Science Education for Women: Situated Cognition,Feminist Standpoint Theory,and the Status of Women in Science

This paper examines the relation between situated cognition theory in science education, and feminist standpoint theory in philosophy of science. It shows that situated cognition is an idea borrowed from a long since discredited philosophy of science. It argues that feminist standpoint theory ought not be indulged as it is a failed challenge to traditional philosophy of science. Standpoint theory diverts attention away from the abiding educational and career needs of women in science. In the interest of women in science, and in the interest of science, science educators would do best for their constituencies by a return to feminist philosophy understood as the demand for equal access and a level playing field for women in science and society.

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Does research degree supervisor training work? The impact of a professional development induction workshop on supervision practice

Supervisor induction and continued professional development programmes constitute good practice and are enshrined in institutional policies and national codes of practice. However, there is little evidence about whether they have an impact on either supervisors’ learning or day-to-day practice. Set in a discussion of previous literature, this article unpacks the concepts ‘impact’ and ‘evaluation’ and assesses the medium- and longer term impact of the University of South Australia's doctoral supervisor induction programme, Supervising@UniSA. It suggests that the workshop leads to the acquisition of understanding and knowledge and, for the majority of attendees, also has an impact on supervisory practice.     

Written expression performance in adolescents with attention-deficit/hyperactivity disorder (ADHD)

We examined written expression performance in a sample of adolescents with ADHD and subthreshold ADHD using two different strategies: examining performance on standardized measures of written expression and using other indicators of written expression developed in this study. We examined associations between standardized measures of written expression, cognitive processing measures (working memory, processing speed, language, fine motor ability, and reading efficiency) and behavioral ratings of ADHD by parents and teachers. We also developed a coding scheme for a writing sample to measure productivity and the ratio of self-corrections to errors. The results indicated that written expression performance was most consistently associated with cognitive processing measures and not behavioral ratings of ADHD, based on correlational and simultaneous regression analyses. These results were consistent in the analyses with both the standardized measures and the coding scheme measures of written expression. Findings generally remained robust, regardless of whether participants who met criteria for a learning disability were included or excluded in the analyses. The current results suggest that written expression difficulties in adolescents with ADHD are attributable to processing difficulties that may be associated with ADHD, not to ADHD reported symptoms. Implications for assessment and intervention are discussed.     

One Teacher’s Experience of Teaching Physical Education and Another School Subject: An Inter-Role Conflict?

Purpose: This study was situated within a longitudinal study of 5 teachers examining the realities of teaching physical education by determining the impact of individual dispositions and contextual factors on the career trajectories of postprimary physical education teachers in Ireland (Iannucci & MacPhail, 2017). One of these participants, Jane, was examined in this study to gain a greater understanding of the realities and tensions experienced by a postprimary teacher enacting 2 distinct sets of role expectations when teaching physical education and another school subject concurrently. Method: Data reported in this article were collected through a semistructured interview and living graph. An interpretative framework was used for analysis, assessing Jane’s perceived meanings of the identified critical incidents in relation to role theory. Results: Teachers timetabled with physical education and another subject concurrently may be expected to navigate and negotiate 2 distinctly different roles within the school community causing difficulty in assuming both roles simultaneously. Short narratives were used to convey 2 themes: (a) role prioritization and (b) role performance. Conclusion: The study results suggest that the already complex and multifaceted role of a school teacher (Richards, Templin, Levesque-Bristol, & Blankenship, 2014) seems to be further complicated when teachers are tasked with simultaneously teaching physical education and another school subject. With the presence of a role conflict management strategy such as role prioritization (Stryker, 1968), one can presume that teachers who are tasked with teaching physical education and another school subject may experience some level of role conflict.     

The important role of mothers during displacement: Direct and indirect effects of the refugee context on Syrian refugee children's mental health

Refugee children are at increased risk for mental health problems, including post-traumatic stress, depression, and externalizing problems. The refugee environment, maternal mental health, and parenting may reduce or exacerbate that risk. This study investigated their direct and indirect associations with child mental health cross-sectionally in a sample of Syrian refugee child–mother dyads in Lebanon in 2017–19. Mediating pathways were tested using structural equation modeling with 1446 dyads (child: M_age = 11.39, 52.1% females) and again 1 year later with 872 (child: M_age = 12.17, 53.1% females) of the original sample. Mediating pathways from the refugee environment through maternal mental health and parenting to child outcomes were detected, emphasizing the importance of a holistic approach to refugee mental health.     

The effect of perceptual fluency on overcoming the interference of the More A-More B intuitive rule among primary school students in a perimeter comparison task: the perspective of cognitive load

European Journal of Psychology of Education - Recent research has shown that reducing the perceptual fluency of shape processing can be an effective means for overcoming the interference of the...     

Preference for 50% reinforcement over 75% reinforcement by pigeons

When pigeons are given a choice between an initial-link alternative that results in either a terminal-link stimulus correlated with 100% reinforcement or a stimulus correlated with 0% reinforcement (overall 50% reinforcement) and another initial-link alternative that always results in a terminal-link stimulus correlated with 100% reinforcement, some pigeons show a preference for the initial-link alternative correlated with 50% reinforcement. Using this procedure, in Experiment 1, we found a relatively modest preference for 100% over 50% reinforcement. In Experiment 2, we decreased the reinforcement density for the second initial-link alternative to 75% and found a significant preference for the 50% reinforcement initial-link alternative. It may be that this “maladaptive” behavior results from a positive contrast between the expectation of reinforcement correlated with the 50% reinforcement initial-link alternative and the terminal-link stimulus correlated with 100% reinforcement. But apparently, the complementary negative contrast does not develop between the expectation of reinforcement correlated with the 50% reinforcement initial-link alternative and the terminal-link stimulus correlated with 0% reinforcement that often follow. Such paradoxical choice may account for certain human appetitive risk-taking behavior (e.g., gambling) as well.     

Exploring the directed h-degree in directed weighted networks

Most networks in information science appear as weighted networks, while many of them (e.g. author citation networks, web link networks and knowledge flow networks) are directed networks. Based on the definition of the h-degree, the directed h-degree is introduced for measuring both weighted networks and directed networks. After analyzing the properties and derived measures of the directed h-degree an actual application of LIS journals citation network is worked out.     

Welcome to our World: Evaluation of a Workshop to Orient Students to Social Work Education

This article reports on BSW and MSW students' satisfaction with a required orientation workshop designed to socialize them to professional educational and to academic and professional standards of behavior. Students viewed video‐recorded vignettes that addressed problematic behaviors in class and field, followed by faculty‐led, small‐group discussions. BSW students rated the workshops as more helpful than MSW students did. First‐year MSW students rated the workshops as significantly more helpful than advanced standing students, suggesting that more experienced students perceive less need for an orientation. Open‐ended questions revealed that students appreciated the opportunity to meet faculty members and other students.