The influence of self-efficacy beliefs for student parents attending university

Student parents (i.e. students who have their own dependent children) are a specific subpopulation of adult learners. This study investigated the impact of self-efficacy beliefs on student parents’ perceived capacity to manage multiple roles and their satisfaction with family, school and life. Survey data collected from 398 student parents enroled at four Canadian universities were analysed. Latent variable analysis was conducted using maximum likelihood estimation with robust standard errors using Mplus. Self-efficacy beliefs were found to influence student parents’ perceptions of satisfaction at school, in the family and with life in general. Perceptions of one’s capacity to manage multiple roles (i.e. school–family balance) were found to mediate the relationship between academic self-efficacy and school satisfaction as well as parental self-efficacy and family satisfaction. Furthermore, preliminary evidence is provided of unique subgroups within the student parent population based on children’s ages, partner status and enrolment status (i.e. full/part-time studies).     

Planning middle school schedules for improved attention and achievement

The literature describes research comparing scholastic success in the morning and afternoon in elementary and high schools. The present study examines the relationship between time of day and scholastic performance in middle school. The progress of 850 seventh and eighth grade students in academic subjects taught at different hours of the day was studied. Mean achievement, as expressed in final grades, rose moderately from morning lessons to those conducted at later hours. Significant but temporary declines in achievement were observed immediately after the 10:00 recess and again during the 13:00 lesson. Variance within classes increased sharply during the day. Previous studies attributed such changes to biological rhythms. This paper indicates that many diurnal changes in scholastic performance may be clarified by integration of concepts of biological rhythms with current theories with respect to attention level. Implications of these findings for planning daily school schedules are discussed.     

(Re)turning to practice in teacher education: embodied knowledge in learning to teach

Contemporary research conversations about the utility of practice theories to professional education support the reconceptualisation of pre-service teacher education in ways that provide strong preparation for continued professional learning. This paper reports on an empirical inquiry that introduced a theoretically informed practice-based intervention in a pre-service teacher education course in order to judge the utility of such an approach for student learning. Innovations within the Study of Teaching programme illustrate the bringing together of pedagogies of observation, pedagogies of enactment, and pedagogies of reflection toward an integrated theory of teacher education that focuses on the teaching body as a central site for research and for the building of preparatory knowledge and skill for ongoing learning. Data was collected from pre-service teachers involved in the programme through video and audio recordings along with individual and focus group interviews, questionnaires and student reflection on video recordings. These were analyzed within an emerging theoretical framework derived from both practice-theoretical literature and international empirical research into core practices. Initial findings suggest that a focus on practice within pre-service teacher education may enhance traditional understandings of ‘practice-based’ approaches that situate the study of practice outside of the university, in school settings. These findings have implications for the ongoing reform of teacher education in increasingly regulated contexts framed in terms of teacher quality.     

Skills for Instructional Design Professionals

Competent instructional designers must have specific skills to successfully facilitate learning and to improve the performance of individuals and organizations. While some authors and professional organizations have identified the capabilities required for effective instructional designers, only a few have validated these skills by collecting data from actual practitioners. The purpose of this article is to discuss the results of a research study we conducted to identify and empirically validate competencies for instructional design professionals.     

社会化媒体数据质量评价初探

首先阐述事务型数据与社会化媒体数据的概念与特性以及评价数据质量的内容和方法,然后对传统的数 据质量维度如准确性、完整性、一致性、可信性、时效性、可获取性和相关性等进行分析,认为在事务型数据和社会 化媒体数据中,各个质量维度的重要性有明显的不同,并确定可用于评价社会数据质量的质量维度。最后论述利用确 定的质量维度对社会化媒体数据质量进行管理与评估,通过实例分析提出相应的启示与建议。     

Self paced learning: A student perspective

Training reform in Australian Vocational Education and Training (VET) has been well under way for over a decade. Reforms include marketisation, the widespread adoption of competency-based training, and most recently an adoption of various forms of flexible delivery. One of these alternative methods of delivery is self paced learning (SPL). SPL is presented by VET management as being advantageous to students and their employers, and in addition is generally less resource-intensive than face-to-face teaching. This paper examines SPL in a TAFE college from a student viewpoint. The research, using qualitative methods, examined the experiences of SPL, in Office Administration subjects, of students who have a Non English Speaking Background (NESB) or no regular access to computers. The paper describes how they adapted, reacted and responded to self paced learning. The difficulties experienced by these students when studying by self paced learning are discussed in detail The findings indicate that, whilst students are appreciative of the flexibility which self paced learning affords, there are some concerns about its efficacy in relation to educational outcomes.     

A Prescription for Global Education in Health and Human Services

Study abroad might be associated primarily with humanities or business majors, but San Diego State University has mandated an international experience for all its health and human services students. Here's why.     

Understanding Individual Differences in University Undergraduates: A Learner Needs Segmentation Approach

The purpose of this study was to use the marketing concept of segmentation in a post-secondary context in order to gain a better understanding of undergraduate students. Most post-secondary institutions segment their learners in traditional ways based on demographic characteristics such as age, year of program, gender, special needs, and grade point average. The establishment of identifiable learner-based segments is a unique, and arguably a critical, first step which can be of benefit to institutions as they develop recruitment strategies and academic programs that best serve the needs of their unique mix of undergraduate learners.Partners in Planning and focuses upon strategic development and transformation in the public and not-for-profit sectors, marketing, and product introduction     

A group randomized controlled trial evaluating parent involvement in whole-school actions to reduce bullying

Parents can significantly affect children's peer relationships, including their involvement in bullying. The authors developed and evaluated ways to enhance parents’ knowledge, self-efficacy, attitudes, and skills related to parent–child communication about bullying. The 3-year Friendly Schools Friendly Families whole-school intervention included a family component, which provided training and resources to support school teams to engage families in awareness-raising and skill-building activities. Over 3,200 parents of the Grade 2, 4, and 6 cohorts were recruited. For the Grade 2 and 4 cohorts at both 10 and 22 months postintervention, the family component increased parents’ self-efficacy to talk about bullying with their children and their frequency of doing so. Grade 4 parents reported more provictim attitudes at 22 months. No differences were found for the Grade 6 cohort. These data suggest a whole-school capacity-building intervention in early and middle childhood can improve the likelihood and frequency of positive parent–child communication about bullying.