The role of attention in expert classroom practice

In this paper we outline a new theoretical model of expert practice that identifies the importance of attentional skills. We report on a small-scale pilot study of the classroom practice of experienced teachers of mathematics based on this model, through which a method of articulating aspects of classroom practice has been developed. This study took place in England, where current policy in teacher education places considerable emphasis on lesson planning. Our study raises issues about the relationships between the different kinds of knowledge that we see as constituting expert practice.     

Using speech sounds to guide word learning: the case of bilingual infants

Despite the prevalence of bilingualism, language acquisition research has focused on monolingual infants. Monolinguals cannot learn minimally different words (e.g., "bih" and "dih") in a laboratory task until 17 months of age (J. F. Werker, C. T. Fennell, K. M. Corcoran, & C. L. Stager, 2002). This study was extended to 14- to 20-month-old bilingual infants: a heterogeneous sample (English and another language; N = 48) and two homogeneous samples (28 English-Chinese and 25 English-French infants). In all samples, bilinguals did not learn similar-sounding words until 20 months, indicating that they use relevant language sounds (i.e., consonants) to direct word learning developmentally later than monolinguals, possibly due to the increased cognitive load of learning two languages. However, this developmental pattern may be adaptive for bilingual word learning.     

False Uniqueness: the Self‐Perception of New Entrants to Higher Education in the UK and Its Implications for Access – a Pilot Study1

A central tenet of contemporary education policy relates to the desire to extend higher education (HE) provision to less advantaged groups (‘widening participation’). Our paper contends that a key behavioural obstacle to widening participation lies in the erroneous belief that persists among potential entrants from disadvantaged backgrounds as to their capabilities of succeeding within the HE environment – a perception that serves to deflate application/recruitment rates from such groupings. We test this ‘false uniqueness’ thesis using a sample of 127 new UK undergraduates, finding that students drawn from lower social class backgrounds consistently underestimated their abilities vis‐à‐vis the overall cohort.     

‘Princesses are not into war ’n things,they always scream and run off’: Exploring gender stereotypes in picture books

Gender stereotyping in children’s books is not an issue which has disappeared, for all that we have been aware of its problems for a number of years. Here Janet Evans reopens this issue and provides some useful insights into what might be appropriate responses.     

Inferring a child's level of self-esteem from a knowledge of other personality factors

Two hundred and six school-age children completed Coopersmith's Self-Esteem Inventory (SEI) (Coopersmith, 1967, 1984) and the Children's Personality Questionnaire (CPQ) (Porter & Cattell, 1979). Correlation and regression analysis confirmed that there is a high degree of shared variance between these measures, suggesting that self-esteem may be more integrated within an individual's total personality functioning than has been discussed in the literature. The psychometric implications of this finding are discussed.     

Evolution of Teachers’ Technology Integration Knowledge,Beliefs, and Practices: How Can We Support Beginning Teachers Use of Technology?

Abstract

In this study, we examined a group of four teachers who completed extra educational technology coursework and field experiences during their teacher education programs to determine how their technology integration knowledge, self-efficacy beliefs, intentions, and practices evolved over time. We conducted interviews and evaluated data sources at three intervals: (1) after teacher education coursework was completed, (2) after student teaching was completed, and (3) after two initial years of teaching. Results showed that school resources and environment had a strong impact on beginning teachers' practices, regardless of strong internal enabling factors.     

The Implications of Inclusive Schooling for School Libraries

School library provision for students with disabilities was evaluated in a four year study completed in 1999. The study focussed on the relationship between library and special education staff, and the effect this had on access to library services and the acquisition of information literacy by students with disabilities. Empirical data reflecting the current level of service provision in two Australian states was collected in a survey. This data was complemented by observations and interviews with special education and library staff and students in 15 case study schools. The research showed that as the number of students with disabilities enrolled in mainstream schools was increasing, school librarians had to be aware of the needs of these students, in order to provide them with adequate library services. Although examples of good practice were found, there is need for improvement in service delivery for these students. Much of this could be achieved by enhanced communication and cooperation between school librarians and special education teachers.     

Ethnicity as a Moderator of the Theory of Planned Behavior and Physical Activity in College Students

Most college students do not meet physical activity (PA) guidelines, and ethnic disparities exist. The present study examined the utility of the theory of planned behavior (TPB) in explaining PA intentions and behavior in black and white college students and whether any TPB relationships were moderated by ethnicity. Black (n = 170) and white (n = 180) students completed a baseline TPB questionnaire and PA assessment 2 weeks later. Hierarchical latent variable regression analyses showed that affective attitude, subjective norm, and perceived behavioral control (PBC) were significant predictors of intention for both ethnic groups, whereas the PBC-intention relationship was significantly stronger for white students. Intention significantly predicted PA for both ethnic groups. Furthermore, common and ethnic-specific beliefs were identified.     

Physical Self-Concept and Strength Changes in College Weight Training Classes

Abstract

The criteria generally accepted for constructing attitude scales were followed in the construction of each of these two scales of attitude toward physical education. Standards of equivalence were also set up and followed in “equating” the two forms. The forms are proposed for use in appraising attitude changes resulting from brief experiences such as listening to a talk on physical education, watching a demonstration, viewing a film, or taking part in some activity. The two thirty-statement forms are given at the end of the article.