Growth goals and growth mindset from a methodological-synergistic perspective: lessons learned from a quantitative correlational research program

This review explores predictors and consequences of students’ growth goals and growth mindset in school with particular emphasis on how correlational statistical methods can be applied to illuminate key issues and implications. Study 1 used cross-sectional data and employed structural equation modelling (SEM) to investigate the role of growth goals in mediating the link between interpersonal relationships and academic engagement. Study 2 conducted multi-group path analysis to investigate the role of growth goals in the academic outcomes of two groups of students (ADHD and non-ADHD). Study 3 used longitudinal data and SEM to test a cross-lagged panel design to investigate reciprocal links between growth goals and growth mindset. Study 4 conducted multi-level SEM where the effects of a growth orientation on engagement and achievement were investigated at the student-level (level 1) and the classroom-level (level 2). Taking these four studies together, we aim to show how correlational data and multivariate correlational analyses have been effective in answering research questions in a way that have practical and theoretical implications for students’ academic growth. We also position this review as a substantive-methodological synergy – an approach recently recommended in response to concerns about the increasing polarization of substantive and methodological research and researchers.     

Development of an integrated process skill test: TIPS II

The purpose of this project was to develop a valid and reliable science process skill test for middle and high school students. Multiple-choice items were generated for each of five objectives. Following pilot testing and revision, the test was administered to middle and high school students in the northeastern United States. The 36-item test can be completed in a normal class period. Results yielded a mean score of 19.14 and a total test reliability of 0.86. Mean difficulty and discrimination indices were 0.53 and 0.35, respectively. Split-test correlations coefficients between TIPS II and the original TIPS items were 0.86 and 0.90. TIPS II provides another reliable instrument for measuring process skill achievement. Additionally, it increases the available item pool for measuring these skills.     

Teaching citizenship in the faith school: qualitative evidence from separate schools in Northern Ireland

The purpose of this paper is to examine how teachers teach and students learn about citizenship education in two faith-based schools in Northern Ireland. The data show that participants in the Catholic school were confident in their own identity; teachers encouraged active engagement with contentious, conflict-related debates and students displayed empathy with other racial and religious groups. In the Protestant school, teachers avoided any reference to identity and conflict and students seemed to have limited knowledge of these issues. The findings emphasise the extent to which separate schools embody the cultural norms prevalent within each of the communities that they serve and reveal the influence which these norms have for teaching and learning about citizenship.     

Education and Nationhood in Wales: An Historiographical Analysis

Throughout the centuries, a sense of national identity in Wales has manifested itself in a variety of ways – aspirations to statehood, a unique language, cultural distinctiveness, religious affiliation, sporting achievement and, most recently, political devolution. Educational institutions in myriad forms have reflected aspects of these manifestations and themselves shed some light on their nature. In turn, the historiography of education in Wales is itself a product of national, educational, social and scholarly preoccupations which both reflect the ideas and priorities of the time and shed some light on their nature and significance. It is the purpose of this article to make a preliminary exploration into some of these interactions and, in so doing, provide an introduction to some of the major secondary sources of information on Welsh education. To this end, the article outlines in very general terms outstanding landmarks in those elements of Welsh education since the early modern period which might be claimed to be distinctive and the way in which the historiography reflects and reinforces such claims. Although the article sketches the picture in the centuries from the Tudors to industrialisation, its main thrust, reflecting the historiography, is on the period since the nineteenth century when the England/Wales state took over the financing of the education of its citizens to an ever increasing extent. Within this period, there is particular emphasis on such episodes as the ‘Treason of the Blue Books’ in 1847, the Welsh Intermediate Education Act of 1889, the ‘Welsh Revolt’ following the Education Act of 1902 and the more subtle but steady devolutionary episodes evident in the twentieth century, culminating in the creation of the National Assembly for Wales in 1999. All have generated a range of secondary works which itself reflects the priorities of historians in a scholarly environment which, since the 1960s, has seen changes in approach to the study of history which have allowed historians of Welsh education to take their place in the mainstream of historical studies.     

