The Role of Preschool Relational and Physical Aggression in the Transition to Kindergarten: Links With Social-Psychological Adjustment

Research Findings: The transition to kindergarten has important ramifications for future achievement and psychosocial outcomes. Research suggests that physical aggression may be related to difficulty during school transitions, yet no studies to date have examined the role of relational aggression in these transitions. This article examines how engagement in preschool physical and relational aggression predict psychosocial adjustment during the kindergarten school year. Observations and teacher reports of aggression were collected in preschool, and kindergarten teachers reported on student–teacher relationship quality, child internalizing problems, and peer acceptance in kindergarten. Results suggested that preschool physical aggression predicted reduced peer acceptance and increased conflict with the kindergarten teacher. High levels of relational aggression, when not combined with physical aggression, were related to more positive transitions to kindergarten in the domains assessed. Practice or Policy: These data lend support to the need for interventions among physically aggressive preschoolers that target not only concurrent behavior but also future aggression and adjustment in kindergarten. Thus, educators should work to encourage social influence in more prosocial ways among aggressive preschoolers.     

The effects of an increasing versus constant crank rate on peak physiological responses during incremental arm crank ergometry

We examined the effects of concomitant increases in crank rate and power output on incremental arm crank ergometry. Ten healthy males undertook three incremental upper body exercise tests to volitional exhaustion. The first test determined peak minute power. The subsequent tests involved arm cranking at an initial workload of 40% peak minute power with further increases of 10% peak minute power every 2 min. One involved a constant crank rate of 70 rev · min(-1), the other an initial crank rate of 50 rev · min(-1) increasing by 10 rev · min(-1) every 2 min. Fingertip capillary blood samples were analysed for blood lactate at rest and exhaustion. Local (working muscles) and cardiorespiratory ratings of perceived exertion (RPE) were recorded at the end of each exercise stage. Heart rate and expired gas were monitored continuously. No differences were observed in peak physiological responses or peak minute power achieved during either protocol. Blood lactate concentration tended to be greater for the constant crank rate protocol (P = 0.06). Test duration was shorter for the increasing than for the constant crank rate protocol. The relationship between local RPE and heart rate differed between tests. The results of this study show that increasing cadence during incremental arm crank ergometry provides a valid assessment of peak responses over a shorter duration but alters the heart rate-local RPE relationship.     

Exploring practicum: student teachers’ social capital relations in schools with high numbers of pupils living in poverty

The complexity of practicum in initial teacher education, in terms of the range of diverse social relations and differing school contexts, provides a challenge for teacher educators worldwide, aiming to guide and shape opportunities for student teachers learning to teach. This challenge is further compounded by societal problems linked to child poverty. Drawing from social capital theory, this paper explores the kinds of social relations that are currently associated with student teachers’ practicum experience in schools located in areas of social and economic deprivation or with significant proportions of pupils living in poverty. The paper brings to the surface types of social relations that are beneficial to mitigating the effects of poverty on educational outcomes. The case is made that practicum does not currently support the principles of social capital theory by enabling student teachers to develop an understanding of how to make connections, and develop the social relationships required to support positive educational outcomes for the children and young people in such contexts. Findings indicate that more effective ‘joint practice’ is required to better support student teachers’ professional learning.     

Talking Whiteness: Representations of Social Justice in One School

This post-structural discourse analysis examines how whiteness is discursively and materially maintained and reproduced through an anti-bias discourse. It attempts to surface ways in which counter discourses are mediated within a dominant discourse such as whiteness. Understanding one school’s determined efforts to “combat oppression” and the difficulties inherent in this charge may allow for expanded notions of how schools might challenge taken for granted norms on which many visions of reform rest. Finally, taking into consideration the ways in which dominant discourses of normalization may act as a barrier to producing transformational environments for teaching and learning in K-12 schools, may make more evident the need for schools to have mechanisms that challenge normative structures, social practices, as well as create space for counter discourses to be generated.     

Formative observation of teaching: focusing peer assistance on teachers’ developmental goals

Peer observation of teaching can provide valuable insights into effective educational practices. By adopting a developmental focus, peer observation can also provide insights into how practices might be enhanced and, importantly, how enhancements in practices might be aligned to teachers’ development goals. However, a review of peer observation of teaching undertaken at Australian universities demonstrates that observation instruments and protocols typically do not explicitly afford alignment of peers’ observations with teachers’ developmental goals. Analysis of observers’ uses of popular peer observation instruments through the deployment of the Peer Assisted Teaching Scheme through multiple institutions across Australia has informed the development and trial of a novel observation instrument and protocol design that is aligned with observer use characteristics, and provides a focus on development goals. This study will be of interest to teachers and academic developers researching and implementing goal-oriented curricular and pedagogical development through peer observation.     

University Lecturers' Perceptions of Gender and Undergraduate Writing

It has been argued that male and female undergraduates adopt different, gendered writing styles. This paper discusses findings from a project that examined this issue, and explores lecturers' perceptions of gender and undergraduate writing. It shows that, in the case of 'second-class' awarded essays, a majority of academics were unable to correctly identify the authors gender. Applying analysis of discourse to the explanations of academics concerning their attempts at gender identification, we found that narratives used by academics tended to support discourses of gender difference, particularly in terms of ability. These various narratives, and the resulting constructions of male and female students, are discussed. It is argued that the narratives position male and female students in stereotypical ways, with implications for their power positions. We conclude that while it is important that gendered trends around undergraduate writing are recognised and addressed, the stereotyping of students according to gender must be avoided.     

The roles of specialist provision for children with specific speech and language difficulties in England and Wales: a model for inclusion?

Children with specific speech and language difficulties pose a challenge to the education and health systems. In addition to their language difficulties they are also at risk of literacy and social, emotional and behavioural difficulties. The main support for children with more severe difficulties has been enhanced provision in mainstream schools (language units or integrated resources) and special schools. The move to an inclusive education system challenges this tradition. This paper reports the results of interviews with heads of language units/integrated resources and head teachers of special schools (n = 57) as part of a larger study within England and Wales. Their views are considered with reference to criteria for entry to specialist provision, the development of collaborative practice between teachers, teaching assistants and speech and language therapists, and the implications for inclusive education.     

Activity Achievement Emotions and Academic Performance: A Meta-analysis

Educational Psychology Review - Achievement emotions are emotions linked to academic, work, or sports achievement activities (activity emotions) and their success and failure outcomes (outcome...