Critical Ethnography/Poststructuralist Concerns: Foucault and the Play of Memory

Critical ethnography regards research as action taken in the interests of those who are rendered marginal by the dominant culture and often relies upon narrative knowledge as a way to speak to issues of power and equity. Following Foucault and the suspicion he brings to any knowledge, narrative or otherwise, being a means of extending not mitigating existing relations of power, how can/might critical ethnography respond to or thwart this concern? Drawing and reflecting upon two memoirs discovered by Foucault as exemplars of a kind of "weak knowledge" and in a more general sense, examining the transformative and disruptive role memory can play, illuminates one way of approaching such work.     

Construct validity of the learning behavior scale with an independent sample of students

In this study, the factor structure of the Learning Behavior Scale (LBS; McDermott, Green, Francis, & Stott, 1999) was examined in an independent sample of 257 elementary school students. The LBS is a 29‐item, four‐factor scale on which teachers rate students' positive and negative learning behaviors. The results indicated that the internal consistency of the total LBS scores and the scores on two subscales (Competence Motivation and Attitude Toward Learning) were high enough for individual decision making, whereas the reliability estimates of scores on the Attention/Persistence and Strategy/Flexibility subscales were appropriate only for research or screening purposes. Factor analyses extracted factors similar to three of the factors on the LBS (Competence Motivation, Attitude Toward Learning, and Strategy/Flexibility), and suggested that the fourth factor (Attention/Persistence) may benefit from additional study. In general, the results indicate that the LBS may be a useful tool for examining students' learning behaviors. © 2001 John Wiley & Sons, Inc.     

Developmental trajectories of externalizing behaviors in childhood and adolescence

This article describes the average and group-based developmental trajectories of aggression, opposition, property violations, and status violations using parent reports of externalizing behaviors on a longitudinal multiple birth cohort study of 2,076 children aged 4 to 18 years. Trajectories were estimated from multilevel growth curve analyses and semiparametric mixture models. Overall, males showed higher levels of externalizing behavior than did females. Aggression, opposition, and property violations decreased on average, whereas status violations increased over time. Group-based trajectories followed the shape of the average curves at different levels and were similar for males and females. The trajectories found in this study provide a basis against which deviations from the expected developmental course can be identified and classified as deviant or nondeviant.     

Self‐recording as a Means of Improving Classroom Behaviour in the Secondary School

Two experiments are reported in which children's study behaviour was manipulated systematically within a behavioural paradigm. Both studies were carried out in the remedial department of a large, modern Secondary school in England by a woman teacher. The first involved an individual, a boy whose study behaviour was controlled using self‐recording in a reversal design. On‐task behaviour increased whilst maladaptive responses were reduced and there was a pronounced improvement in the boy's attitude to school work. The second study was a group intervention employing self‐recording which was again successful in improving the on‐task behaviour rate. At the same time it proved possible to gain measures which show clear evidence of improvement in both the quality and quantity of written work produced by the group. In both studies there was some evidence of generalisation of effects.     

METAPHORS AS KEYS TO CREATIVE THINKING

Metaphors can be seen as analogies which explain new or complex ideas. A good metaphor is enriching and says more than a logical explanation. In creative thinking metaphors are also used to generate ideas. This may be done consciously–as in synectics–or unconsciously, as in hypnosis. A more inclusive way of looking at metaphors is to see them as a part of everyday speech which affects the ways in which people perceive, think and act. Realities and problems are defined by metaphors, although people might not be aware of this, in the same way as fishes learn about the importance of water only if they get out of it. It is possible to speak of a theory of metaphors in creative thinking and problem solving.     

Hyperlab: A universal provider system and an interactive test bench for distance learning

This project describes the development of a universal student friendly distance learning (DL) provider system via the Internet and in particular the development of a lab environment for engineering students in ICT. Application of most DL courses is still hampered by the need for high-speed links, unrealistic computer and software resources at the student site and the impossibility to run Windows or Unix applications over the Internet. The described solution solves practically all of these problems. Moreover, since courses, (simulation) programs, databases, etc. can be added or changed, the system is not only teacher friendly but also costeffective. The major part of the work concerns the design of an electronic lab environment at the university that can be remotely used via the Internet. The main aim is to provide the student with meta-cognitive knowledge as can be provided only by real lab exercises. In this case the student must work him/herself through a course on passive filters. After choosing the right topology for the particular filter-lab task, he/she must design the correct circuit diagram and verify it with a standard circuit simulation program. Next, with a matrix shown on screen, he/she interconnects the circuit components and measuring equipment. The results of the measurements performed at the lab in the university are sent back to the student (via the Internet). The lab report is automatically generated. Simultaneously, the set up and the different instruments can be visualized via a web camera. Thus, the design of the electronic lab environment is user, student and teacher friendly.     

Worked examples with errors: when self-explanation prompts hinder learning of teachers diagnostic competences on problem-based learning

To diagnose classroom situations is crucial for teachers’ everyday practice. The approach of worked examples with errors seems promising to support the diagnosis of classroom situations in student teachers (Stark et al. in Learn Instr 21(1):22–33, 2011). To enhance that approach, error-explanation prompts and an adaptable feedback method to help the learner realize why an error happened and how to prevent a recurrence might be beneficial. In this empirical study, we investigated whether error-explanation prompts and adaptable feedback can facilitate diagnostic competences. N = 108 student teachers took part in a 2 × 2 factorial design (with and without error-explanation prompts as well as with and without adaptable feedback). Error-explanation prompts had a positive effect on declarative-conceptual knowledge if combined with adaptable feedback. Student teachers might have realized a lack of basic concepts and focused their attention on the declarative-conceptual knowledge in the feedback. Contrary to our expectations, however, error-explanation prompts hindered rather than facilitated learning of practical diagnostic knowledge.     

Parents supporting learning: a non-intensive intervention supporting literacy and numeracy in the home learning environment

In Australia, emphasis in early childhood education policy is placed on the importance of the role of the family as a child's first educator, and finding effective ways to raise the effectiveness of parents in supporting children's learning, development and well-being. International studies demonstrate that the home learning environment (HLE) provided by parents is closely associated with children's cognitive outcomes: literacy activities at home are likely to predict children's literacy abilities and numeracy activities at home are likely to predict children's numeracy abilities. However, studies focusing on building the capacity of primary caregivers to increase informal learning opportunities, such as enhancing children's literacy and numeracy learning in the HLE, have rarely been the focus of research. This study uses a sample of 113 four-year-old children to explore the association of specific aspects of the HLE with different child outcomes while controlling for child and family characteristics. In addition, a non-intensive, yet purposeful and systematic intervention to draw parents’ attention to the principles of dialogic reading and the principles of counting was introduced. Study findings suggest that parents responded positively to this approach, and that literacy and numeracy aspects of the HLE were specific predictors for children's numeracy and literacy competencies.