Group work as a strategy for attribution retraining in the Asian educational context of Singapore

The aim of this study is to investigate the effectiveness of group work as a strategy for attribution retraining and improving students’ motivational styles. Students were first categorised into one of three motivational styles: learned helplessness, self-worth motivation and mastery orientation. In the intervention procedure, selected students from each of these three categories were subjected to an intervention procedure requiring the students to work in groups, with the emphasis on personal effort as the major contributor to group success. Post-intervention assessment of motivation showed an improvement in the motivation of self-worth motivated students although there was generally a decrease in mastery orientation amongst students in both the control as well as the experimental groups.     

TEACHING BEHAVIOR QUESTIONNAIRE: VERIFYING FACTOR STRUCTURE AND INVESTIGATING DEPRESSIVE SYMPTOMS IN CATHOLIC MIDDLE AND HIGH SCHOOLS

Teaching behavior impacts student psychopathology. This study explored the associations between teaching behavior types and depressive symptoms in students. The Teaching Behavior Questionnaire (TBQ) and the Center for Epidemiological Studies Depression Scale (CES‐D) were completed by 763 middle and 976 high school students from private Catholic schools. In the middle school sample, a confirmatory factor analysis confirmed the four‐factor structure of the TBQ previously found in public high schools. As predicted, a two‐level hierarchical linear model (HLM) analysis with the high school sample found that only the Negative Teaching Behavior scale of the TBQ was positively related to CES‐D scores, (p < .05). A separate two‐level HLM analysis with middle school students found the Instructional Behavior scale was negatively related to CES‐D scores (p < .05) and the Organizational Behavior scale was positively related to the CES‐D scores (p < .01). Implications of the findings for school personnel are discussed.     

Education development within engineering

Academic engineers who are interested in teaching often find themselves, either formally or informally, taking on the role of ‘education developer’ for their department or faculty. The trend to move towards educational development within disciplines is fairly recent and brings with it a range of interesting opportunities and challenges. Here we will look at the various issues that might occur and provide a way of looking at these that enable faculty in this position to select the most appropriate alternative for their own context.     

Broadening the basis of assessment to prevent the narrowing of learning

ABSTRACT

This article presents an argument for a reconsideration of the types of assessment pro‐ moted by national policy. It argues that education for the twenty‐first century should place emphasis on higher‐order skills and ‘deep learning’ while not neglecting basic skills. The evidence relating to the impact of assessment on learning is briefly reviewed, as is the current state of understanding about different types of learning. On this basis it is argued that the range of types of assessments used, both formally and informally, should be expanded to illuminate and support a wide spectrum of rel‐ evant learning, including both the learning of facts and skills, deeper understandings of concepts and principles and their application in unfamiliar contexts. The impli‐ cations for policy and for the refocusing of national assessment in England are then discussed and an alternative framework is proposed.     

From Head of Year to Year Curriculum Coordinator and Back Again?

This article is an account of the development of the course From Head of Year to Year Curriculum Coordinator? The story of its origins, its development and outcomes provides an opportunity to explore the impact of educational changes on conceptions of pastoral care, its management and organization, and how NAPCE has had to change the pattern and nature of its activities to support its members. It allows us to consider the enduring but changing role of the Head of Year.
Caroline Lodge worked for 25 years in urban comprehensive schools in Coventry and London, in many different roles (including Head of Year) before moving on. She is now occupied with earning a living as lecturer, writer, researcher, teacher, consultant and trainer and is also a student.     

Tutors' and Students' Learning or Why do Schools have Tutors?

This article explores some evidence about tutoring as an effective strategy to support young people's learning. It is argued that the central goal of the tutor is to provide support for students' learning. How the activities, relationships and skills of the tutor contribute to the achievement of this goal is then explored. The author emphasizes the tutor's unique position in the school and how it can contribute to learning for students as individuals and in groups.     

Mother and teacher ratings of maladaptive behaviour in children with special needs

ABSTRACT

Parents and teachers of 109 children selected from the Special Needs Register and living in a multiethnic urban health district participated in the study. Their perceptions of children's behaviour at home and at school were measured by the Aberrant Behavior Checklist(ABC). About two‐thirds of the subjects presented with at least one type of maladaptive behaviour of at least moderate severity within their family, and 50 per cent had similar difficulties at school. The dimensions of hyperactivity and irritability were the main causes for concern by both sources. Contrary to previous studies, high rates of parent‐teacher agreement were found. This significant association was not affected by factors such as age, ethnicity or type of school. The implications for the provision of services for children in special education are discussed.