A Twins study of communicative adaptability: Heritability of individual differences

Recently, a model of communication theory and research has appeared in the literature within which stable individual differences in communication behavior represent individual differences in activation thresholds of neurobiological systems. The neurobiological systems thought to underly communication traits and behavior are assumed to be primarily due to genetic inheritance. As such, the model assigns a limited role to adaptability in social situations, instead positing communication adaptability as an inherited trait. In the present study, heritability estimates for the dimensions of communicative adaptability were derived from correlations based on identical and fraternal twins’ responses to a multidimensional communicative adaptability measure. Results indicated that social composure was 88% heritable, wit was 90% heritable, social confirmation was 37% heritable, articulation ability, and appropriate disclosure were 0% heritable. Theoretical implications are discussed.     

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.     

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.     

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.     

Policy Shifts in Language-Minority Education: A Mismatch between Politics and Pedagogy

Sustainable educational leadership—leadership which leaves a legacy that lasts beyond the leader's professional lifetime—is very much in fashion nowadays. A recent edition of this journal was devoted entirely to the topic (Hargreaves 2005a). However, it is important to ensure that, together with leadership itself, the impact of leadership is sustainable. The self-aggrandizement, silver bullets, short-term big-bang approaches, procedural illusions, witch hunts, failures to communicate, and lack of accountability evident in the story of the building of the Swedish 17th century warship, the Vasa, do not sit well with sustainable and effective leadership. In this article, lessons learned from the Vasa are compared and contrasted with those put forward by the contributors to the recent themed edition of this journal. The authors then identify what they believe, on the basis of North American and international research evidence, to be the emerging priorities for sustainable and effective educational leadership.     

Making the case for a material-dialogic approach to science education

ABSTRACT

Science is concerned with understanding the world. As such, engaging with the materiality of that world is integral to both empirical experimentation and theorising within science. However, it has been recognised for some time that the way scientists learn about the world and the way that young people learn about science cannot be simply equated. This difference has been pronounced in recent decades by the dominance of constructivist and social-constructivist theories of learning, which focus on the development of concepts in the minds of people. Whilst these theories have yielded insight into the complexity of learning, the role of the material remains undertheorised, not only within practical science inquiry, but also in relation to the broader materiality of classrooms. Through a detailed critical literature review, this paper demonstrates the need for a stronger theoretical frame through which to understand the role of the material in the learning and pedagogy of science. Building upon the gaps and possibilities that this review reveals, we outline a new material-dialogic theory via a synthesis of Barad’s Agential Realism and Bakhtinian dialogic theory. The significance of this paper lies in offering a theoretical basis for more effective practice.     

Conceptualising teachers’ assessment literacies in an era of curriculum and assessment reform

Teacher assessment literacy is a phrase that is often used but rarely defined. Yet understanding teacher assessment literacy is important in an international curriculum and assessment reform context that continues to challenge teachers’ assessment practices. In this article situated examples of classroom assessment literacies are analysed using Bernstein’s (Pedagogy, symbolic control and identity: Theory, research and critique, Taylor and Francis, London, 1996; Br J Sociol Educ 20(2):157–173, 1999) theoretical tools of vertical and horizontal discourses, classification and framing. Drawing on a sociocultural view of learning, the authors define teacher assessment literacies as dynamic social practices which are context dependent and which involve teachers in articulating and negotiating classroom and cultural knowledges with one another and with learners, in the initiation, development and practice of assessment to achieve the learning goals of students. This conceptualisation of assessment literacy aims to make explicit some underpinning theoretical constructs of assessment literacy to inform dialogue and decision making for policy and practice to benefit student learning and achievement.     

Glutaraldehyde enhanced dielectrophoretic yeast cell separation

We introduce a method for improved dielectrophoretic (DEP) discrimination and separation of viable and nonviable yeast cells. Due to the higher cell wall permeability of nonviable yeast cells compared with their viable counterpart, the cross-linking agent glutaraldehyde (GLT) is shown to selectively cross-link nonviable cells to a much greater extent than viable yeast. The DEP crossover frequency (cof) of both viable and nonviable yeast cells was measured over a large range of buffer conductivities (22 μS∕cm–400 μS∕cm) in order to study this effect. The results indicate that due to selective nonviable cell cross-linking, GLT modifies the DEP cof of nonviable cells, while viable cell cof remains relatively unaffected. To investigate this in more detail, a dual-shelled oblate spheroid model was evoked and fitted to the cof data to study cell electrical properties. GLT treatment is shown to minimize ion leakage out of the nonviable yeast cells by minimizing changes in cytoplasm conductivity over a large range of ionic concentrations. This effect is only observable in nonviable cells where GLT treatment serves to stabilize the cell cytoplasm conductivity over a large range of buffer conductivity and allow for much greater differences between viable and nonviable cell cofs. As such, by taking advantage of differences in cell wall permeability GLT magnifies the effect DEP has on the field induced separation of viable and nonviable yeasts.