A taxonomy of emotion and cognition for student reflection: introducing emo-cog

ABSTRACT

Reflective practice can support student learning by enabling praxis: the bridging of the theory of the classroom with the students’ learning experience. Students’ written reflections are the most common mode for practising and documenting reflection. Available typologies for coding the level of student written reflections focus on the cognitive domain. The coding of student reflection data from four locations (Australia, Denmark, Hong Kong and South Korea; n?=?760) revealed that the focus on the cognitive domain could not capture the role and contribution of the affective domain of reflection for learning. This study conceptualises and presents our new two-domain emo-cog taxonomy, together with empirical evidence to substantiate a new way of thinking about reflection for learning. Emo-cog identifies multiple levels of affective responses along with traditional cognitive reflections. Emotions are found to make a significant contribution to student reflections. Learning is clearly a matter of head and heart.     

Exploring Effectiveness of Classroom Assessments for Students’ Learning in High School Chemistry

Research in Science Education - New notions of science teaching and learning provide challenges for designing and using classroom assessment. Existing assessments are not effective in assessing and...     

Do parents make a difference to children’s academic achievement? Differences between parents of higher and lower achieving students

Differences in family factors in determining academic achievement were investigated by testing 432 parents in nine independent, coeducational Melbourne schools. Schools were ranked and categorized into three groups (high, medium and low), based on student achievement (ENTER) scores in their final year of secondary school and school improvement indexes. Parents completed a questionnaire investigating their attitudes towards the school environment, their aspirations, expectations, encouragement and interest in their child’s education (adapted from scales constructed by Marjoribanks). They also responded to six open‐ended questions on their attitudes to achievement and to their (child’s) school. Multiple regression analyses revealed that parental expectations of their children’s educational level made the strongest unique prediction of high achievement followed by the length of time they had maintained their expectations. Limitations discussed include the disparity in meaning associated with the definition of school success and whether these results can be generalized to all students considering the biased sample (socio‐economic status).     

Spectrum Approach to Mentoring: an evidence-based approach to mentoring for academics working in higher education

Anecdotal and empirical evidence indicates that mentoring can be a successful strategy for supporting professional learning, yet limited literature exists on approaches to mentoring designed specifically for academics working in higher education. The aim of this study was to create an approach to mentoring tailored to the needs of academics and underpinned by evidence from the literature. Participatory action research was chosen as the methodology for the project as this enabled a process of inquiry to be embedded within academic practice. The outcome was the development of the Spectrum Approach to Mentoring (SAM). This three-step approach is goal orientated, and encompasses mentoring relationships that may be ongoing and sustained over time through to those that are short-term and aligned with a particular task or focus. SAM provides a suite of resources that can be used by academics to promote valuable opportunities for professional learning through the initiation of mentoring relationships.     

Assessing Multiliteracies and the New Basics

This paper addresses the skills and characteristics required of successful learners, workers and citizens in the knowledge economy. The authors trace the shifting commercial, technological and cultural conditions characteristic of this economy, and highlight the key qualities now required for individual success. Effective learners will increasingly need to be autonomous and self-directed, flexible, collaborative, of open sensibility, broadly knowledgeable, and able to work productively with linguistic and cultural diversity. While still prevalent, it is held that standardised testing and a 'back to basics' approach to curriculum are unable to promote and measure effectively these skills and sensibilities. Instead, a broader and more creative approach to curriculum and assessment is recommended. A 'new basics' is argued for at the level of curriculum, with correlative assessment techniques such as analysis of portfolios, performance, projects and group work.     

Multicultural Complexity: an Intersectional Lens for Clinical Supervision

The author discusses the need for counselor educators and supervisors to promote the intersectional nature of identities in counselor trainees and supervisees, especially as supervision serves as the vanguard for professional development and provides a more individually tailored space. This article introduces the concept of multicultural complexity, along with its current dearth in the counseling literature. The utility of multicultural complexity is explored, and recommendations made in the form of sample action plans (Appendix) regarding how counselor educators and supervisors can further incorporate the concept into the practice of clinical supervision.