Learning Motivation Mediates Gene-by-Socioeconomic Status Interaction on Mathematics Achievement in Early Childhood

There is accumulating evidence that genetic influences on achievement are more pronounced among children living in higher socioeconomic status homes, and that these gene-by-environment interactions occur prior to children's entry into formal schooling. We hypothesized that one pathway through which socioeconomic status promotes genetic influences on early achievement is by facilitating the processes by which children select, evoke, and attend to learning experiences that are consistent with genetically influenced individual differences in their motivation to learn. We examined this hypothesis in a nationally representative sample of approximately 650 pairs of four-year old identical and fraternal twins who were administered a measure of math achievement, and rated by their parents on a broad set of items assessing learning motivation. Results indicated a genetic link between learning motivation and math achievement that varied positively with family socioeconomic status: Genetic differences in learning motivation contributed to math achievement more strongly in more advantaged homes. Once this effect of learning motivation was controlled for, gene-by-socioeconomic status interaction on math achievement was reduced from previously significant levels, to nonsignificant levels.     

Motivating Project-Based Learning: Sustaining the Doing,Supporting the Learning

Project-based learning is a comprehensive approach to classroom teaching and learning that is designed to engage students in investigation of authentic problems. In this article, we present an argument for why projects have the potential to help people learn; indicate factors in project design that affect motivation and thought; examine difficulties that students and teachers may encounter with projects; and describe how technology can support students and teachers as they work on projects, so that motivation and thought are sustained.     

Secondary Students' Dynamic Modeling Processes: Analyzing,Reasoning About,Synthesizing, and Testing Models of Stream Ecosystems

In this paper, we explore dynamic modeling as an opportunity for students to think about the science content they are learning. We examined the Cognitive Strategies for Modeling (CSMs) in which students engaged as they created dynamic models. We audio- and videotape-recorded eight pairs of ninth grade science students and analyzed their conversations and actions. In analyzing appropriate objects and factors for their model, some students merely enumerated potential factors whereas others engaged in rich, substantial, mindful analysis. In reasoning about their models, students discussed relationships in depth, concentrated only on the most important key relationships, or encountered difficulty distinguishing between causal and correlational relationships. In synthesizing working models, students mapped their model to aid visualization, focused on their goal, or talked about their model's appearance or form. Students attempted to articulate explanations for their relationships, but sometimes their explanations were shallow. In testing their models, some students tested thoroughly but only a few persisted in debugging their model's behavior so that it matched their expectations. In our conclusion we suggest that creating dynamic models has great potential for use in classrooms to engage students in thought about science content, particularly in those thinking strategies best fostered by dynamic modeling: analysis, relational reasoning, synthesis, testing and debugging, and making explanations.     

Moderation of the Big-Fish-Little-Pond Effect: Juxtaposition of Evolutionary (Darwinian-Economic) and Achievement Motivation Theory Predictions Based on a Delphi Approach

Educational Psychology Review - The big-fish-little-pond effect (BFLPE), the negative effect of school-/class-average achievement on academic self-concept, is one of educational psychology’s...     

Using New Technology to Improve Assessment

What are the areas of testing that will be most affected by new technology" Who is doing work on the cutting edge of these areas" What will be the ultimate effect of these innovations"     

From PE experiences to PE teaching practices? Insights from Scottish primary teachers' experiences of PE,teacher education,school entry and professional development

Morgan and Hansen suggest that further research is needed to explore how non-specialist primary teachers approach and teach physical education (PE) based on their personal school PE backgrounds, teacher education experiences and ongoing professional development. This paper adopts Lawson's socialisation model, a theoretical framework subsequently used by many other researchers, to explore how primary teachers' experiences in various contexts ‘shape [their] knowledge and beliefs about the purpose of physical education, its content and teaching approaches’. Examining teachers' beliefs and attitudes towards PE is arguably important as it highlights how they approach the profession and enact particular teaching practices. We examine the views of 327 non-specialist primary teachers who participated in a postgraduate certificate in primary PE run by the Universities of Glasgow and Edinburgh. This article reports findings from the baseline data of our longitudinal research—arguably crucial in ascertaining teachers' starting point and useful in monitoring the programme's impact. Our findings suggest the prevalence of negative PE experience during primary and secondary years, which we considered part of Lawson's ‘acculturation’ phase. Experiences during initial teacher education (ITE) or ‘professional socialisation’ showed that teachers were only given a basic starting point, which was inadequate for teaching PE effectively. The initial teaching experience or ‘organisational socialisation’ stage also presented major challenges for teachers who endeavoured to apply knowledge and skills acquired during ‘professional socialisation’. We suggest that how teachers' conceptions about PE are formulated and the accounts of challenges they encountered upon school entry are vital for the design and delivery of effective ITE and PE-CPD. Additionally, these findings underpin the need for more critical and reflective learning experiences at all levels of PE.