The developmental consequence of different patterns of maltreatment

From a longitudinal study of 267 high risk families, four different patterns of maltreatment were identified. The mothers have been tested, interviewed and observed in a number of situations starting during the last trimester of pregnancy and continuing at regularly scheduled intervals through the preschool period. The four maltreatment groups were: physical abuse; hostile/verbally abusive; psychologically unavailable; and neglecting. A control group of mothers who provided adequate care was selected from the remaining high risk sample. In an earlier follow-up, among the maltreated children a disproportionately large number of infants were found to be anxiously attached to their mothers at 12 and 18 months, and their performance in a problem-solving situation at age two was poor. In the current follow-up, the children were videotaped at 42 months in a "barrier box" and teaching situation, and at 56 months they were observed in a preschool situation. The physically abused children were distractible, lacked persistence, ego control and enthusiasm, and experienced considerable negative emotion. The children whose mothers were psychologically unavailable showed marked increases in maladaptive patterns of functioning from infancy through preschool. As expected, they were avoidant of their mother, angry, noncompliant, and they were highly dependent. The neglected children had the most difficulty pulling themselves together to deal with various tasks. They lacked self-esteem and agency necessary to cope with their environment.     

The role of academic developers in embedding high-impact undergraduate research and inquiry in mainstream higher education: twenty years’ reflection

Abstract

The focus of this article is on the role of academic developers in supporting and influencing undergraduate research and inquiry, a high-impact activity. We examine the levels at which academic developers can influence undergraduate research and inquiry practices by distinguishing between staff and student practices; disciplinary and departmental practices and policies; institutional practices and policies; and national and international practices and policies. Drawing on our experiences over the last 20 years, we discuss the widening of academic development practice and consider who are the academic developers when it comes to embedding undergraduate research and inquiry in mainstream higher education.     

Curriculum authoring tools and inclusive classroom teaching practice: a longitudinal study

The purpose of this study was to investigate the longitudinal application of a suite of curriculum authoring tools (CATs) to inclusive classroom teaching practice in a secondary school setting. The study sought to establish whether the incorporation of the CATs into the teachers’ curriculum development and implementation covaried with improved implementation integrity of classroom teaching practice over time. A repeated measures design was used to establish whether those teachers with high levels of tool use also recorded higher levels of implementation integrity in their use of specific inclusive teaching practices. The effects of the tools were measured using 578 50‐minute classroom observations gathered over a 2.5‐year period. The results indicated that higher levels of implementation integrity in classroom practice covaried with the extent to which the tools were used for the design and implementation of curriculum.     

Ways of knowing in doctoral examination: How well is the doctoral regime?

The article draws on findings from the PhD Examination Project at the SORTI Research Centre of The University of Newcastle, Australia. It focuses on an analysis of the roles of examiner and supervisor, in relation to the candidate, as seen through the lens of Habermas's ‘Ways of Knowing’ theory. On the basis of this, it has been postulated that the dominant text in the PhD examination process may work to constrain the generation of new knowledge rather than encourage it. The paper explores practical implications for research training and questions the current well being of the doctoral regime.     

Perceptions of optimal conditions for teaching and learning: a case study from Flinders University

Effective teaching and learning in higher education is an important focal point of literature around the globe. Various models are presented as desirable and fostering optimal conditions for teaching and learning. However, each model must be examined within the context of its institutional culture, mission and strategic plan to ascertain if it meets the envisaged goals. The Reinventing Teaching Project survey conducted at Flinders University in 2009 provided a unique opportunity for academic staff and students across all faculties to respond to a survey that explored their perceptions of optimal learning conditions and assessed if the campus environment was conducive to effective teaching and learning practices. The exploratory study was designed to gather qualitative and quantitative data on the motivation of teachers and learners to engage with learning and learners (or not). The results of the survey present valuable insights into what teachers and learners consider to be important attributes of optimal teaching and learning and indicate a number of similarities and differences among teacher-student perceptions. This paper identifies and discusses some of the pertinent outcomes of the study to provide a framework for other similar studies.     

Enhancing student engagement through practice experience in social work education: the Social Work Studio

It can sometimes be difficult to engage students in ‘real life experiences’ within the classroom. In one Bachelor of Social Work program, the development of a Social Work Studio (the Studio) has provided students with opportunities to engage in simulated social work practice in a safe and supportive environment. This article reports on a small exploratory study of students' responses to a survey that sought their views and reactions to the development of this Studio initiative. Findings were analysed from a sociocultural perspective. They indicate that students' responses to the development of the Studio reflect their emerging constructions of the cultural world of social work.     

Reclaiming professionalism for geography education: Defending our own territory

In a world where governments increasingly attempt to impose regulation on all professional activities, this paper advocates that professional standards for teachers be developed ‘by the profession for the profession’. Foucauldian archaeology is applied to two teacher standards documents recently published in Australia, one developed at national governmental level and the other by geography teachers through their professional associations. The excavation reveals that both students and geography teachers themselves are better served when teachers assert their own definition of professionalism and thus reclaim their professional territory, rather than being compliant with generic governmental agendas. Whilst we use Australia as an illustrative example, our findings are applicable to all other countries where governments attempt to impose external professional standards on the teaching profession.