Word Play: Scaffolding Language Development Through Child-Directed Play

Play is an important activity in young children’s lives. It is how children explore their world and build knowledge. Although free play, which is play that is totally child directed, contributes to children’s learning, self-regulation and motivation, adults’ participation in children’s play is critical in their development, especially their language development. Guided by children, adults can help scaffold children’s language, and especially their learning. We suggest that adults scaffold children’s language during play by using research based strategies such as asking questions that invite extended responses and new inquiry, provide meaningful feedback and effectively use wait time, which provides children with the opportunity to respond to adults’ comments and questions. The goal is to provide adults with strategies to scaffold children’s language development during play while allowing children to direct their own play activities.     

Problem solving in mathematics: the significance of visualisation and related working memory

The importance of educational psychologists’ (EPs’) skills to the formulation of evidence-based educational strategies, as well as in response to learning difficulties, is demonstrated here in relation to mathematical problem solving. Initiatives to improve the link between mathematical skills from school to everyday life have drawn significantly on problem solving tasks. Through critical evaluation of research, the relevance of visualisation methods and working memory to problem solving is considered within this article. Studies suggest that differences exist in the effectiveness of particular visualisation methods, but that training can improve their utility and thereby problem solving performance. Additionally, differences between individuals and contexts can influence visualisation use, and some pupils experience specific difficulties in this area. Recommendations are made to enhance the teaching of visualisation as a strategy for problem solving, and to support those pupils with specific difficulties.     

A Review and Meta-Analysis Examining the Relationship of Music Content with Sex,Race, Priming,and Attitudes

This meta-analysis (k = 35, N = 11,629) examines the effect that listening to music, particularly popular music, has on consumers. Results demonstrate that listening to music generates an effect on listeners consistent with the content of the music (average r = .210, k = 35, N = 11,629). This effect was similar when considering survey research (r = .227) or experimental research (r = .265). The tenets of excitation transfer theory received some support, particularly when considering the effects of music as a priming material (r = .399), demonstrating the impact of music as a means of establishing mood, and ultimately the subsequent reactions of individuals. One conclusion is that efforts toward media literacy or education may prove far more productive than media content restrictions when attempting to curb potential undesirable media effects. Additional implications for policy and theory are discussed.     

Facilitating reflective learning in higher education

Although writing groups have a long history in higher education, they have only recently been recognized as a support strategy for doctoral students, particularly those at the dissertation stage. From the perspective of student participants, we investigate motivations for participation in and perceived outcomes of voluntary semi-structured writing groups used to facilitate doctoral degree completion. Group participation resulted in the development of a vibrant intellectual community among students, recent doctoral recipients, and faculty. Commitment to degree completion and student and faculty scholarly productivity soared through the use of this simple but innovative pedagogical strategy.     

Videotaped teaching segments and the preservice teacher: Developing reflective practice

Abstract

This article describes a project that uses videotaped segments of “best practice” teaching methods with freshman practicum students in a midsized university. The rationale, process of collecting teaching segments, and preliminary use of two tapes are presented. Initial response suggests that using videotaped teaching segments with preservice teaching majors is a positive approach to introducing students to the intricacies of teaching and learning.     

Influence of Psychosocial Classroom Environment on Students’ Motivation and Self-Regulation in Science Learning: A Structural Equation Modeling Approach

The primary aim of this study was two-fold: 1) to identify salient psychosocial features of the classroom environment that influence students’ motivation and self-regulation in science learning; and 2) to examine the effect of the motivational constructs of learning goal orientation, science task value and self-efficacy in science learning on students’ self-regulation in science classrooms. Data collected from 1360 science students in grades 8, 9 and 10 in five public schools in Perth, Western Australia were utilized to validate the questionnaires and to investigate the hypothesized relationships. Structural Equation Modeling analysis suggested that student cohesiveness, investigation and task orientation were the most influential predictors of student motivation and self-regulation in science learning. In addition, learning goal orientation, task value and self-efficacy significantly influenced students’ self-regulation in science. The findings offer potential opportunities for educators to plan and implement effective pedagogical strategies aimed at increasing students’ motivation and self-regulation in science learning.