Metacognitive learning: the effect of item-specific experience and age on metamemory calibration and planning

Metacognition is a person’s ability to think about their own thinking, to think about their own cognitive ability and knowledge and then to take the appropriate regulatory steps when a problem is detected. Although considerable research has examined the level of such ability in various contexts, there has been relatively little study on whether metacognition can be improved with experience. The present research examined this question for both general (lifetime experience) and item-specific (repetition) experience. Metamemory calibration (correlations between memory predictions and performance) and planning (correlations between memory predictions and study decisions) were examined in both young and older adults. The results indicated that both calibration and planning efficiency increased only with item-specific experience, and even though calibration benefited from experience equally for young and older adults, only younger adults showed better improvement in planning with experience.

The use of adjunct displays to facilitate comprehension of causal relationships in expository text

We examined whether making cause and effect relationships explicit with an adjunct display improves different facets of text comprehension compared to a text only condition. In two experiments, participants read a text and then either studied a causal diagram, studied a list, or reread the text. In both experiments, readers who studied the adjunct displays better recalled the steps in the causal sequences, answered more problem-solving transfer items correctly, and answered more questions about transitive relationships between causes and effects correctly than those who reread the text. These findings supported the causal explication hypothesis, which states that adjunct displays improve comprehension of causal relationships by explicitly representing a text’s causal structure, which helps the reader better comprehend causal relationships.     

Changes in teacher stress through participation in pre‐referral intervention teams

Teachers today face high stress that can compromise their well‐being, longevity in the profession, and the quality of their interactions with students. Pre‐referral interventions, which address individual student difficulties before consideration for special education, may help buffer teacher stress through student interventions and team support. Yet, little is known about how teacher stress changes across pre‐referral interventions. This study followed 33 elementary education teachers prospectively through their participation in a pre‐referral intervention team (PIT) program. Hierarchical linear modeling indicated that, across the pre‐referral process, teachers felt less distress related to referred students' needs, termed “dyadic stress.” Teachers' dyadic stress was partially accounted for by student progress on referral concerns. Teachers' experience of PIT support was also linked to reductions in stress and lower dyadic stress after pre‐referral interventions were implemented. The findings have implications for how school practitioners consult with teachers. © 2009 Wiley Periodicals, Inc.     

Cam McRobbie: A man for all occasions

This article reviews the contributions of Campbell John McRobbie, Cam, to science education scholarship and research within the Australasian Science Education Research Association (ASERA) and within the broader science education community. Cam provided strong leadership and vision across many spheres of science education and leaves a legacy to the field that includes, (a) long term administrative and academic support of ASERA as an organization and for its incorporation, (b) firm establishment of RISE as an international journal of high quality, and (c) strong collegial approach to supporting the research of his colleagues including early career researchers and research degree candidates.

Where have all the skeptics gone?: Patterns of new age beliefs and anti-scientific attitudes in preservice primary teachers

Is belief in the paranormal alive and well within preservice teachers? In this survey 232 undergraduates (including 202 preservice primary teachers) were asked to react to a series of eight statements reflecting paranormal New Age beliefs rated earlier by a faculty panel as “totally unbelievable.” Overall, the students' modal response was expressed as “no particular opinion,” although for five of the eight items the modal respónse was “slightly believable.” It was found that only four students within the sample consistently rejected all eight statements. The frequency of ‘believers’ outnumbered the ‘skeptics’ in relation to three items (beliefs in UFOs, psychic seances, and Nostradamus). New Age factor scores were not significantly related to undergraduate faculty or year level, to holding anti-scientific beliefs or to a measure of TV-viewing, and did not correlate significantly with the personality scale Need for Cognition. Females evidenced higher New Age scores than males, but attitudes to science were unrelated to gender.     

Changing the Learning Environment to Enhance Explaining and Understanding in a Year 12 Chemistry Classroom

Internationally there is concern in relation to the traditional learning environments evident in many science classrooms and the levels of understanding of science developed by students in such environments. Further, students have generally been found to be poor in relation to thinking in terms of models or theories and in terms of evidence to support their theories. The majority of research on classroom environments has focused on characterising the learning environment in classrooms rather than monitoring changes to a class's or an individual's perceptions to their learning environments as a consequence of interventions. This study reports an attempt to change the learning environment in a classroom and documents changes in participants' perceptions of their learning environments and the corresponding changes in a teacher's and her students' perceptions of their reasoning and understanding that such changes facilitated. A community of learners in which students and teachers began to understand the processes and the value of reasoning in terms of theories and evidence was developed as a result of the involvement of the researchers with the teacher and her class of students. This revised version was published online in July 2006 with corrections to the Cover Date.     

The Impact of After-School Peer Contact on Early Adolescent Externalizing Problems Is Moderated by Parental Monitoring, Perceived Neighborhood Safety, and Prior Adjustment

Unsupervised peer contact in the after-school hours was examined as a risk factor in the development of externalizing problems in a longitudinal sample of early adolescents. Parental monitoring, neighborhood safety, and adolescents' preexisting behavioral problems were considered as possible moderators of the risk relation. Interviews with mothers provided information on monitoring, neighborhood safety, and demographics. Early adolescent (ages 12-13 years) after-school time use was assessed via a telephone interview in grade 6 (N = 438); amount of time spent with peers when no adult was present was tabulated. Teacher ratings of externalizing behavior problems were collected in grades 6 and 7. Unsupervised peer contact, lack of neighborhood safety, and low monitoring incrementally predicted grade 7 externalizing problems, after controlling for family background factors and grade 6 problems. The greatest risk was for those unsupervised adolescents living in low-monitoring homes and comparatively unsafe neighborhoods. The significant relation between unsupervised peer contact and problem behavior in grade 7 held only for those adolescents who already were high in problem behavior in grade 6. These findings point to the need to consider individual, family, and neighborhood factors in evaluating risks associated with young adolescents' after-school care experiences.