Life in the Hive: Supporting Inquiry into Complexity Within the Zone of Proximal Development

Research into students’ understanding of complex systems typically ignores young children because of misinterpretations of young children’s competencies. Furthermore, studies that do recognize young children’s competencies tend to focus on what children can do in isolation. As an alternative, we propose an approach to designing for young children that is grounded in the notion of the Zone of Proximal Development (Vygotsky 1978) and leverages Activity Theory to design learning environments. In order to highlight the benefits of this approach, we describe our process for using Activity Theory to inform the design of new software and curricula in a way that is productive for young children to learn concepts that we might have previously considered to be “developmentally inappropriate”. As an illuminative example, we then present a discussion of the design of the BeeSign simulation software and accompanying curriculum which specifically designed from an Activity Theory perspective to engage young children in learning about complex systems (Danish 2009a, b). Furthermore, to illustrate the benefits of this approach, we will present findings from a new study where 40 first- and second-grade students participated in the BeeSign curriculum to learn about how honeybees collect nectar from a complex systems perspective. We conclude with some practical suggestions for how such an approach to using Activity Theory for research and design might be adopted by other science educators and designers.     

Advocacy for school-based sexuality education: lessons from India and Nigeria

Drawing on evidence from a wider study on the cost and cost-effectiveness of sexuality education programmes in six countries, and focusing on the examples of India and Nigeria, this paper argues that advocacy is a key, yet often neglected component of school-based sexuality education programmes, especially where sex and sexuality are politically or culturally sensitive issues. It also suggests that advocacy is not a one-off activity but needs to be carried out continuously and adapted as contexts and needs change. Overall, this piece recommends that advocacy should be a key component of sexuality education work, and needs to be planned and budgeted for. Without such investment, country-level sexuality education programmes are likely to fail.     

Cross-Case Study of Self-Regulated Learning as a Series of Events

This exploratory cross-case study: (a) examined self-regulated learning (SRL) during 3 studying episodes, and (b) explored ways 8 students of varying proficiencies productively self-regulated their learning. Profiles of SRL were constructed by examining traces of studying activity, test performance, and student reflections. Profiles were used to: (a) identify individual strengths and weaknesses, (b) compare pairs of High, Low, Average, and Improving students, and (c) construct a model of SRL proficiency. SRL proficiency (skill, will, and adaptation) was not consistent with performance. This study illustrates the importance of collecting multiple measures of SRL as a series of events over time.     

Who says you need to teach reading to 11–13-year-olds?

Research indicates that as students move through the school system, many begin to experience difficulties with reading. With this mind, this study explored current practices and perceptions about reading programmes for 11–13-year-old students in New Zealand schools. The study employed an online survey designed to investigate current reading literacy practices in a sample of New Zealand primary in years 7 and 8. Observations of practice and interviews with literacy leaders, teachers, principals and students were also carried out at five case study schools. The survey indicated that teachers may underestimate the importance of learner engagement and direct teaching strategies. The case studies exemplify the need for good professional development, supportive leadership, effective class management strategies, a positive and engaging learning environment, teachers with a passion for literacy and exemplary and sustained guided reading.     

Educational engagement,expectation and attainment of children with disabilities: Evidence from the Scottish Longitudinal Study

Government statistics show that children with special educational needs and disabilities do not achieve as well academically as their peers, which impacts on later employment and socioeconomic circumstances. Addressing these inequalities is a key policy area which currently lacks a satisfactory evidence base. To explore the issue, the present study used data from the Scottish Longitudinal Study which contains data from the 1991, 2001 and 2011 censuses along with other administrative data, from a representative sample of the Scottish population. Using this large and longitudinal sample, the present study examines educational engagement, expectations and attainment for children with self-reported disability, controlling for other early childhood factors. The results show that children with mental health problems were at higher risk of leaving school early, and that children with learning difficulties were less likely to gain advanced qualifications. Neither limiting long-term illness in early childhood nor disability in adolescence were significant predictors of engagement, however, they did predict measures of academic expectation and attainment. Results suggest there is a critical phase for attainment, with area deprivation in early childhood but not adolescence being important for later educational inequalities.