Trajectories from academic intrinsic motivation to need for cognition and educational attainment

This long-term longitudinal study addressed the theoretical underpinning of academic intrinsic motivation (AIM) from childhood through adolescence, to need for cognition (NFC) and educational attainment (EA) during adulthood. AIM was measured from 9 to 17 years old, NFC and EA at 29 years old, and IQ at 8 years old. Latent change and growth mixture modeling were utilized. These models complemented each other, revealing that initial motivational status significantly related to both outcomes. Growth mixture modeling elaborated the findings by identifying distinctive subgroups in initial status and developmental change. In contrast to children with initially higher AIM, those starting lower declined resulting in lower NFC and EA. IQ was controlled in these analyses. Findings enhance understanding of trajectories across two decades of development, indicating that students’ early motivation relates to adulthood NFC and EA. Implications for educational practices are discussed.     

Some practical approaches to a course on paraconsistent logic for engineers

This paper describes a non-classical logic course primarily indicated for graduate students in electrical engineering and energy engineering. The content of this course is based on the vision that it is not enough for a student to indefinitely accumulate knowledge; it is necessary to explore all the occasions to update, deepen, and enrich that knowledge, adapting it to a complex world. Therefore, this course is not tied to theoretical formalities and tries at each moment to provide a practical view of the non-classical logic. In the real world, the inconsistencies are important and cannot be ignored because contradictory information brings relevant facts, sometimes modifying the entire result of the analysis. As consequence, the non-classical logics, such as annotated paraconsistent logic – APL, are efficiently framed in the approach of complex situations of the real world. In APL, the concepts of unknown, partial, ambiguous, and inconsistent knowledge are referred not to trivialise any system in analysis. This course presents theoretical and applicable aspects of APL, which are successfully used in decision-making structures. The course is divided into modules: Basic, 2vAPL, 3vAPL, 4vAPL, and Final Project.     

A DEMONSTRATION MODEL: OUTREACH CONTINUING EDUCATION FOR RURAL GERIATRIC HEALTH CARE PROVIDERS

This article describes an outreach continuing education program designed to increase the knowledge and skills of licensed practical nurses employed in long‐term care facilities in 26 rural southeast Georgia counties. The program used a modular self‐directed approach and was heavily supported with audiovisual materials. Four independent learning activities made up each of the nine modules. After pilot implementation of the curriculum, nonnurse health care providers asked to enroll in the course. Upon completion of the course, participants earned certificates as specialists in long‐term care of the elderly as well as continuing education credit.     

Collegial reflection on the meaning of metaphors in learning: emerging theory and practice

As educators and lifelong learners, we were drawn together by the question: How have we fostered our own capacity for agency, self-efficacy and risk-taking in the research practices we utilize? This paper reveals a connectivity and enabling thread that has enriched our experiences within and across our disciplinary areas. In particular this paper articulates the value of metaphor as a conceptual tool as well as sharing insights and reflections on the workings of progressive integration into communities of practice.     

Developing effective beginning teachers through mentor‐based induction

Past research on new teacher induction has focused on changes in retention. Keeping people in the profession is important, but new teachers may need help in learning about curriculum and students in order to be effective instructional leaders. New teachers may also need assistance in learning how to interact with colleagues. We asked new teachers through an on‐line survey what they learned from mentors about curriculum, student diversity and collegiality. In addition, achievement gains of classes taught by new teachers and experienced teachers were compared. The results of the study are discussed in terms of implications for teacher training, organizational change, and data usage by districts.     

Working on What Works: working with teachers to improve classroom behaviour and relationships

The Working on What Works (WOWW) approach, which is based upon Solution-focused Brief Therapy, was implemented in a mainstream primary classroom over a 10-week period. The focus was on improving behaviour and relationships in class. Results demonstrated an improvement in teacher ratings for targets set by the class teacher compared with baseline. Pupils also set, and rated themselves on class targets. Observation of pupils, and their class-ratings, demonstrated a positive impact for these targets. Longer term follow-up suggested that this positive impact was maintained. It is concluded that WOWW had a positive impact on behaviour and relationships within this classroom.     

Semantic effects on word naming in children with developmental dyslexia

Repetition priming was used to examine whether children with dyslexia bias a lexical–semantic pathway when reading words aloud. For the dyslexic group (n = 18, age 9.4–11.8 years), but not for age‐matched controls (n = 18, age 9.2–12.4 years), reaction times when naming pictures were faster after naming the corresponding word. A reading age‐matched control group (n = 24, age 6.8–8.9 years) showed similar priming effects to the children with dyslexia. The magnitude of repetition priming was greater for children with dyslexia with poor nonword reading and slower picture naming. Assuming repetition priming of picture naming is contingent on accessing lexical phonology via semantics, the results suggest less‐skilled normal and disordered readers show a stronger bias towards a lexical– semantic pathway during word reading than skilled readers, and the severity of the phonological representations deficit modulates the strength of that bias in children with dyslexia.     

Role of Cognitively Stimulating Home Environment in Children's Academic Intrinsic Motivation: A Longitudinal Study

The short- and long-term, and direct and indirect, relations between cognitively stimulating home environment and academic intrinsic motivation were investigated in a longitudinal study from childhood through early adolescence. Structural equations modeling was used to test the hypothesis that home environment positively predicts academic intrinsic motivation over this period. It was also hypothesized that home environmental processes would positively predict motivation controlling for socioeconomic status (SES). When children were age 8, home environment (comprising both direct observations and parent report) and SES were measured. Academic intrinsic motivation was assessed at ages 9, 10, and 13. Results supported the hypotheses. Home environment had statistically positive and significant, direct and indirect paths to academic intrinsic motivation from childhood through early adolescence, indicating both short- and long-term effects across these ages. Moreover, home environment was significant above and beyond SES. The findings revealed that children whose homes had a greater emphasis on learning opportunities and activities were more academically intrinsically motivated.