What impedes or enhances my studying? The interrelation between approaches to learning,factors influencing study progress and earned credits

The aim of the study is to explore how students' experiences of enhancing and impeding factors and approaches to learning are related to students' study progress. A total of 93 students from the Faculty of Arts and Humanities participated in the study by answering a Learn-questionnaire regarding their experiences of the enhancing and impeding factors and their approaches to learning. Regression analysis showed that working impeded study progression whereas interesting teaching enhanced it. However, the results revealed that the factors that enhance or impede studying appear to be closely mediated by students' approaches to learning. For example, working was not problematic for students with good organising skills. The findings suggest that it may not be possible to identify the factors that would enhance or impede studying without taking individual differences into consideration. In addition, the results imply that the focus in teaching should be in developing students' self-regulation skills.     

Feminist theory and collaborative learning in seminar contexts

This paper describes the processes undertaken to construct more equitable and accountable evaluation procedures within seminars: that is, contexts where the salient modalities being evaluated are participation and oral expression. We describe the distinctive features of our model, including facilitation of the work of teaching assistants, ways to operationalize feminist pedagogy, and processes for evaluation. We articulate the specifics of these features as well as offering a comprehensive 'insider's' account of the actual seminar process we employ. We end by describing teaching, learning, evaluation and institutional outcomes.     

Beyond school inclusion: secondary school and preparing for labour market inclusion for young people with disabilities in Spain

Research analysing good practices in the area of labour market inclusion for people with disabilities shows that the role of the secondary school is fundamental in improving employment opportunities. The aim of this article is to analyse to what extent secondary education in Spain prepares young people with learning difficulties for later inclusion in society and the labour market. Results from studies into good practices in secondary education have established which educational characteristics to take into account for pupils' transition to working life and the need for the school to lead this process. We contrast these results with the current situation in Spain by comprehensively analysing how current secondary education is facing up to the challenges of labour market inclusion for young people with disabilities. Following this, we propose guidelines for the improvement of educational practices in secondary education so as to foster opportunities for labour market participation, from an inclusive viewpoint, for young people with learning disabilities.     

Beginning teachers reflect on inclusive practices – ‘I didn't realize that he only had half a hand’

Learning to value difference and diversity is a central goal of Initial Teacher Education (ITE) professional practice programmes in New Zealand. Yet the authors have continued to struggle to work with their ITE students to move them as a group towards such valuing in both theory and practice. In this article events that lead up to the changes initiated in an ITE inclusive education module in response to tensions arising during tutorial sessions in this paper in three previous years are outlined. A new pedagogical approach consisting of changes to curriculum material, the format of discussions and the tutorial environment itself is introduced. Four examples from participants’ discussions are discursively analysed, uncovering key teaching moments-of-transformation possibilities inherent in the talk. What is revealed is that less confrontational, more productive conversations became possible through the changes initiated. Theorisation of the authors’ experiences of the changes is then provided, drawing on postmodern notions of difference, normalisation, intra-action and affective climates. Finally we suggest that it is important for tutors of such papers to interrogate their practices and where possible to prioritise pedagogies that support an openness to difference and being affected by others as a foundational pedagogical element.     

Mapping inclusion of a child with autism in a mainstream kindergarten: how can we move towards more inclusive practices?

ABSTRACT

This study identify and reflect on barriers to inclusion that children with autism can meet in kindergarten. We use a single case study with participant- and video observation to map inclusion for a single 5-year-old boy with autism, in a mainstream kindergarten in Norway. Analysis identified three modes of inclusion; distance-keeping, maintaining proximity and interacting. The mapping procedure demonstrated that barriers to inclusion continue to operate. The extent of the child's participation seemed to relate to what he was doing and who he was with; overall, limited social inclusion amongst peers being achieved. Results indicated that predictable frameworks and teacher support increased participation. We discuss how participation for children with autism can be promoted. Our study points toward the need to extend current adaptations and support to children with autism within the educational settings, to enable a more inclusive practice.     

The use and frequency of verbal and non-verbal praise in nurture groups

Nurture groups are a form of provision for children with social, emotional, behavioural and learning difficulties. The study examines the interactions between children and staff – in particular, the frequency and effects of verbal and non-verbal praise – and discusses how this contributes to its effectiveness as a positive intervention instrument for all children. Results from structured observations confirmed that interactions in four nurture groups were positive and likely to enhance the self-esteem of pupils. Staff in all nurture groups used a higher frequency of specific verbal praise compared to non-verbal praise, despite results from children's responses to praise revealing that nearly a half of the children responded to non-verbal praise by continuing with appropriate behaviours. An interesting and unexpected finding revealed that as time passed the frequency of both verbal and non-verbal praise reduced. The study highlights how the frequency of certain behaviours such as non-verbal praise can impact on children's behaviour.     

How Russian teachers,mothers and school psychologists perceive internalising and externalising behaviours in children

This study examined the perception of children’s internalising and externalising behaviours by Russian teachers, mothers and school psychologists. The participants rated their agreement about the causes, seriousness and recommended interventions for the problem behaviour of a fictitious girl/boy described in two vignettes. Mixed ANOVAs indicated that all the respondents attributed externalising behaviours to social causes to a greater degree than internalising behaviours. Compared to mothers and psychologists, teachers perceived both types of behaviours as more serious; however, they downplayed their own role in the child’s problems. Psychological help was more popular among school psychologists than among mothers. Correlational analyses demonstrated problem- and respondent-specific associations between casual attributions and recommended interventions. Implications for educational practice are discussed.     

The Desirability of Using Confirmatory Factor Analysis on Published Scales

This paper advances an argument in favor of conducting and reporting confirmatory factor analyses (CFA) on existing and previously validated scales and reporting the findings of those analyses in published research. Previous evidence of scale validity does not necessarily ensure validity in subsequent uses. Instead, scale invariance is best viewed as an empirical question. The case is made that CFA facilitates rather than hinders cross-studies comparisons, and that replication is good scientific practice. Reporting the outcomes of CFA on existing scales provides useful information that facilities knowledge generation and can minimize costly scientific dead-ends.