Can Summer Vacation Be Detrimental To Learning? An Empirical Look

This study examined the performance of four autistic boys each trained to a criterion of 80 percent correct on two sets of noun labels. After training, one set of labels was reviewed twice a week for nine weeks (summer vacation); the other set received no additional training. Performance on both sets was then retested. Each boy showed greater retention of the rehearsed compared with the unrehearsed material; one, placed on a VR3 schedule of reinforcement during the final stages of training, showed slightly better retention of the unrehearsed material than two trained exclusively with a CRF schedule. The authors argue that these data provide beginning support for the contention that seriously developmentally disabled children need to be in a program which offers year‐round schooling rather than an 180‐day school year.     

The influence of experience on pre-service and novice teachers – the Croatian perspective

This paper researches students’ and teacher trainees’ personal experience of student-centred teaching during their education in grades 1–4 of primary school. The questionnaire comprised 45 statements and was completed by 403 primary school teacher trainees and 535 students (future teachers) at Faculties of Teacher Education in Croatia. The research results show that students do not have sufficient prior experience that they could use as inspiration in their future teaching practice and that in the course of their education they were mainly exposed to traditional approach to teaching. The majority of teacher trainees are aware of the importance of student-centred teaching although they cannot fully give up the control of students and educational process. This research opens up the issue of a paradigm change within the teaching system and education in Croatia as well as the issue of changes within education and professional development of teachers.     

The effectiveness of a special school experience for improving preservice teachers’ efficacy to teach children with special educational needs and disabilities

Increasingly, preservice teachers are required to demonstrate their ability to effectively cater for the needs of a diverse range of learners, including those with special educational needs and disabilities (SEND). Higher education institutions (HEI) delivering teacher education programmes are responsible for promoting the development of inclusive practices. This multi-method study assessed the effectiveness of a special school experience for preservice teachers at one HEI in England. A total population sample of 48 preservice teachers completed self-efficacy questionnaires at three time points during their training; and 13 took part in qualitative semi-structured interviews towards the end of the study. Analysis of variance (ANOVA) findings from the questionnaire data showed that the experience had a significant positive impact on preservice teachers’ self-efficacy, improving knowledge, understanding and confidence to teach inclusively. A thematic analysis of the qualitative findings revealed that the experience challenged preservice teacher expectations about learners with SEND, developing understanding about learner needs and effective differentiation. This article concludes with recommendations for effective inclusion training for preservice teachers.     

Age-related differences in vision and proprioception in a lower limb interceptive task: the effects of skill level and practice

This study examined age-related differences in the role of visual proprioception during a lower limb interceptive action and how this varies as a function of skill and practice. In Experiment 1, skilled and less-skilled 8-, 10-, and 12-year-old boys controlled a soccer ball using their preferred foot under full vision and when sight of the effector was occluded. With the exception of the high-skilled 12-year-olds and low-skilled 8-year-olds, participants showed a decrement in peformance when denied access to visual proprioception. In Experiment 2, the effect of practicing under different informational constraints was examined for 12 year-old boys. Children performed varying amounts of practice under full vision, or in a condition where sight of the foot was occluded, before being transferred to the alternative viewing condition. Participants who practiced under occluded viewing conditions showed greater relative improvement in performance over practice and transfer sessions compared with a full vision control group. Some support is provided for the manipulation of visual informational constraints as an effective pedagogical approach to motor learning.     

Benzodiazepine administration prevents the use of error-correction mechanisms during fear extinction

Three experiments examined the effect of systemic administration of the benzodiazepine midazolam on extinction and re-extinction of conditioned fear. Experiment 1 demonstrated that midazolam administration prior to extinction of a conditioned stimulus (CS) impaired that extinction when rats were subsequently tested drug free; however, extinction was spared if rats were extinguished, reconditioned, and re-extinguished under midazolam. Experiment 2 provided a replication of this effect within-subjects; rats were conditioned to two CSs (A and B), extinguished to one (A-), reconditioned to both, and then extinguished/re-extinguished to both stimuli in compound (AB-), under either vehicle or midazolam. On the drug-free test, rats given midazolam froze more to the CS that had been extinguished (B) than the one that been re-extinguished (A). The final experiment examined whether extinction under midazolam was regulated by prediction error. Rats were trained with three CSs (A, B, C) and extinguished to two (A-, C-). These stimuli then underwent additional extinction under midazolam or vehicle, with one CS now presented in compound with the non-extinguished CS (AB-, C-). Rats were then tested for fear of A relative to C. Rats given vehicle showed a deepening of extinction to A relative to C, as is predicted from error-correction models; however, rats given midazolam failed to show any such discrepancy in responding. The results are interpreted to indicate that the drug reduced prediction error during extinction by reducing fear, and rats were able to re-extinguish fear via a retrieval mechanism that is independent of prediction error.     

