Temperament and Craniofacial Variation in the First Two Years

High levels of circulating glucocorticoids in fetal animals are associated with inhibited development of the lateral processes of the maxilla, or upper jaw, as these bones grow toward midline union early in gestation. This inhibition can prevent fusion and lead to the formation of cleft palate. Mouse strains are differentially susceptible to this effect. These strains also differ in behavioral and physiological characteristics that are analogous to those we have observed in 2 temperamental groups of children, analogies that prompted the current study. Infant temperament was assessed using behavioral observation at 4 months, and the ratio of upper facial width (bizygomatic breadth across the cheekbones) to height of the head and face was measured at 14 and 21 months. High reactive 4-month-old infants, who are predisposed to becoming timid, inhibited toddlers, had smaller bizygomatic ratios (narrower faces) at both 14 and 21 months compared to their low reactive peers, who are predisposed to becoming outgoing, uninhibited children. Differences in facial width were modest though significant and not attributable to overall stature.     

The Limits of Theory in Art Education

The last forty years have seen substantial and dramatic changes in the thinking about education in art. Changes have taken place in art itself and there have been incredible social, political and economic upheavals. All this has led to an enlarged view of art education. It has given rise to the need for greater dialogue and debate. In more recent years, there have been more concentrated and focussed efforts to establish art curricula and standards of accomplishment for art education. In England, there has been the introduction of the National Curriculum and in the USA there has been the development of the National Standards for Arts Education. In both countries there have been numerous efforts at national or state, local and school levels aimed at assessing what students’ `know and are able to do’ in the arts. The role of theory in art education is of some importance. It is through theory that a systematic accounting can be constructed that explains and makes consistent the individual critiques of what is going on in classrooms, schools, committees and the nation-at-large. The paper discusses developments in England and the United States with regard to the theoretical development of curricula and the means for evaluation in art education. It also outlines and discusses the `limits of theory in art education’. It is not opposed to theory; rather it is posited that preoccupations with theory should not over-ride the importance of maintaining a multiplicity of competing (or emerging) meanings. It is argued that theories should inform and illuminate actions rather than place arbitrary limits upon them.     

Announcements

International Journal for Educational and Vocational Guidance -     

Research Methods

ESSENTIALS OF BEHAVIORAL RESEARCH by Robert Rosenthal and Ralph Rosnow (New York: McGraw-Hill, 1984—price not given)

RELIABILITY AND VALIDITY IN QUALITATIVE RESEARCH by Jerome Kirk and Marc L. Miller (Beverly Hills: Sage, 1986—$10.95/6.00)

QUALITATIVE DATA ANALYSIS by Matthew B. Miles and A. Michael Hubermann (Beverly Hills, CA: Sage, 1984—price not given)

HOW TO CONDUCT SURVEYS by Arline Fink and Jacqueline Kosecoff (Beverly Hills, CA: Sage, 1985—$12.00, paper)     

Situational interest and academic achievement in the active-learning classroom

The aim of the present study was to investigate how situational interest develops over time and how it is related to academic achievement in an active-learning classroom. Five measures of situational interest were administered at critical points in time to 69 polytechnic students during a one-day, problem-based learning session. Results revealed that situational interest significantly increased after the problem stimulus was presented. Subsequently, situational interest gradually decreased but at the end of the day increased again. Testing a path model relating the situational interest measures showed strong (directional) interrelations. Moreover, situational interest was highly predictive for observed achievement-related classroom behaviors. The latter, in turn, proved to be a significant predictor of academic achievement. Aggregating situational interest over the day led to less accurate predictions of achievement-related classroom behaviors and academic achievement. Implications of these findings for situational interest research are discussed.     

Modelling the determinants of school leaders' perceptions of beginning teachers' efficacy

The school and especially the school leader's perceptions of a teacher's efficacy have influence on aspects of teaching ratings and performance, and this may facilitate or hinder beginning teacher success. This study examines the school leaders' perceptions of their beginning teachers' efficacy. The study's scope of teacher efficacy is multidimensional to include the beginning teachers' Teaching Competencies, sense of Professionalism, and Professional Identity. Of interest is the interconnectedness of these variables that contribute to the school leaders' perception. A total of 256 school leaders responded to a survey on beginning teachers' efficacy. A hypothesized model was tested. According to the analysis, while Teaching Competencies and Professional Identity did not have a significant direct impact, they each did have a significant indirect effect on perceived efficacy.     

Is the Study Process Questionnaire (SPQ) a good predictor of academic achievement? Examining the mediating role of achievement-related classroom behaviours

Studies have shown that the Study Process Questionnaire (SPQ)—which provides a measure of student approaches to learning—is a relatively weak predictor of academic achievement. The present study sought to explore whether students’ achievement-related classroom behaviours, as observed by teachers, can be used as a mediator between student approaches to learning and academic achievement. The SPQ was administered to 1,608 students enrolled in six different diploma programmes offered by a polytechnic in Singapore. Data were analysed by means of correlation and path analysis. In line with existing studies, the results revealed that student approaches to learning was a weak predictor of academic achievement. However, achievement-related classroom behaviours turned out to be a significant mediator between student approaches to learning and academic achievement, effectively doubling the explained variance in academic achievement. Implications of these findings for using the SPQ are discussed.     

Identifying an Educational Response to the Prevent Policy: Student Perspectives on Learning about Terrorism,Extremism and Radicalisation

School responses to the Prevent agenda have tended to focus primarily on ‘safeguarding’ approaches, which essentially perceive some young people as being ‘at risk’ and potentially as presenting a risk to others. In this article, we consider evidence from secondary school students who experienced a curriculum project on terrorism, extremism and radicalisation. We argue that a curriculum response which addresses the acquisition of knowledge can build students’ critical capacity for engagement with radicalisation through enhanced political literacy and media literacy. We further argue this represents a genuinely educational response to Prevent, as opposed to a more restrictive securitised approach.