Focusing on the Complexity of Emotion Issues in Academic Learning: A Dynamical Component Systems Approach

Understanding the interrelations among students’ cognitive, emotional, motivational, and volitional processes is an emergening focus in educational psychology. A dynamical, component systems theory of emotions is presented as a promising framework to further unravel these complex interrelations. This framework considers emotions to be a process that is composed of cognitive, neurophysiological, motor expression, and motivational processes—as well as feelings—that mutually regulate each other over time and within a particular context. This comprehensive view of emotions provides a more complete understanding of the social and dynamical nature of emotions and the integration of emotions within learning processes. Using a dynamical, component systems view of emotional processes, interrelated with learning processes, involves a shift in research methodologies and instruments to adequately investigate the role(s) of emotions within learning contexts. But more importantly, it may provide a powerful framework that can clearly show teachers and parents the role(s) that emotions play in students’ acquisition of knowledge and skills.

Short lesson plan associated with increased acceptance of evolutionary theory and potential change in three alternate conceptions of macroevolution in undergraduate students

Undergraduates commonly harbor alternate conceptions about evolutionary biology; these alternate conceptions often persist, even after intensive instruction, and may influence acceptance of evolution. We interviewed undergraduates to explore their alternate conceptions about macroevolutionary patterns and designed a 2-h lesson plan to present evidence that life has evolved. We identified three alternate conceptions during our interviews: that newly derived traits would be more widespread in extant species than would be ancestral traits, that evolution proceeds solely by anagenesis, and that lineages must become more complex over time. We also attempted to measure changes in the alternate conceptions and levels of acceptance of evolutionary theory in biology majors and nonmajors after exposure to the lesson plan. The instrument used to assess understanding had flaws, but our results are suggestive of mixed effects: we found a reduction in the first alternate conception, no change in the second, and reinforcement of the third. We found a small, but significant, increase in undergraduate acceptance of evolutionary theory in two trials of the lesson plan (Cohen's d effect sizes of 0.51 and 0.19). These mixed results offer guidance on how to improve the lesson and show the potential of instructional approaches for influencing acceptance of evolution.     

Computer-assisted instruction to prevent early reading difficulties in students at risk for dyslexia: Outcomes from two instructional approaches

The relative effectiveness of two computer-assisted instructional programs designed to provide instruction and practice in foundational reading skills was examined. First-grade students at risk for reading disabilities received approximately 80 h of small-group instruction in four 50-min sessions per week from October through May. Approximately half of the instruction was delivered by specially trained teachers to prepare students for their work on the computer, and half was delivered by the computer programs. At the end of first grade, there were no differences in student reading performance between students assigned to the different intervention conditions, but the combined-intervention students performed significantly better than control students who had been exposed to their school’s normal reading program. Significant differences were obtained for phonemic awareness, phonemic decoding, reading accuracy, rapid automatic naming, and reading comprehension. A follow-up test at the end of second grade showed a similar pattern of differences, although only differences in phonemic awareness, phonemic decoding, and rapid naming remained statistically reliable.     

Book Reviews

The present study explored the relationships of preservice teachers’ levels of commitment to teaching and their beliefs and perceptions of teaching as a career. Participants were undergraduate students enrolled in a teacher education program at a major university in the southeast. Sixty‐seven preservice teachers completed a survey in which they rated the importance of 20 factors for influencing their choice of career. Additionally, among the survey respondents, nine students were selected from three groups of preservice teachers for in‐depth interviews: (1) students who were currently considering teaching as a career choice, (2) students who were undecided about their future teaching career, and (3) students who were no longer considering teaching as a career. Overall, findings from this study revealed that preservice teachers’ understanding of their goal of becoming teachers and interpretations of their motivation for teaching were unique, yet the types of influences on their career choices were similar across participants’ stories.     

News Media Landscape in a Fragile State: Professional Ethics Perceptions in a Post-Ba'athist Iraq

During the years of Ba'athist dictator Saddam Hussein, media personnel were under tight control and tortured or executed when they strayed from the government line. In the decade following the fall of the Ba'athist regime, thousands of Iraqi journalists were trained in liberal democratic professional norms, and hundreds of news outlets opened even as some of the old patronage practices and violence continued. This study utilized Shoemaker and Reese's hierarchy of influences model to examine factors influencing a proxy indicator for professional ethics, the value of conflict of interest avoidance among a purposive sample of Iraqi journalists (N = 588). We found that the news media routines and ideological levels, though not strong, had the greatest influences on this conflict of interest avoidance perception criterion indicator, the proxy for professional ethics. The findings suggest a tension between liberal democratic journalism training at the routines level and ideological aspects, in some cases, such as ethnic identity and political ideology. Strong influences on perceptions of conflict of interest avoidance were the type of media platform/Western journalism training, Arab ethnicity over Kurdish ethnicity, ideology of “democrat” over Kurdish nationalist or Islamist. No influence was apparent for Internet use frequency or state versus nonstate media.     