Distributed leadership and organizational change: Reviewing the evidence

This article explores the relationship between distributed leadership and organizational change. It draws upon the existing literature to consider whether distributed forms of leadership influence development and change in schools. The article examines the research base relating to distributed leadership and organizational outcomes. It focuses on how different patterns or configurations of distributed leadership contribute to organizational development. The article concludes by highlighting issues that require further study and more empirical confirmation. This article is based on a literature review commissioned by the Department for Education and Skills as part of a research project currently being undertaken by Leithwood, K., Day, C., Sammons, P., Harris, A., and Hopkins, D. (2006) ‘Leadership and student outcomes’ and Leithwood, K., Day, C., Sammons, P., Harris, A., and Hopkins, D. (2006) ‘Successful school leadership: What it is and how it influences pupil learning’. London, DFES.     

Self-regulated strategy development in writing: Going beyond NLEs to a more balanced approach

In this article, we present an argument for consideration by those researching and promoting new learning environments (NLEs). We believe advocates of NLEs should consider the literature and research base indicating effective instruction is not based on a forced dichotomy between theoretical perspectives, but rather a thoughtful, pragmatic blending of practices based on evidence gained from various perspectives and lines of research. While unguided or minimally guided instructional approaches are popular and intuitively appealing, these approaches ignore substantial evidence indicating these approaches are less effective and less efficient than instructional approaches that incorporate guidance of the learning process that is faded as internal guidance is developed (Kirschner et al., Educ Psychol 41:75–86, 2006). We illustrate how integrating evidence from multiple theoretical perspectives leads to the development of more powerful approaches to learning and instruction through a review of the premises, evolution, and research behind Self-Regulated Strategy Development (SRSD) in the area of writing.     

Educational services in the University of Bath

Educational technology units, audio-visual aids centres or television services have been established in many British Universities during the present quinquennium. These have met with varied responses from academics, and several organizational patterns have emerged. This article sets out to describe the organizational structure and the range of services offered by the Educational Services in the University of Bath. The Service grew out of the amalgamation of several discrete and independent provisions within the University—projection services, a City-University television service, a unit in the School of Education and so on.Across the board involvement is achieved via a Senate Committee responsible for overall direction, credibility is established by the appointment of an existing academic staff member as director, and an internal bulletin provides the core of a communications system with the academics. Staff seminars on curriculum analysis and development, methods of evaluation and so on, backed up by occasional visiting speakers, provide theoretical backup to the practical and hardware services. An important aspect of the work of the Service is co-operation and co-ordination with the new University Library which has been designed to provide both book and non-book information services. Professor Austwick is the Chairman of the Senate Committee on Educational Technology, and Mr. Harris is the Director of Educational Services in the University.

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Les services annexes de l'enseignement a l'Universite de Bath

Résumé Des services rassemblant les moyens techniques d'enseignement, ainsi que des centres audio-visuels ou télévisuels ont été créés dans de nombreuses universités anglaises ces dernières années. Ils ont suscité des réactions différentes de la part du milieu universitaire et, de ce fait, des formes d'organisation différentes sont apparues. L'article vise à décrire l'organisation et la gamme des services qui se rencontrent en cette matière à l'Université de Bath. Le Service des moyens pédagogiques est né de l'intégration de plusieurs services indépendants qui existaient au sein de l'Université: services de projection, de télévision, un groupe de l'Institut d'éducation etc.Les relations avec le Conseil sont assurées par un comité responsable de la marche générale des services; le sérieux de l'entreprise est garanti par la nomination comme directeur d'une personalité membre du corps universitaire; la publication d'un bulletin intérieur fournit un moyen de communication avec l'ensemble des universitaires. Des séminaires consacrés à l'analyse et à l'élaboration des filières d'études, aux méthodes d'évaluation des résultats et autres sujets semblables sont animés par des spécialistes invités et procurent une aide théorique aux services d'exécution technique. Un aspect important de l'activité du Service réside dans la coopération et la coordination avec la nouvelle bibliothèque de l'Université qui a été concue pour diffuser l'information, que celle-ci soit livrescue ou non. Le professeur Austwick est président du Comité pour la technologie de l'enseigement et M. Harris est directeur du Service des techniques d'enseignement à l'Université de Bath.