Linkages between delayed children's social interactions with mothers and peers

The social dimensions of family-peer linkages of 4- to 6-year-old children (N=63) with developmental delays (IQ range, 50-80) were examined in this study. Hierarchical regressions revealed consistent and meaningful patterns of association relating children's influence attempts directed toward their mothers and their interactions with peers. A similar association with peer interactions was found for children's ability to obtain compliance from their mothers. Evidence suggested the existence of a core behavioral pattern that children exhibit with different partners and in different contexts. The role of horizontal forms of parent-child interactions in promoting the peer relationships of children with delays was suggested, particularly in terms of an intervention approach for this group of children.     

Theorising the take-up of ICT: can Valsiner’s three zones framework make a contribution?

This article explores the contribution of theory to understanding the take-up of information and communications technology (ICT) and, in particular, it describes how Valsiner’s three zones framework came to be used in a study of lecturers in Saudi higher education institutions. The article describes the value of theory and, in the process, illustrates some of the approaches taken in the literature on teachers’ use of ICT. The challenges faced in theorising are also covered. The article then goes on to give the background to a study of ICT use among university lecturers before moving to a discussion of methodology and presentation of key findings. Next, attention shifts to explaining key aspects of Valsiner’s zones framework and showing how this framework was applied to explain the modest but differentiated use of ICT across eight institutions. Finally, the article discusses the strengths and limitations of the zones framework and highlights some of the wider challenges which theorisation poses.     

Making in‐class skills training more effective: The scope for interactive videos to complement the delivery of practical pedestrian training

Skills and awareness of young pedestrians can be improved with on‐street practical pedestrian training, often delivered in schools in the UK by local authorities with the intention of improving road safety. This training is often supplemented by in‐class paper‐based worksheet activities that are seen to be less effective than practical training in that they focus on knowledge acquisition rather than directly improving the correct application of safe pedestrian skills at the roadside. Previous research indicates that interactive video tools have the potential to develop procedural skills while offering an engaging road safety educational experience, which could positively impact on road crossing behaviour. In this paper, the design and development of a hazard‐identification interactive road safety training video targeting child road crossing skills is presented. The interactive video was shown to be an engaging training resource for 6‐ to 7‐year‐old children. The tool's scope for improving pedestrians' roadside skills is considered along with the wider implications for interactive video to aid safety training in other areas.     

Issues associated with participation in on line forums—the case of the communicative learner

This paper reports on participation within on-line forums. The focus is on asynchronous text based discussion within small groups of learners following a learning event or course. Participation is a key issue within such forums and research was carried out into adult learners' experiences within three case studies. Learners were positive about the forums in which they took part but participation was less than many would have liked. This paper describes the constraints on participation and outlines three patterns of participation—non participation, quiet participation and communicative participation. Discussion focuses on the communicative leaner—someone who participates regularly in forums and in ways which are broadly welcomed by others in the group. A profile of the communicative learner is developed in which the importance of fluency, coherence and informality is highlighted. The paper summarises the issues associated with on-line participation and their implications for supporting communicative participation.     

Learning through on-line discussion: what are the opportunities for professional development and what are the characteristics of on-line writing?

Abstract

This article explores the growing interest in the use of asynchronous text-based discussion to support the professional development of teachers and other occupational groups. It describes a post-degree course in which teachers, lecturers and librarians at local schools and colleges used on-line forums to share and reflect on their professional knowledge. The particular focus of the article is on the experiences of forum participants and the opportunities which on-line discussion provides for their professional learning. The discussion in the article is developed around an extract from a forum and focuses on the initiating of on-line discussion, what participants might learn by taking part, and the style of contributions. The article suggests that electronic forums have huge potential for developing professional knowledge in that participants have opportunities to articulate ideas, have access to other information and other viewpoints and can seek clarification from colleagues. However, the process of discussion is not straightforward. Participation cannot be easily structured, contributors may prefer different styles of messages and text-based communication may not be appropriate for some kinds of discussion. On-line discussion is then valuable and complex.     

“How will I get them to behave?”: Pre service teachers reflect on classroom management

This study examines how pre-service teachers think about disconnections between what they believe about teaching, what they learn in their university coursework, and what they observe of behaviour management practices in public school classrooms. Based on the reflective writings of teacher education students at an urban Midwestern university in the United States, this narrative research leads to a deeper understanding of how teacher educators can support and challenge future teachers in their ability to think critically and thoughtfully in developing their identities as future educators.