Teachers' Perceptions of Their Pupils' Views on Rewards and Punishments

Although sabbatical leave for teachers was suggested in the James Report more than 25 years ago, it remains as much of an unattainable ideal as ever—a sad fact in the light of the message of this paper. What Les Summers tells us clearly illustrates the potential value that sabbaticals might have for teachers: how they might return to school both refreshed and with new and innovatory ideas. The chance to study some schools in Australia enabled Summers to do just this, and he was able to see issues of disaffection here from a new perspective as a result of his experiences. He then went on to develop the idea of a programme which responds to the needs of young school leavers.     

Using game‐based learning to support struggling readers at home

Significant numbers of children (6% of 11‐year‐olds) have difficulties learning to read. Meanwhile, children who receive appropriate support from their parents do better in literacy than those who do not. This study uses a case study approach to investigate how digital games designed to support struggling readers in school were used at home, by the parents of six children to support their children’s literacy. Mostly, the children enjoyed playing the games and believe that it helped improve their reading. The parents all valued the opportunity to participate in their child’s learning and believe that the games’ approach to learning is effective. The study considers key influences on the successful use of games to support struggling readers (repetition, feedback, motivation, self‐efficacy, parental beliefs) and raises questions, further consideration of which might usefully inform the future development of effective game‐based learning.     

Relationship Reciprocation Modulates Resource Allocation in Adolescent Social Networks: Developmental Effects

Adolescence is characterized as a period of social reorientation toward peer relationships, entailing the emergence of sophisticated social abilities. Two studies (Study 1: N = 42, ages 13–17; Study 2: N = 81, ages 13–16) investigated age group differences in the impact of relationship reciprocation within school‐based social networks on an experimental measure of cooperation behavior. Results suggest development between mid‐ and late adolescence in the extent to which reciprocation of social ties predicted resource allocation. With increasing age group, investment decisions increasingly reflected the degree to which peers reciprocated feelings of friendship. This result may reflect social‐cognitive development, which could facilitate the ability to navigate an increasingly complex social world in adolescence and promote positive and enduring relationships into adulthood.     

Students’ Perspectives on LGBTQ-Inclusive Curriculum

Implementing curriculum that is inclusive of lesbian, gay, bisexual, transgender, queer, and questioning (LGBTQ) people has the potential to create an equitable learning environment. In order to learn more about students’ experiences of LGBTQ-inclusive curriculum, 26 high school students with diverse racial/ethnic, sexual, and gender identities were recruited from the Gay Straight Alliance (GSA) Network in California. Students participated in focus groups conducted by telephone by GSA staff, sharing their experiences of LGBTQ-inclusive curriculum in school. Qualitative coding methods, including grounded theory, were used to identify themes and interpret students’ responses. Data revealed that LGBTQ-inclusive curriculum was most often taught in social sciences and humanities courses as stand-alone lessons. LGBTQ-inclusive curriculum rarely met standards of social justice education, though opportunities for critical conversations about systemic oppression regularly emerged. For instance, teachers often failed to intervene in LGBTQ bullying and missed teachable moments conducive to inclusive curriculum. Some students learned positive LGBTQ lessons and highlighted the ways such curriculum reflected their identities and created a supportive school climate. Implications for equitable education are discussed.     

Children's hypothetical reasoning about complex and dynamic systems

Children's hypothetical reasoning about a complex and dynamic causal system was investigated. Predominantly White, middle-class 5- to 7-year-old children from the Greater Toronto Area learned about novel food chains and were asked to consider the effects of removing one species on the others. In Study 1 (N = 72; 36 females, 36 males; 2018), 7-year-olds answered questions about both direct and indirect effects with a high degree of accuracy, whereas 5-year-olds performed at chance. Six-year-olds showed intermediate performance. Using food chains with clearer constraints, Study 2 (N = 72; 35 females, 37 males; 2020–2021) replicated these findings. These results indicate that the ability to think about hypothetical changes to dynamic causal systems develops between 5 and 7 years. Implications for science education are discussed.