Positive Approaches to Learning in the Context of Preschool Classroom Activities

Positive approaches to learning are considered essential for young children’s school readiness and early school success. Researchers have reported that positive learning approaches, such as attentiveness and goal orientation, are associated with higher levels of early school achievement in math and reading. The present study extends this research by examining children’s learning approaches in the context of classroom activities from a range of curricular areas. Ninety-two children from pre-kindergarten and kindergarten classrooms took part in the study. Four approaches to learning were rated during children’s participation in seven classroom learning activities. Results showed that positive learning approaches were a significant contributor to children’s performance, but they were not equally effective in all activities. The effectiveness of a learning approach depends, in part, on the characteristics of the activity in which the child is engaged. We discuss the implications of these results for understanding the study of learning approaches, and for classroom practices designed to promote their development.     

We Look More, Listen More, Notice More: Impact of Sustained Professional Development on Head Start Teachers�� Inquiry-Based and Culturally-Relevant Science Teaching Practices

Despite many scholars?? recommendations, science is often avoided during early childhood education. Among the reasons provided by early childhood teachers for the exclusion of science from their daily routines included science anxiety, low self-efficacy with respect to teaching science, lack of experience participating in science activities as students, or the notion that literacy and language are more important during the early years. In minority populations the problem is even greater due to identification of science with the ??culture of. This article presents results from Ah Neen Dush, a sustained and transformative professional development program for Head Start teachers on an American Indian Reservation. The goal of the program is to support early childhood teachers in developing inquiry-based and culturally-relevant teaching practices. Through analysis of teachers?? classroom practices, surveys and interviews, we explore changes in teachers?? attitudes toward science and inquiry-based practices. Classroom observations were conducted using CLASS (Classroom assessment Scoring System), a tool used to evaluate the quality of classroom interactions. After 1 year of professional development teachers?? attitudes were found to improve and after 2 years teachers classroom practices were more inquiry-based with statistically significant increases in CLASS observation scores.     

The concept of ‘originality’ in the Ph.D.: how is it interpreted by examiners?

This paper explores ways in which examiners, supervisors and others interpret the concept of ‘originality’ when evaluating candidates’ achievements in the final Ph.D. examination. It is based on institutional responses to a question in a 2006 discussion paper on doctoral assessment about how universities define originality for the purpose of Ph.D. assessment and what other criteria are used to guide examiners in making judgements in the final examination. The paper also includes emerging findings from the first stages of data generation for a Ph.D. study about how examiners assess the Ph.D. This study involves viva observations and interviews with candidates, examiners, supervisors and independent chairs of vivas. Most participants, irrespective of role, discipline or field, confirmed that ‘originality’ or ‘a contribution to knowledge’ is required for a candidate to pass the Ph.D. examination, and that this criterion is interpreted in a subject-specific context by examiners. The studies suggest that the discipline or field in which the candidate’s topic is situated influences the examiners’ interpretation of ‘originality’ and their expectations of the candidate. However, ‘originality’ is not the only criterion for the Ph.D., and students are also required to demonstrate other achievements to pass the doctorate. The studies show that there is some degree of consistency among examiners in the general criteria used to evaluate the candidate’s thesis and performance in the viva. These findings are discussed in the light of the literature.     

Knowledge management in the voluntary sector: a focus on sharing project know-how and expertise

Voluntary sector organisations are operated principally by volunteers who are not obliged to share their knowledge, as might be expected in a for-profit company, with a greater consequent loss of knowledge should individuals leave. This research examines how a volunteer-led organisation, the Campaign for Real Ale (CAMRA), acquires, stores and shares its project knowledge in the context of event management. Three annual CAMRA festivals of different sizes and maturity were selected to see how volunteers’ knowledge is managed in the process of organising their festivals. Key Festival Officers were interviewed and focus groups, comprising of festival volunteers, were conducted. While the maturity of a festival and its size seemed to influence the ways in which knowledge was managed there were some commonalities between festivals. Evident was a strong master-apprentice model of learning with little formal training or record keeping except, that is, where legislation and accountability in treasury and health and safety functions were necessary. Trust between volunteers and their need to know and to share information appeared to be dependent, in part, on their perception and confidence in the success of the overarching project organisation, and this helped shape volunteers’ knowledge-sharing practices. While there was evidence of a laissez-faire approach to codification and the sharing of knowledge, this was less so when volunteers recognised a genuine lack of knowledge, which would hinder the success of their festival. The analysis also highlighted factors related to the sharing of knowledge that, it is suggested, have not been identified in the for-profit sector.     

