The Story of Phoenix Quest: How girls respond to a prototype language and mathematics computer game

This article describes a case study of six girls' experiences with the Phoenix Quest computer game. In addition to the case study, a supplementary large-scale study of the reactions of both boys and girls to the same computer game was conducted for comparative analysis. Phoenix Quest (PQ) was designed not only to encourage children to explore language and mathematics, but also to offer game features that would especially appeal to girls. Participants in the case study were given opportunities to become acquainted with PQ for several months before being observed and interviewed. Four issues that emerged as being important to the participants were (a) presentation of the story in a non-linear format, (b) appreciation for the problem-solving elements of PQ, (c) identification with the main character (female), and (d) lack of awareness of the mathematics embedded within the game. The findings provided evidence that PQ appealed to girls because the protagonist was of their age and gender, and because the puzzles and searches were engaging throughout the game. Some aspects of the game, however, were less successful; for instance, the non-linear story format was disconcerting to all but one of the participants, and only one student identified the mathematics in the game structure. The large-scale study involved 41 boys and 57 girls, aged 8-12, from four junior school classes (Grades 4, 5 and 6). The aggregate data collected showed that more girls than boys used the postcard-writing feature of PQ and appreciated following the adventures of a female protagonist. More boys than girls were reported to offer advice to other students, discuss the game during their free time, and observe others playing the game. Some boys even formed groups to exchange information and game-playing strategies. Also, more boys than girls recognised the mathematics embedded within the game. Although these studies did not focus on teacher-student interaction, the finding that more than 25% of participating students were not able to identify the mathematics embedded in PQ, supports supplementary instruction on the part of a teacher as a requirement for making the mathematics more salient. Further research to address this issue is strongly recommended. Both the case study and the large-scale study revealed that among computer games, PQ's uncommon approach of celebrating and challenging a female protagonist is important to girls. This does not suggest that the presentation of a female protagonist will discourage boys from playing and enjoying the game. On the contrary, our findings showed that boys were also engaged by PQ, a game that encourages cooperative play and group problem-solving. In the realm of computer games, gender identification plays a key role, in first capturing the attention of girls, and then sustaining their interest, enjoyment and participation.     

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.     

Better communication = better relationships: Tips for caregivers

We all live in a social environment with others. Indeed, ... we desire and seek out relationships with others, and we have personal needs that can be satisfied only through interacting with other humans (Johnson, 1986). It is not possible to think of living without relating to other people, nor is it possible to develop satisfying relationships without some sort of communication. Communication skills are the tools, the means, the mechanism through which we develop our relationships. Just as a carpenter would not expect to produce a fine piece of furniture with a blunt saw, neither should we assume that we can develop productive relationships with other people, such as children and their parents, colleagues or professional associates, using inadequate or ineffective communication skills. Johnson (1986) suggested that interpersonal skills are learned just as any other skills are learned. However, simply having learned communication skills is not enough! We need to continually practice these skills and occasionally be reminded of their value for interacting with and developing relationships with others. This, therefore, is a small reminder that all of us, caregivers and parents alike, can do with sharpening up our style of communicating with others and learn to create better and more satisfying human relationships!Jillian Rodd is a psychologist who lectures at the School of Early Childhood Studies, University of Melbourne, Australia. She acts as a consultant in parent education and in-services child care staff and for preschool teachers.     

Assessing conditions to enhance student success: How six campuses got started

The Inventory for Student Engagement and Success (ISES) uses evidence from educationally effective institutions to help campuses gain a better understanding of their work with students. Campuses of varying sizes, with diverse missions, are using ISES to solve problems and improve educational practices.     

Does Professional Suitability Matter? A National Survey of Australian Counselling Educators in Undergraduate and Post-Graduate Training Programs

This Australian national study was undertaken to profile the unsuitable counselling student, and to achieve greater operational specificity to guide counselling educators who must make critical decisions that impact admittance to the counselling profession. Findings suggest that in every 25 students as many as three will have questionable suitability for counselling, evidenced primarily by problems associated with self awareness and interpersonal issues, areas of functioning that are rarely systematically or objectively assessed. Such students are likely to be identified via skills-based classes and, of concern, at least half of these students “slip through the gate” and go on to graduate. Discussion addresses implications for educators.     

School Students' Ideas About Air Pollution: Hindrance or Help For Learning?

School students are thought to have an insecure knowledge about the `science' of the air, yet the popular media often feature issues about air pollution, which may either confuse students further, or offer teaching opportunities. This study used a free-form questionnaire to explore 1011 year old students' ideas about the nature of air pollution, and its biological and physical effects. Many think that `gases' pollute the air, using the term in a general, non-scientific sense. However, some students can name individual pollutants (CFCs, carbon monoxide, sulphur dioxide), perhaps because they associate them with well-known environmental problems. Transport and industry were seen as the main sources of pollutants. Most students stated that air pollution will kill plants and animals. Although fewer thought this true of humans, many thought that people will become ill, with a quarter of the students raising the specific problem of asthma. Some students thought that buildings will be unaffected by air pollution, but many wrote that they would be damaged or become discolored. The view that students' ideas from out-of-school sources, coupled with their intrinsic concern for the environment, may offer starting-points for teaching curriculum science is discussed.