An Exploratory Study of the Effect a Self-Regulated Learning Environment Has on Pre-Service Primary Teachers' Perceptions of Teaching Science and Technology

The effects of a Self Regulated Learning (SRL) environment on pre-service primary teachers of Science and Technology were investigated in this exploratory study. A representative sample of teachers was interviewed about their experience and how it impacted on them pedagogically, affectively, conceptually and metacognitively. The preliminary results suggest that students' understanding of how to implement activity-based learning was enhanced by the SRL environment. Additionally they claimed to be more confident about their ability to teach. However, conceptual understanding did not appear to improve. These findings will inform a larger study involving SRL that will also address the issue of subject content knowledge and attempt to develop overall teaching competence in primary Science and Technology.     

The degree to which students and teachers are involved in second-level school processes and participation in decision-making: an Irish Case Study

The Education Act (1998 Education Act. 1998. Dublin: Government Publications. [Google Scholar]) is a key policy document in Irish education, emphasising the rights, roles and responsibilities of key stakeholders, including parents, teachers and pupils in schools. Since 1998 the Department of Education and Skills (DES) has stressed the need to introduce an increased role for teachers and pupils in decision-making. It is therefore timely to explore the response of teachers and students to such a collaborative school environment in a rural second-level school of approximately 600 students. Transition year (TY) students (ages about 15–16) and their teachers were surveyed by questionnaire and interviewed. It finds that while the school is proactive in involving students and teachers in decision-making, a source of social, personal and professional empowerment, experienced teachers, and students in particular, want a more substantial voice. For example, most students want more say. They want class discussions or a vote, not just Student Council (SC) representation, on important and not just trivial issues. They want involvement before decisions are taken, with more feedback. Overall, participation is considered important by all stakeholders.     

Empirical Validity for a Comprehensive Model on Educational Effectiveness

Educational effectiveness research is often criticised because of the absence of a theoretical background. In our study we started out from an educational effectiveness model which was developed on the basis of educational theories and empirical evidence. We have tested the main assumptions of the model by reanalysing a large-scale longitudinal dataset which contains elementary school data of subsequent student cohorts, their teachers and their schools. We found some expected positive effects on achievement of individual classroom and school factors in the effectiveness model but these were not stable across school subjects and student cohorts. When factors were grouped into clusters the findings remained essentially the same. To interpret the clusters we made use of the concept of consistency, which refers to a balance between factors which may enhance effectiveness. Some teachers and schools are more consistent than others, but this does not affect the achievement of their students. Cross-level interaction effects were not found. The instability of effects makes it hard to suggest changes in the model at this moment.     

Drugs, Camera, Action! A Video Approach to PSE

A seven-year partnership between a Norfolk high school and an NHS drug treatment agency has raised awareness about drugs, alcohol, HIV and AIDS among all sections of the school community. In an innovative approach to drug education, factual lessons have been augmented in Personal and Social Education (PSE) by videoed discussions touching on a range of issues, filmed at Year 9 and played back at Year 11. The sessions have had a powerful effect and helped give participants greater awareness of the transition from youth to adulthood. The insights gained and the techniques used may well have relevance to other aspects of a PSE programme.