Communication and identity management in a globally-connected classroom: An online international and intercultural learning experience

Though global classrooms are designed to expose students to varied cultural knowledges and experiences, how students consider and display their own identities in cross-cultural exchange has yet to be fully interrogated. This study focuses on U.S. college students who participated in a series of online conversations with learners in Singapore. Grounded in Goffman's sociological work and based on Hecht's communication theory of identity, this article focuses on students’ conceptions of themselves relative to others, and perceptions of identity work in cross-cultural conversations. Limitations tied to this project and avenues for future research on intercultural communication classroom practice are considered.     

Test of gross motor development-2 for Filipino children with intellectual disability: validity and reliability

This study aimed to examine aspects of validity and reliability of the Test of Gross Motor Development-2 (TGMD-2) in Filipino children with intellectual disability. Content and construct validity were verified, as well as inter-rater and intra-rater reliability. Two paediatric physiotherapists tested 81 children with intellectual disability (mean age = 9.29 ± 2.71 years) on locomotor and object control skills. Analysis of covariance, confirmatory factor analysis and analysis of variance were used to test validity, while Cronbach’s alpha, intra-class correlation coefficients (ICC) and Bland–Altman plots were used to examine reliability. Age was a significant predictor of locomotor and object control scores (P = 0.004). The data fit the hypothesised two-factor model with fit indices as follows: χ² = 33.525, DF = 34, P = 0.491, χ²/DF = 0.986. As hypothesised, gender was a significant predictor for object control skills (P = 0.038). Participants’ mean scores were significantly below mastery (locomotor, P < 0.001; object control, P < 0.001). Cronbach’s alpha was 0.830 for locomotor and 0.792 for object control components. ICC for locomotor and object control scores ranged from 0.995 to 0.998, suggesting excellent intra-rater and inter-rater reliability, confirmed by Bland–Altman analysis. This study provides evidence of sufficient content and construct validity, internal consistency and rater reliability of TGMD-2 for Filipino children with intellectual disability.     

“Pictures make me know more ideas”: Lessons from three young writers

Children's drawings and writings have interested scholars, researchers, and teachers of young children for more than a century (DuCharme, 1987b). Children's graphic pictorial products and scribblings have been the source of joy and inspiration, and often humor, for adult minds. However, within the past fifteen years researchers have broadened our view of the child's graphic abilities both in writing and drawing and have allowed us to better appreciate the complex thought processes involved in the production of the delightful expressive works of children.Catherine C. DuCharme is Assistant Professor and Coordinator of Early Childhood Education, Graduate School of Education, California State University, Long Beach, CA.     

Beginning teachers’ induction in Chile: the perspective of principals

This case study investigated the role of school principals in the induction of beginning teachers in Copiapó, Chile. Building upon group and individual interviews, and review of extant literature, the following findings were established: (a) principals in this study expect beginning teachers to be fully formed as classroom teachers; (b) principals were unlikely to talk about induction practices that might help beginning teachers to learn pedagogical strategies for classrooms; and (c) principals’ induction practices focused on the symbolic role that principals play as the highest authority within the school which has little practical influence on helping beginning teachers to develop their pedagogy. Implications for policy and practice are discussed.     

‘Hardworking,determined and happy’: first-year students’ understanding and experience of success

While all agree student success in higher education is important, there is less agreement on what it means to be a successful student. Student success is often measured by institutional reports of grades, student retention and qualification completion. More recently, broader definitions have emerged; however, these do not incorporate student perceptions of success. The current study addresses this gap by exploring how first-year students talk about their success. Drawing from weekly interviews of students at an Australian regional university, the data are analysed through the lens of a conceptual framework of student engagement. The findings demonstrate that success is inextricably linked with student engagement as well as other dimensions of the student experience. As expected, students assess their success extrinsically with institutional measures such as grades and feedback. In addition, their behavioural engagement was seen as a more immediate measure of their success, while happiness and satisfaction were necessary for some students to feel successful. Perceptions of success have important consequences for students in terms of increased positive emotions, self-efficacy and course belonging. Success for these students has multiple dimensions. These findings give rise to suggestions for a staged approach to supporting first-year student success. However, the student experience is complex and multifaceted and further research is needed with different student cohorts who may define and experience success in other ways.     

The benefits and barriers of using virtual worlds to engage healthcare professionals on distance learning programmes

Using the delivery of a large postgraduate distance learning module in bioethics to health professionals as an illustrative example, the type of learning activity that could be enhanced through delivery in an immersive virtual world (IVW) was explored. Several activities were repurposed from the “traditional” virtual learning environment into the IVW, providing insight into the pedagogical affordances of each environment. Voluntary classes, which were held each week over the 12-week module, were designed to provide deeper understanding of ethical theory and how it informs professional healthcare practice. Virtual classes included problem-based learning, flipped lectures, and role play. Following the introduction of the virtual classes, the module failure rate was less than 5%, compared with ～11% in the previous two cohorts. However, the introduction of any new technology presents challenges to both staff and students; therefore, the barriers to using virtual worlds are also explored.     

The Graduate Course in Pedagogy: Survey of Instructors of College Pedagogy in the United States and Canada

Although numerous universities offer graduate students opportunities to develop their teaching, few studies probe the credit-bearing graduate course in college teaching. A survey of 105 instructors of graduate pedagogy courses in the US and Canada explored their preparation, professional appointments, students, and assignments. Results showed diverse institutional units offer college pedagogy courses, which are taught by instructors with substantial preparation, most frequently to multidisciplinary groups from diverse majors. Many instructors assign teaching statements, though specifics differ. Comparison to the authors' earlier case study reveals an emerging, recognizable, and international course type that coheres in structure, timing, and at least one key assignment. The ubiquity of college pedagogy courses recommends substantial institutional investment, scholarly analysis, and professorial discussion to align them with the contemporary goals and standards of graduate education.     

Maternal, Teacher, and Child Care History Correlates of Children's Relationships with Peers

Mother and teacher correlates of social competence with familiar and unfamiliar peers in 84 children who entered child care at three different times are examined. Social competence at age 4 was assessed with both familiar and unfamiliar peers. Relationships with both initial and 4-year-old teachers were related to social competence with peers. Maternal attachment relationships at 12 months and at 4 years did not predict social competence with peers.