Contested spaces: trans-inclusive school policies and parental sovereignty in Canada

ABSTRACT

This article analyses five public consultation meetings about revisions to an LGBTQ-related school board policy on unceded Coast Salish territory in Vancouver, British Columbia, Canada. These meetings focused largely on the new provision that students in publicly funded schools be allowed to use the washroom that corresponds with their gender identity. Almost all of the objections to the policy revisions were articulated by parents of non-queer, or not openly queer students. We found that these parental concerns centred around two perennial issues in Canadian educational studies; namely, how schools regulate students’ gender identities and expressions, and the role of the state in publicly funded schooling. We conclude by drawing upon emerging literature on best practices for trans youth in schools to offer alternative visions for how these issues can be better addressed with the public, and parents in particular.     

Biomechanical energetic analysis of technique during learning the longswing on the high bar

Biomechanical energetic analysis of technique can be performed to identify limits or constraints to performance outcome at the level of joint work, and to assess the mechanical efficiency of techniques. The aim of this study was to investigate the biomechanical energetic processes during learning the longswing on the high bar. Twelve male, novice participants took part in a training study. Kinematic and kinetics data were collected during swing attempts in eight weekly testing sessions. Inverse dynamics analysis was performed from known zero forces at the toes. Joint work, total energy, and bar energy were calculated. Biomechanical constraints to action, that is, limits to novice performance, were identified as “total work” and “shoulder work”. The most biomechanically efficient technique was associated with an onset of the hip functional phase and joint work that occurred between 10–45° before the bottom of the swing. The learning of gross motor skills is realised through the establishment of a set of techniques with task specific biomechanical constraints. Knowledge of the biomechanical constraints to action associated with more effective and efficient techniques will be useful for both assessing learning and establishing effective learning interventions.     

Changes in joint kinetics during learning the longswing on high bar

Biomechanics helps us understand the association between technique changes and performance improvement during learning. The aim of this research was to investigate joint kinetic characteristics of technique during learning of the longswing on the high bar. Twelve male, novice participants took part in the learning study. During swing attempts in 8 weekly testing sessions, kinematic data were collected. Inverse dynamics analysis was performed from known zero forces at the toes to quantify joint moments and power at the hips and shoulders. Key biomechanical constraints that limited performance outcome were identified based on changes in joint kinetics during learning. These constraints were the ability to perform a large shoulder power and to overcome passive kinetics acting during the downswing. Constraints to action at the level of joint kinetics differentially challenge learners and therefore could underpin more individual, specific learning interventions. Functional phases, defined by maximum hyperextension to flexion of the hips and maximum flexion to extension of the shoulders, did not describe the key joint kinetics of the hip and shoulder for novices. The functional phases may serve however to identify novices that were unable to overcome the passive kinetic constraint.     

ALBINISM IN BOTSWANA: Albinism in Botswana junior secondary schools – a double case study

Pupils with albinism potentially face a number of challenges in accessing quality education in schools in Botswana. Physical issues such as poor eyesight related to the condition and the problems of sensitive skin in such a dry and warm climate are both contributing factors to making learning problematic for some pupils. This study by Gareth Dart of the University of Worcester, Tiroyaone Nkanotsang from a junior secondary school in Botswana, Ose Chizwe from the Government of Botswana and Lily Kowa from a junior secondary school in Botswana, considers the educational experience of two particular pupils with albinism in junior secondary schools in Botswana. Case studies were carried out by student teachers on teaching practice. Issues arising from the case studies of the two pupils were combined with the life story of a third student teacher who himself has albinism. The authors conclude by making some recommendations as to how the experience of pupils with albinism might be improved in the light of local conditions and principles of development.     

Promotion to Full Professor: Moving Beyond Tenure and Associate Professorship

Although there has been great discussion and numerous workshops on obtaining tenure and promotion to associate professor, there has been little exploration of the expectations regarding the next step—promotion to full professor. To fill this void, this study gathered information from full professors teaching in 33 US doctoral programs in criminology and criminal justice. Survey questions asked subjects to note what they believe are the most important criteria for promoting a candidate to full professor. The study found that journal articles were critical for promotion, while grants, publishing a book, and service were not. Furthermore, individual variables such as gender, degree field, prior work as a criminal justice practitioner, and the department context such as program rank, the percentage of women, and number of full professors had significant impacts on the ranking of a candidate’s contributions, and the recommendation for promotion. The findings and implications are discussed.