The challenging academic development (CAD) collective

Nurse education is characterised by dissonance, ambiguity and uncertainty. Such a context makes demands on the educator's authenticity or sense of self. This paper reports an attempt to provide a space where dissonance, ambiguity and uncertainty could be held, tolerated and examined and where authenticity could be recovered or developed through the practice of artistry. Three art workshops were offered to eight nurse educators over a period of three months. Each of the participants and the co‐facilitator were subsequently interviewed. All welcomed the opportunity to find meaning in their practice and to be listened to in a climate of empathy, acceptance and congruence. They undertook novel activities that allowed for discovery and surprise. They explored their sense of self and coined fresh metaphors to communicate their experiences. The paper argues that there is room for approaches to academic staff development that go against the mainstream.

La formation des infirmières se caractérise par la dissonance, l'ambiguïté et l'incertitude. Un tel contexte exerce des pressions sur l'authenticité et le sens de soi d'un éducateur. Cet article rend compte d'une tentative de fournir un espace o[ugrave] l'authenticité peut être redécouverte et développée au moyen de la pratique artistique. Trois ateliers artistiques ont été offerts à huit formateurs d'infirmières sur une période de trois mois. Des entretiens ont été effectués auprès de chaque participant et du co‐facilitateur. Les répondants ont tous accueilli l'occasion de trouver un sens à leur pratique et de pouvoir être écouté dans un climat d'empathie, d'acceptation et d'harmonie. Ceux‐ci on entrepris des activités nouvelles faisant place à la découverte et à la surprise. Ils ont exploré leur sens de soi et ont trouvé de nouvelles métaphores pour communiquer leurs expériences. Cet article défend l'idée que des activités de développement pédagogique qui vont à l'encontre de la majorité ont leur place.     

Girls Helping Girls: Assessing the Influence of College Student Mentors in an Afterschool Engineering Program

Current data suggest fewer females than males continue to be interested in engineering and that this gender gap is first evidenced during middle school years. One might expect that female engineering role models would encourage adolescent girls to pursue future careers in engineering and thereby increase the girls’ interests in and attitudes towards science and mathematics. This study sought to correlate middle school girls’ overall confidence in science and mathematics with a year-long, afterschool mentoring program led by female engineering students from a local university. The results demonstrated that there was a significant correlation between the quality of the mentoring relationship and the girls’ confidence in mathematics. The relationship between female role models and young girls’ attitudes toward science and mathematics is discussed.     

Modeling Nonlinear Structural Equation Models: A Comparison of the Two-Stage Generalized Additive Models and the Finite Mixture Structural Equation Model

Researchers have devoted some time and effort to developing methods for fitting nonlinear relationships among latent variables. In particular, most of these have focused on correctly modeling interactions between 2 exogenous latent variables, and quadratic relationships between exogenous and endogenous variables. All of these approaches require prespecification of the nonlinearity by the researcher, and are limited to fairly simple nonlinear relationships. Other work has been done using mixture structural equation models (SEMM) in an attempt to fit more complex nonlinear relationships. This study expands on this earlier work by introducing the 2-stage generalized additive model (2SGAM) approach for fitting regression splines in the context of structural equation models. The model is first described and then investigated through the use of simulated data, in which it was compared with the SEMM approach. Results demonstrate that the 2SGAM is an effective tool for fitting a variety of nonlinear relationships between latent variables, and can be easily and accurately extended to models including multiple latent variables. Implications of these results are discussed.     

Relationship between child abuse history, trauma, and dissociation in Russian college students

OBJECTIVE: The research was conducted to determine the relationship between violent trauma, child abuse history, and dissociative symptoms in a Russian population. METHOD: Three hundred and one undergraduate students from Moscow State Linguistics University participated in the study and completed the Dissociation Continuum Scale, the Violence History Questionnaire, the Traumatic Events Survey (TES), and a demographic measure. RESULTS: Scores on dissociation and its subfactors were significantly higher in the Russian sample compared to the normative US group. The best predictors for dissociation were experiencing a violent trauma, child abuse history, and/or the experience of a fearful event. Those participants with a prior child abuse history were more symptomatic after adult trauma than those with no such history. CONCLUSIONS: The relationship between trauma/abuse and dissociation is unlikely to be a result of suggestion by therapists or media exposure, since the correlation appears in a Russian population who are relatively unexposed to these suggestive sources. The validity, reliability, and structure of the dissociation measure were relatively similar in American and Russian samples.     

How newly qualified primary teachers develop: A case study in rural Eritrea

This paper reports on the professional development of a small group of newly qualified teachers (NQTs) who began their careers in four rural schools in Eritrea. These teachers were monitored over a period of four years from 2001 to 2004. Their development as primary practitioners was recorded by videoing and observing their classes and by interviews and informal discussions held over the period. The ways in which they developed and the factors involved in this development are analysed and discussed.It is hoped that this research offers an insight into the challenges faced by newly qualified teachers in small rural communities, often very much dependant on their own resources and those of the local community. This indicates ways in which the current programme and on-going in-service provision may be targeted in future. An important point is made that in spite of the unusual circumstances of education in Eritrea this research provides insights that are relevant to other sociocultural contexts.     

Working Memory and Children’s Mathematical Skills: Implications for mathematical development and mathematics curricula

This study examined the contributions of the different components of the working memory (WM) model to a range of mathematical skills in children, using measures of WM function that did not involve numerical stimuli. A sample of 148 children (78 Year 3, mean age 8 years and 1 month, and 70 Year 5 pupils, mean age 9 years and 10 months) completed WM measures and age‐appropriate mathematics tests designed to assess four mathematical skills defined by the National Curriculum for England. Visuo‐spatial sketchpad and central executive, but not phonological loop, scores predicted unique variance in children’s curriculum‐based mathematical attainment but the relative contributions of each component did not vary much across the different skills. Subsequently, the mathematics data were re‐analysed using cluster analysis and new performance‐related mathematics factors were derived. All three components of WM predicted unique variance in these performance‐related skills, but revealed a markedly distinct pattern of associations across the two age groups. In particular, the data indicated a stronger role for the visuo‐spatial sketchpad in the younger children’s mathematics performance. We discuss our findings in terms of the importance of WM in the development of early mathematical ability.