Intact and Impaired Memory Functions in Autism

This study examined memory functions in individuals with autism. Based on previous evidence of executive function (EF) deficits, we hypothesized that subjects with autism would demonstrate a pattern of intact and imparred memory functions similar to that found in other groups with EF deficits, such as patients with frontal lobe pathology. We compared the performance of high-functioning children and adolescents with autism (n = 19) and clinical comparison subjects (n = 19) matched on sex, CA, and VIQ on measures of memory and EF. The group with autism performed significantly worse than comparison subjects on measures of temporal order memory, source memory, supraspan free recall, working memory, and EF, but not on short- and long-term recognition, cued recall, or new learning ability, consistent with the predictions of the EF theory. The cognitive measures were significantly more intercorrelated in the autism group than the comparison group, consistent with a limit in central cognition.     

Educational research for professional practice: More than providing evidence for doing ‘x rather than y’ or finding the ‘size of the effect of A on B’

Educational research has been criticised by governments and practitioners. For some politicians and policy makers, there is a tendency to look for direct links between research and successful, effective and efficient practice. Research is needed to inform their evidence-based practice as policy makers, and to provide the kind of research teachers need to base their practice on the best available evidence for doing ‘x rather than y’ (Hargreaves 1996) or predicting the ‘size of the effect of A on B’ (Blunkett 2000). There is no doubt that both teachers and policy makers do make decisions on a daily basis based on some form of evidence. This paper explores Hargreaves’ notion of evidence-based practice, providing a range of criticisms. It also examines Carr’s historical account of ‘praxis’ and ‘poiesis’ to suggest a notion of evidence-based praxis based partly on the historical notion of ‘phronesis’ — practical wisdom. The basis for this is the argument that wise and practical ethical and moral judgements are central to an understanding of teachers’ daily work. What to do in a specific educational situation cannot be determined solely by theoretical beliefs or by ‘techne’. However the ethical dimension is not the only consideration. The paper suggests that evidence-based praxis use Stenhouse’s notion of ‘actionable evidence’, which includes the ethical dimension, but also Thomson’s concept of ‘thisness’, which describes the unique contextual characteristics of a school. If disadvantaged schools can make some sort of difference to learning opportunities for students, it is argued that teachers might engage in evidence-based praxis which involves them in reflecting on, and theorising what is happening in classrooms, schools and neighbourhoods. This ‘praxis’ also involves them in modifying their theories, critically analysing ‘what works’, questioning how they know and developing ideas about how things might be done differently. There will be an element of developing knowledge about teaching and learning strategies (Hargreaves’ ‘body of knowledge’), but it will be in the context of the ethical and moral dilemmas associated with education. It will take up the question of local differences as well as a realistic approach to what constitutes actual school improvement. Evidence-based praxis is also essentially a collective activity not an individual approach. Future development of the notion of evidence-based praxis might also include involving students in a more reciprocal and open learning process like that highlighted by researchers who focus on student participation linked to school reform.     

Education,the science of learning,and the COVID-19 crisis

PROSPECTS - In the COVID-19 crisis, the science of learning has two different responsibilities: first, to offer guidance about how best to deal with the impact of the current situation, including...     

Ready for Reception? The advantages and disadvantages of single‐point entry to school

This paper arose out of a research brief undertaken for a UK local education authority that is currently considering the option of introducing a policy of single‐point entry for Reception children. This increasing trend has particular significance in the light of dramatic changes in the early years sector, not least the proposals for a new Early Years Foundation Stage curriculum (EYFS). It seems timely to revisit, again, the contentious issue of school starting age in the UK, notably the prevalence of 4‐year‐olds in Reception classes. The paper reviews much of the literature on school starting age, along with related research, and evaluates the findings in the light of the current context. It would seem that an early start to education does appear to be beneficial for young children, but the age at which they start may have potentially negative consequences if they are placed in an environment that is not suited to their developmental needs. The question is not so much ‘Are 4‐year‐olds ready for school?’, but ‘Is the school ready for 4‐year‐olds?’.     

What Facilitates and Supports Political Activism by,and for,Undocumented Students?

Historically, undocumented students have been unable to attend public and private institutions of higher education in the United States. Lack of citizenship and/or financial aid precludes many from ever applying to college or other post-secondary institutions. This can create feelings of oppression, stigmatization, and/or inferiority for undocumented youth, who had no say in their ever coming to the United States. In the absence of a sustainable federal law that facilitates higher education attainment for this population, some states have enacted their own permissive policies. The present study utilizes a critical consciousness framework and a constant comparative approach to explore one permissive policy in a focal state. To this end, the authors attempt to answer the question of what motivates undocumented students, through the lens of critical consciousness, to engage in political activism, and what is the role of adult-allies? Findings support and extend our understanding of critical consciousness dimensions, vis-à-vis the revelation of ten themes and subthemes unique to this sample. Implications for policy, practice, and future research are also discussed.     

Influence of Item Parameter Estimation Errors in Test Development

Item response models are finding increasing use in achievement and aptitude test development. Item response theory (IRT) test development involves the selection of test items based on a consideration of their item information functions. But a problem arises because item information functions are determined by their item parameter estimates, which contain error. When the "best" items are selected on the basis of their statistical characteristics, there is a tendency to capitalize on chance due to errors in the item parameter estimates. The resulting test, therefore, falls short of the test that was desired or expected. The purposes of this article are (a) to highlight the problem of item parameter estimation errors in the test development process, (b) to demonstrate the seriousness of the problem with several simulated data sets, and (c) to offer a conservative solution for addressing the problem in IRT-based test development.     

Role of health-promoting behaviours for on-campus and distance education students

University students are likely to experience high rates of stress, which has the potential to negatively affect academic performance and their experience of study. Research with on-campus students has found positive benefits of health-promoting behaviours such as stress reduction and academic achievement; yet no research has examined these relationships with distance education students (and in comparison with on-campus students). Distance education students are a growing cohort in Australia higher education and elsewhere. This paper aims to redress this imbalance by comparing the relationships between stress, strain and coping, academic outcomes, and health-promoting behaviours in tertiary students (on-campus and distance education students). The study involved 242 on-campus and 399 distance education students at a regional Australian university. A path model was developed comparing both cohorts, and relationships were found to be similar, indicating no significant difference. Online interventions for distance education students which could be used to enhance coping are discussed.