Predicting resilience in sexually abused adolescents

This research examined factors that predicted resilience in sexually abused adolescents. Using Bronfenbrenner's Process-Person-Context-Time (PPCT) ecological model, this study considered the proximal and distal factors that would contribute to adolescents' reactions to sexual victimization. This correlational study used hierarchical regression analysis (n=237) with cross-sectional data from the National Survey of Child and Adolescent Well-Being Wave I (NSCAW, Dowd et al., 2002). This study found that school engagement, caregiver social support, hope and expectancy, caregiver education and SES predicted resilience. In line with the PPCT model, findings suggest that placing a greater emphasis on the contextual environment could improve support for adolescent resilience. Augmenting interventions that focus on individual change with those that address environmental factors may increase the benefits to adolescents affected by sexual abuse.     

Attentional Strategy Use by Experienced Distance Runners: Physiological and Psychological Effects

The purpose of this investigation was twofold: (a) to compare most and least economical runners on use of attentional strategies and (b) to determine whether the least economical runners within the subject sample could improve running economy (RE) with the use of an active associative (relaxation) attentional strategy. Subjects (N = 36) completed an initial assessment of attentional style and RE; then the 12 least economical runners ran in each of three laboratory sessions using control, passive associative, and active associative attentional strategies. Results showed that the most economical and least economical runners did not differ in associative style use. The most economical runners, however, reported less dissociation use and more use of relaxation than did the least economical runners. No significant physiological or psychological changes were associated with any of the three attentional strategy conditions. The findings are related to possible differences in how most and least economical runners use associative strategies.     

Interactive pedagogy and subsequent effects on learning in science classrooms

Observations of pupils‐in‐action whilst carrying out investigations indicated that there was plenty of social and cooperative exchange. There was, however, infrequent discussion regarding the planning of experimental approaches, predicting outcomes, consideration of the meaning of evidence and evaluation of task solutions. These observations informed the nature of interactive in‐service programmes developed in Keele University Education Department. Professional development was designed to purposely illustrate a wide repertoire of pedagogic strategies that focused around these issues to support cognitive development of pupils. The interactive nature of the in‐service training was shown to affect widespread ‘change in teachers’ practice. These teachers, involved in experiential in‐service, reflected that they intervened more regularly in children's learning. Their engagement in in‐service training as learners in problem‐solving situations resulted in conceptual shifts in understanding the learning processes their pedagogical transformations could affect. The impact of this changed praxis on pupils' learning in investigational situations was studied after in‐service intervention. These findings were compared with the performance of pupils of the same year group carrying out the same investigations before in‐service intervention. The more interactive nature of the teachers' changed pedagogy appeared to affect change in the way pupils themselves interacted and learnt from and with each other. Explicitly sharing subjective views through exploratory talk was found to be important to affect learning through social interaction.     

Writing: importance, development, and instruction

In this article, we examine why writing is important, how it develops, and effective writing practices. We situate the 5 articles in this special issue of Reading and Writing in this literature, providing a context for the contribution of each paper.     

Dramatising Science Learning: Findings from a pilot study to re-invigorate elementary science pedagogy for five- to seven-year olds

This article reports on a pilot intervention that helped teachers of five- to seven-year-old pupils (re)develop their practice to teach science in a more active and participatory way. Science is sometimes perceived as elitist, accessible to only the most able. Drama, however, offers a more lively, none traditional way to learn, that can appeal to, and involve all children in a science classroom. Dramatising science learning appears not only to promote engaging learning activity, but also to support children to conceptually grasp challenging ideas. In this study, 20 teachers from 10 Staffordshire schools experimented with new pedagogical approaches to enhance their practice. Reflective journal extracts, interviews and classroom observations indicated how the drama was enacted and augmented teachers’ scientific understanding. A survey and several focus group discussions were carried out to explore how over 200 children (that responded) felt about learning through drama. There were many success stories, but some aspects of the approach required more development than others.     

The role of visualization in learning from computer‐based images

Among the sciences, the practice of geology is especially visual. To assess the role of spatial ability in learning geology, we designed an experiment using: (1) web‐based versions of spatial visualization tests, (2) a geospatial test, and (3) multimedia instructional modules built around QuickTime Virtual Reality movies. Students in control and experimental sections were administered measures of spatial orientation and visualization, as well as a content‐based geospatial examination. All subjects improved significantly in their scores on spatial visualization and the geospatial examination. There was no change in their scores on spatial orientation. A three‐way analysis of variance, with the geospatial examination as the dependent variable, revealed significant main effects favoring the experimental group and a significant interaction between treatment and gender. These results demonstrate that spatial ability can be improved through instruction, that learning of geological content will improve as a result, and that differences in performance between the genders can be eliminated.     

Investigating Linguistic Sources of Differential Item Functioning Using Expert Think-Aloud Protocols in Science Achievement Tests

Even if national and international assessments are designed to be comparable, subsequent psychometric analyses often reveal differential item functioning (DIF). Central to achieving comparability is to examine the presence of DIF, and if DIF is found, to investigate its sources to ensure differentially functioning items that do not lead to bias. In this study, sources of DIF were examined using think-aloud protocols. The think-aloud protocols of expert reviewers were conducted for comparing the English and French versions of 40 items previously identified as DIF (N?=?20) and non-DIF (N?=?20). Three highly trained and experienced experts in verifying and accepting/rejecting multi-lingual versions of curriculum and testing materials for government purposes participated in this study. Although there is a considerable amount of agreement in the identification of differentially functioning items, experts do not consistently identify and distinguish DIF and non-DIF items. Our analyses of the think-aloud protocols identified particular linguistic, general pedagogical, content-related, and cognitive factors related to sources of DIF. Implications are provided for the process of arriving at the identification of DIF, prior to the actual administration of tests at national and international levels.     

Enabling and aligning assessment for learning: some research and policy lessons from Queensland

Drawing on the Queensland School Reform Longitudinal Study (QSRLS), this paper documents the assessment practices of about 250 Queensland primary and secondary classrooms and the extent to which they align with those pedagogical practices described as ‘productive pedagogies’ in the research. In considering the extent of this alignment, the paper outlines in some detail the concept of ‘productive assessment’, which also developed out of the research. The QSRLS demonstrated the necessity of aligning pedagogies and assessment practices with curriculum purposes to enhance student learning and contribute to socially just outcomes. A lack of visible alignment in the assessment practices of teachers in the study is demonstrated and discussed. When considered in conjunction with the low intellectual demands of the pedagogies observed, there are serious social justice implications to be drawn from the research. The paper also shows the significance of systemic assessment policies in relation to teacher assessment practices. The paper conceptualizes ‘productive assessment’ in relation to broader sociological considerations of assessment practices. Some possible explanations for the findings are proffered and some brief recommendations about a way forward in relation to teacher professional development around assessment literacy are suggested.     

Near-peer Mentor Model: Synergy within Mentoring

The near-peer mentor model provides undergraduates and recent post-baccalaureates in the science, technology, engineering, and mathematics (STEM) fields with an internship in two related disciplines, STEM research and STEM education. The near-peer mentor is both a mentored research intern and a mentor to pre-college students. During the 2013 summer, 43 near-peer mentors from seven sites reported on the benefits, challenges, and personal development they experienced during the internship. In addition, 1,328 pre-college students reported their perceptions of near-peer mentors. In this qualitative study, we indicate that learning by being mentored, while simultaneously acquiring the abilities to mentor and teach, is an effective model for promoting career advancement and the psychosocial support associated with the acquisition of professional behaviors.