Some classroom applications of current ideas on conceptual learning in science

Conclusion Evidence collected so far seems to substantiate the contention that the constructivist approach to teaching has assisted students in their ability to interact with and internalize scientific concepts. The meanings attached to these concepts has become personalized in accordance with the learner's level of cognitive development. The question of intellectual growth is less decisive in the absence of more extensive long term studies. From the teaching point of view this method is both interesting and rewarding, providing an opportunity to reflect on and evaluate a personalized construct for conceptual learning.     

The Relation Between Global and Specific Mindset With Reading Outcomes for Elementary School Students

An emerging body of research has evaluated the role of growth mindset in educational achievement, yet little work has focused on the unique role of mindset to standardized reading outcomes. Our study presents 4 key outcomes in a sample of 195 fourth-grade students. First, we evaluated the dimensionality of general and reading-specific mindset and found that a global factor of growth mindset (GGM) existed along with specific factors of general and reading mindset. Second, GGM and reading mindset strongly predicted word reading and reading comprehension. Third, GGM and reading mindset uniquely predicted reading comprehension after controlling for basic word reading skills. Fourth, GGM was more strongly associated with reading comprehension for those individuals with weaker reading comprehension skills, whereas reading mindset was more strongly associated with reading comprehension for those with stronger reading comprehension skills. Our findings suggest the potential importance of assessing general and reading-specific mindset linked to reading.     

Team Effort – Training Therapists to Work with Interpreters as a Collaborative Team

This paper considers components of a framework for relational training for counsellors who work with interpreters. Where counsellors and clients cannot be linguistically matched, they will need to incorporate an interpreter into their therapeutic relationship. Counsellors are often unprepared to work in this way. ‘Mothertongue multi-ethnic counselling service’, a UK counselling agency has developed and piloted an in-house training for counsellors and interpreters. Components of this training in how to work collaboratively with interpreters are considered in this paper. These components address the need for a collaborative relationship between counsellor and interpreter, consideration of dynamics in a triangular relationship and a clear delineation of responsibilities. Recommendations are made for the development of a training curriculum and models of clinical supervision for counsellors and interpreters who want to work together collaboratively.     

A Competency‐Based Study of Academic Staff Development Needs

The role of Australian academics is undergoing a period of rapid change as the Federal Government attempts to restructure both the higher education system and the economy. With these changes in role comes a need for the continuing professional development of academics. This paper gives details of a study which adopted a competency‐based approach to identify the job requirements, skill‐deficiencies and training needs of one group of Australian academics. This group ‐ staff from the Business faculties of (former) Colleges of Advanced Education ‐ is of particular interest because its members are experiencing uncommonly rapid growth and change. In general, the respondents tended to rate (a) teaching skills as more important than research skills, (b) their own teaching skills as more highly developed than their research competencies, and (c) their desire for training as greatest with respect to several specific research skills. Some potential barriers to the successful implementation of professional development programmes are discussed.     

Making the Ethical Transition in South Africa: Acquiring Human Bodies for Training in Anatomy

While dissection remains the method of choice for teaching human anatomy, ethical requirements for obtaining cadavers has made the process of acquiring human bodies more strenuous for institutions. In Africa and at the School of Anatomical Sciences in South Africa, dependence on unclaimed bodies has been prevalent. The aim of the present study was to determine whether more rigorous application of ethical consent has altered the provenance of the cadavers in the School of Anatomical Sciences, University of the Witwatersrand. The numbers of bequeathed/donated/unclaimed cadavers received over the period 2013–2017, as well as their sex and population affinity were analyzed. The majority (96.8%) of the cadavers dissected over the period were from bequests/donations. Marginally more females than males were available. In addition, the population affinity of the cadavers had changed from a majority of South African African (unclaimed) bodies to a majority of South African White (bequest/donated) bodies. The study shows that even with ethical constraints it is possible to transition from the use of mainly unclaimed bodies to the acquisition of bequeathed/donor bodies. However, there may be challenges in relation to anatomical collections in the School as few of the bequest/donated cadavers remain in the School to be added to the collections. These changes also affect the demographics of the Schools' collections.     

Homesickness as a construct of the migrant experience

This paper is an exploration of the concept of homesickness and the migrant's relation to the idea of home. It draws on the writer's personal experience of Caribbean migration—discussing different phases and facets in the evolution of the construct that includes notions of essence and hybridity. It suggests how a return to ‘home’ and roots can broaden the understanding of what it means to inhabit the modern world—and also help in the continuous process of reconstructing identity.     

A content analysis of job advertisements for digital humanities-related positions in academic libraries

Digital Humanities (DH) is a relatively new and dynamic field that involves a wide range of disciplines. There is a need to identify a set of competencies for professionals in this growing field. The purpose of this study is to assess the current state of required and desirable qualifications and knowledge described in the job advertisements regarding DH-related positions. 72 unique job advertisements between November 2006 and April 2018 were collected from American Library Association JobLIST. Position title; institution types and location; educational background; experience; knowledge and skills; and duties were examined and analyzed. SCI2, VOSviewer and Pajek were used to analyze the word/phrase frequency of the job title and job functions, the clusters of job duties and job requirement. The results of the study offer insights on and have practical applications in DH-related education and training to meet the needs of this field.     

Working conditions as risk or resiliency factors for teachers of students with emotional and behavioral disabilities

This pilot study examined working conditions reported by special education teachers of students with emotional and behavioral disorders (EBD) to identify factors common to teachers likely to leave their positions within the next 2 years and factors common to those likely to stay. Survey responses from an international sample of 776 teachers and related services providers indicated administrative support, availability of support personnel, access to curricula, adequate time for paperwork, years of teaching students with EBD, and behavior management approach used are significantly related to participants' intent to stay or leave. Physical injury by a student was among factors reported as not significant. This study is discussed in terms of its implications for addressing the current shortage of EBD teachers. © 2009 Wiley Periodicals, Inc.