The roles of writing knowledge,motivation, strategic behaviors,and skills in predicting elementary students’ persuasive writing from source material

Reading and Writing - A core tenet of the model of domain learning is that learning is shaped by cognitive and motivational forces. In writing, these catalysts include learners’ knowledge,...     

Anthropometric-based selection and sprint kayak training in children

A 12 week kayak training programme was evaluated in children who either had or did not have the anthropometric characteristics identified as being unique to senior elite sprint kayakers. Altogether, 234 male and female school children were screened to select 10 children with and 10 children without the identified key anthropometric characteristics. Before and after training, the children completed an all-out 2min kayak ergometer simulation test; measures of oxygen consumption, plasma lactate and total work accomplished were recorded. In addition, a 500m time trial was performed at weeks 3 and 12. The coaches were unaware which 20 children possessed those anthropometric characteristics deemed to favour development of kayak ability. All children improved in both the 2min ergometer simulation test and 500m time trial. However, boys who were selected according to favourable anthropometric characteristics showed greater improvement than those without such characteristics in the 2 min ergometer test only. In summary, in a small group of children selected according to anthropometric data unique to elite adult kayakers, 12 weeks of intensive kayak training did not influence the rate of improvement of on-water sprint kayak performance.     

‘We don't just do what we're told to do!’ Exploring pedagogical technology development needs

This article investigates the application of technology to pedagogy in early years. The research considers the perceptions of technology that are held by a variety of practitioners in a range of settings. The research explores the factors influencing the participants’ interpretation of the pedagogical value of technology by asking two questions. Do the participants follow policymakers who support the application of technology to pedagogy? Do the participants mirror academic research in this area by considering that ‘e is only best’ when it is applied to pedagogy to develop creative thinking? The study is based in England and draws on the experiences of 16 practitioners who are working in either private or statutory nursery settings. The research is based on an inductive qualitative methodology that has gathered the participants’ views on the benefits of technology for pedagogy in early years. The research reveals that a range of personal, social and professional factors influence the participants’ pedagogy with technology. The article identifies the challenges that exist for the professional development of these early years educators in this area of pedagogy.     

Residential marine field-course impacts on ocean literacy

Abstract

Ocean Literacy is a growing global education movement aimed at deepening and contextualising the human relationship with the ocean. While ocean topics are largely missing from UK school curricula, Ocean Literacy principles offer an opportunity for environmental educators to infuse their programmes with broader perspectives on the ocean, creating openings for the development of learner knowledges, and increasing emotional connection with the marine environment. Field courses held at residential field study centres which focus on marine and coastal environments are uniquely positioned to explore principles of Ocean Literacy with their learners; through experiential, investigative modes of learning which encourage development of understanding, emotional engagement with the environment, and pro-environmental behaviours. This paper examines the learning outcomes of 16–18?year old school students taking part in residential programmes at three coastal field centres in the UK Field Studies Council network. Examining student responses against UK A-level, Scottish Highers, and International Baccalaureate specifications and curricula, we argue that while such programmes are largely determined by cognitive rather than behavioural or affective characteristics, they demonstrate a significant opportunity to further develop the emotional and behavioural foci of residential marine courses.     

Administration of the Aurukun archives held at the Australian Institute of Aboriginal and Torres Strait Islander Studies

ABSTRACT

The Aurukun archives held at the Australian Institute of Aboriginal and Torres Strait Islander Studies were initially developed in accordance with a ‘before it is too late’ model. In response to national controversy over proposed bauxite mining on Wik land, the Institute reorientated its documentation strategy towards collaborating with the Aurukun community. Wik people were not so much the subjects of the archive, but collaborators in its production. The outcome was an extensive multimedia archive which underpinned the Wik native title claim in 1993. Since then the collaborative relationship between the Institute and the Wik people has lapsed. Intermittent attempts to repatriate parts of the Aurukun archives were not successful in the long term. While revising controls over key Aurukun record groups, current Institute staff became aware of the extent and some of the strengths of the Aurukun archives. The staff have been attempting to revive the community’s awareness of their archives and their interest in them. Although the community’s interests presently have a different focus, revived collaboration between the Institute and the Aurukun community could result in some form of distributed custody and control of the Aurukun archives which may be of value to Wik society.     

Alternative accounts are preferable to value transfer theory: Commentary on Dorrance, Kaiser, and Zentall (1998)

Dorrance, Kaiser, and Zentall (1998) trained pigeons on two concurrent simultaneous discriminations (A₊B_?; C₊D_?), with interspersed single-stimulus trials in which responding to the two positive discriminanda was differentially reinforced (A₊; C_±). In each of four separate experiments, the birds showed a preference for stimulus B over stimulus D. Dorrance et al. concluded that the results of these experiments were best described in terms of value transfer theory (VTT; Fersen, Wynne, Delius, & Staddon, 1991). They reject the possibility that the results of these experiments might have been caused by differential nonreinforced experience with the test stimuli (B and D) on the basis of correlational analyses within each experiment. However, differences between experiments in choice of B over D are well predicted by differences in their history of reinforcement. Previous findings that were thought to favor VTT are also entirely consistent with a simpler associative analysis.     

Leadership development in Higher Education: A literature review and implications for programme redesign

Leadership development (LD) activity and its effectiveness has not been explored rigorously across changing university settings globally. As Higher Education settings change radically throughout the world, Higher Education professionals are operating in more uncertain environments, and leaders are taking increasingly complex and diverse approaches to their leadership roles. LD activities therefore become important in supporting this highly complex context, yet little is known in the literature about LD and its impact in Higher Education. We examine peer‐reviewed work on LD in Higher Education settings globally to understand what may be learned about its content, processes, outcomes and impact. Our results suggest the current literature is small‐scale, fragmented and often theoretically weak, with many different and coexisting models, approaches and methods, and little consensus on what may be suitable and effective in the Higher Education context. We reflect on this state of play and develop a novel theoretical approach for designing LD activity in Higher Education institutions.