generalize to similar teaching domains of interest to decision sciences educators such as modeling and simulation programming.     

Ideology influencing action: special educational needs co‐ordinator and learning support assistant role conceptualisations and experiences of special needs education in England

One outcome of England's Code of Practice’ (DfE, 1994) was an increase, first, in the number of learning support assistants (LSAs) working in mainstream schools and, second, the establishment of the role of special educational needs co‐ordinator (SENCO). Semi‐structured interviews were conducted with SENCOs and LSAs to explore: (i) why they chose their occupation; (ii) how they conceptualise their role and (iii) the decisions they make when endeavouring (or not) to cultivate an inclusive culture in schools. Many SENCOs sought the role in order to increase the educational attainment and life chances of pupils with special educational needs and/or disabilities (SEND). Inclusive concepts such as fairness, equality and social justice underpinned their rationales. LSA justification was more pragmatic and often related to how the role would help them to achieve a further career ambition, or because it was compatible with personal circumstances. Younger participants thought that they could strengthen their teacher training applications by using the role of LSA to gain more experience working in schools generally, and with pupils with SEND in particular. The role of both SENCO and LSA has been found to be extremely diverse in England, depending largely on the needs and resources of the schools in which these two groups find themselves.     

Decoloniality as inversion: decentring the west in emancipatory theory and pedagogy

ABSTRACT

This study starts from contemporary scholarship in decolonial theory as well as from the seventeenth century political thinker Guaman Poma de Ayala, whose critique of colonial society in Peru enacted an epistemological displacement of colonial authority in its own method and perspective. On this theoretical basis, and by means of a contrast with the accumulative drive that has partly characterised both capitalism and Western critical theory, I argue that interrogating the Eurocentric architecture of emancipatory praxis from a decolonial standpoint necessarily involves a project of inversion that disrupts modernity’s developmentalist imaginary, and that restores historical agency to the marginalised while exposing the corruption of power’s supposed virtue. Extrapolating from Guaman Poma and contemporary theorists of decolonisation, the paper argues that rather than a dialectical process of progression, emancipatory theory and practice must be thought of first of all as a process of unwinding, in which the catastrophe of colonialism is reckoned with and what has been taken is restored. In education, both on the terrain of curriculum proper as well as in the process of subject formation in schools, this means a radical reconstitution of the values underwriting canon, rationality, and ways of being – as they are lived within the school and in its relationship to the communities around it.     

Predictors of Help‐Seeking Attitudes in College Student Service Members and Veterans

We explored predictors of attitudes toward psychological help seeking among 103 student service members and veterans (SSM/V). Results showed that self‐stigma, public stigma, and gender significantly predicted attitudes toward psychological help seeking. A test of mediation revealed that self‐stigma fully mediated the relationship between public stigma and attitudes toward psychological help seeking. Implications for college counseling professionals who serve SSM/V are discussed.