The use of the intensity gradient and average acceleration metrics to explore associations with BMI z-score in children

ABSTRACT

This study used the intensity gradient (IG) and average acceleration metrics to describe children’s activity profiles and explore associations with body mass index (BMI) z-score. Two hundred and forty-six children (n = 138 girls) aged 9.6 ± 1.4 years wore a wrist-mounted ActiGraph wGT3X-BT accelerometer for 7 days on their non-dominant wrist. Physical activity (PA) metrics captured included: the IG which describes the intensity distribution of accelerations across the 24 h monitoring period; average acceleration which provides a measure of the volume of activity; total moderate-to-vigorous PA (MVPA) and inactive time. Acceleration was averaged over 5s epochs. Finally, BMI z-score was calculated for each participant. Average acceleration was negatively associated with BMI z-score (p < 0.05) independent of age and gender but not IG. The IG was negatively associated with BMI z-score independent of potential correlates and average acceleration. Total MVPA was not associated with BMI-z score. The IG and average acceleration metrics may be used to explore the independent or cumulative effects of the volume and intensity distribution of activity upon measures of health and well-being in children to inform specific activity recommendations.     

UNIVERSITY STUDENTS’ VIEWS OF THE ROLE OF MATHEMATICS IN THEIR FUTURE

We report on an international study about mathematics students’ ideas of how they will use mathematics in their future study and careers. This builds on our previous research into students’ conceptions of mathematics. In this paper, we use data from two groups of students studying mathematics: those who participated in an in-depth interview and those who completed an open-ended questionnaire. We found that their responses could be grouped into four categories: don’t know; procedural skills; conceptual skills; and professional skills. Although some students held clear ideas about the role of mathematics, many were not able to articulate how it would be used in their future. This has implications for their approach to learning and our approach to teaching.     

Discourse Analysis in Integrated STEM Activities: Methods for Examining Power and Positioning in Small Group Interactions

Research in Science Education - Integrated science, technology, engineering, and mathematics (STEM) education is becoming increasingly common in K-12 classrooms, and small group activities are...     

In need of review: Developing Sensory Provision in Northern Ireland’s Mainstream Primary classrooms

The impact of Sensory Processing Difficulties across a range of Special Educational Needs is well researched. More recently, the impact on children’s mental health and well-being, linked with anxiety, depression and self-injurious behaviours, have redirected international research to consider the holistic benefits of sensory provision, for those with special educational provision and the wider classroom population. A SMART SURVEY was designed to collate empirical evidence regarding current sensory awareness and provision in mainstream primary schools throughout Northern Ireland, in a time efficient manner. Out of 809 schools, 164 (20.27%) fully completed the online survey. Findings indicate that Special Educational Needs Coordinator confidence in developing practice, supporting staff and children was limited and impaired by insufficient and inconsistent training opportunities. While healthcare research recommends provision by trained professionals, Occupational Therapy input was limited (n = 34; 24.8%), resulting in practice that could be detrimental rather than beneficial to children’s progress. Respondents identified a need for sensory training for teachers (n = 124; 93.94%) to ensure that the impact of Sensory Processing Difficulties on the holistic development of all children is understood. Pupil voice was undervalued (n = 5; 3.6%). Active involvement of children in the process of evaluation and intervention is recommended to enhance pupil autonomy and well-being.     

Addressing the ‘elephant in the room’. The role of the primary school practitioner in supporting children’s mental well-being

The enthusiasm regarding the school as a place for mental health promotion is powered by a large body of research demonstrating the links between mental health and well-being, academic success and future life opportunities. Despite on-going commitment to mental well-being in the U.K., statistics suggest mental health issues are increasing among children and young people. This small-scale qualitative-exploratory study, undertaken in two primary schools in North Wales, reports on how school practitioners perceive, promote and support the mental health and well-being of pupils. The paper highlights a reluctance by practitioners to address mental health topics due to fear of stigma and a desire to protect children. Issues linked to funding, skills and training, together with over-stretched specialist agencies, are making it difficult for school practitioners to support pupils. There is a pressing need for appropriate training opportunities in order for practitioners to be knowledgeable and to feel confident to discuss mental health with children and young people. Schools have a significant role in supporting children’s mental well-being and reducing the stigma attached to mental illness but only if this important topic is not regarded as an ‘elephant in the room’.     

A face in a sea of faces: exploring university students’ reasons for non-attendance to teaching sessions

In the past 20 years, the landscape of Higher Education in the United Kingdom has changed considerably. With the prospect of tuition fees spiralling above £9,000 per year, per student, it is important to explore the impact this has upon the student experience. In spite of the vast financial investment current students make towards their education, student attendance and engagement remain low. The present study therefore adopted a qualitative approach using focus groups to explore reasons for non-attendance at university teaching sessions. Four key themes emerged; these surrounded issues about a sense of belonging to university, views of the teaching (material taught and the personality and method of the tutor), perceptions of being a consumer and external pressures. This research suggests that universities should pay particular attention to the reasons why students do not attend and possibly change practice, providing more support where appropriate.