Perceptions of transparency of government policymaking: A cross-national study

In the past two decades, governments from around the world have adopted access-to-information laws at a rate unlike any other time in history. This reform in government information policy parallels a global movement of intergovernmental and nongovernmental organizations, which have pressed countries to advance the norm of transparency. Competition in the global economy has also provided a strong incentive for governments to show openness, as business leaders and donor nations contend that access-to-information is critical for efficient markets. Given the growing interaction between governments and transnational firms, and the global emphasis on access-to-information, this cross-national study examines the relationship between business executives' perceptions of transparency in government policymaking, and several indicators suggested in the literature as means to advance the flow of information about government. The study found countries that respondents ranked as ‘most transparent’ had significantly higher levels of access-to-information laws, telecommunication infrastructure, E-Government, free press, and higher income levels, than countries with low transparency levels. Our regression findings indicate that telecommunications infrastructure and free press influenced the perceptions of government transparency in a positive and significant way. The evidence indicates that democracy did not contribute toward the perceptions of transparency. The findings also suggest that nations aiming for openness by adopting access-to-information laws and engaging in E-Government may signal to businesses that their governments are aware of the international norm of transparency—though these conditions are not necessarily sufficient to advance the perceptions of government transparency.     

Sexual violence in organized sport in Germany

Although the topic of sexual violence in sport has gained considerable attention in recent years, prevalence rates of sexual violence experience in German athletes are not yet available. Therefore, the current study aimed to address this by assessing prevalence rates in a comprehensive sample of German elite athletes. Overall, 1529 German elite athletes over 16 years of age from 128 different sports took part in an online survey. Mean age was 21.6 years; 56% were female. Participants were presented with seventeen different sexual violence situations (from sexist jokes to forced penetration) and asked to indicate how often they had experienced each particular situation in the sport setting. Results revealed that 37.6% of the athletes had experienced at least one sexual violence situation in organized sport; 11.2% reported a severe form of sexual violence. Female athletes were affected significantly more often than male athletes, and persons with a sexual orientation other than heterosexual more often than heterosexuals. No significant differences could be found with regard to age, level of performance, type of sports, dis-/ability or migration background of the athletes. These results indicate that sexual violence is a problem that needs to be addressed across elite sports in Germany. Prevention concepts need to be developed and applied across sports contexts.     

DEGREE OF ALIGNMENT BETWEEN BEGINNING TEACHERS' PRACTICES AND BELIEFS ABOUT EFFECTIVE CLASSROOM PRACTICES

Six beginning teachers were compared to an exemplary, experienced teacher. Teacher beliefs, classroom practices, and student engagement data were coded from theory-driven and data-driven perspectives. The strongest teachers demonstrated alignment between promotive/positive practices, beliefs, and students' engagement. The weakest teachers, whose students were less consistently engaged, demonstrated alignment between undermining practices and beliefs. For beginning teachers, with misaligned practices and beliefs, there may be potential for improving practices with experience. A testable model emerged depicting a metacognitive feedback loop for teachers who are aware of their shortcomings and place responsibility for students' behaviors and learning on themselves.     

TO BECOME ONE'S OWN MEDIATOR

Promoted by the Free University of Brussels, supported by the EEC, the transnational action‐research “To become one's own mediator” is applying and evaluating a violence prevention programme in elementary schools. We are creating and introducing the programme to the children (ages 8 to 10) and training the educational personnel. Inquiries are being made: questionnaire on transgressions, semi‐directive conversation about definitions of “violence”, test of attitudes in front of situations including social interaction, etc… Through that action research, our goal is to encourage our decision makers to include socio‐emotional programme in the school basic cognitive training. (It should be noted by U.K. readers that ‘violence’ is used in European research to describe acts of incivility. The role of a primary school teacher is also less global For example children will usually be supervised outside the classroom by people employed for that task).