Using National Education Longitudinal Data Sets in School Counseling Research

National longitudinal databases hold much promise for school counseling researchers. Several of the more frequently used data sets, possible professional implications, and strategies for acquiring training in the use of large‐scale national data sets are described. A 6‐step process for conducting research with the data sets is explicated: determining research questions, accessing the data set, understanding the study's sample design, determining an analytic sample, considering pertinent data analysis issues, and understanding the limitations of using the data sets. Suggestions for preparing school counseling researchers and potential themes for future research are outlined.     

Researching social capital in education: some conceptual considerations relating to the contribution of network analysis

This article discusses conceptual considerations for social capital research in education from a social network perspective. Specifically, the article raises three key conceptual issues that call for further elaboration of concepts of social capital: redefining potential resources as accessible but un‐utilized sources of social capital; differentiating social capital itself from the process of social capital formation; and investigating both network orientation of resource‐seekers and willingness of resource‐givers. Based on these three conceptual issues, the article suggests conceptual considerations relevant to each issue for social capital research in education.     

Incremental validity of thinking styles in predicting academic achievements: an experimental study in hypermedia learning environments

The study examined the incremental validity of thinking styles in predicting academic achievement after controlling for personality and achievement motivation in the hypermedia‐based learning environment. Seventy‐two Chinese college students from Shanghai, the People’s Republic of China, took part in this instructional experiment. The End‐Of‐Semester test was designed to examine the students’ achievement in the course of General Psychology. The results partially supported the hypotheses concerning the relationships between students’ Type I and II thinking styles and their academic achievement in Type I test (including analysis, problem‐solving, and essay tests) and Type II test (including multiple‐choice and cloze tests), and showed that some Type III styles were significantly related to their academic achievement. Hierarchical regression analysis indicated that the capacity of thinking styles for explaining and predicting academic achievement was sometimes over and above the sum of personality traits and achievement motivation. Implications for educational practice are discussed.     

Improving children's working memory and classroom performance

Previous research has demonstrated close relationships between working memory and children's scholastic attainment. The aim of the present study was to explore a method of improving working memory, using memory strategy training. Two hundred and fifty‐four children aged five to eight years were tested on measures of the phonological loop, visuo‐spatial sketchpad and central executive components of the multiple component model of working memory. Subgroups of children also completed tasks of following instructions and mental arithmetic in the classroom, and standardised tests of reading, arithmetic and mathematics. Half of the children then used Memory Booster, a computer game that teaches memory strategies, over a period of six to eight weeks. All the children were then retested on the memory and ability measures. The standardised tests were also administered five months later. The results revealed that working memory strategy training resulted in significant improvements in tasks assessing the phonological loop and central executive components of working memory, and tasks assessing following instructions and mental arithmetic in the classroom. However, no improvements were observed on standardised tests of reading, arithmetic or mathematics, either immediately following training or five months later. The results are discussed in terms of implications for educational practice.     

System thinking skills at the elementary school level

This study deals with the development of system thinking skills at the elementary school level. It addresses the question of whether elementary school students can deal with complex systems. The sample included 40 4th grade students from one school in a small town in Israel. The students studied an inquiry‐based earth systems curriculum that focuses on the hydro‐cycle. The program involved lab simulations and experiments, direct interaction with components and processes of the water cycle in the outdoor learning environment and knowledge integration activities. Despite the students' minimal initial system thinking abilities, most of them made significant progress with their ability to analyze the hydrological earth system to its components and processes. As a result, they recognized interconnections between components of a system. Some of the students reached higher system thinking abilities, such as identifying interrelationships among several earth systems and identifying hidden parts of the hydrological system. The direct contact with real phenomena and processes in small scale scenarios enabled these students to create a concrete local water cycle, which could later be expanded into large scale abstract global cycles. The incorporation of outdoor inquiry‐based learning with lab inquiry‐based activities and knowledge integration assignments contributed to the 4th grade students' capacity to develop basic system thinking abilities at their young age. This suggests that although system thinking is regarded as a high order thinking skill, it can be developed to a certain extent in elementary school. With a proper long‐term curriculum, these abilities can serve as the basis for the development of higher stages of system thinking at the junior–high/middle school level. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47: 540–563, 2010     

Prospects and pitfalls: A review of post‐apartheid education policy research and analysis in South Africa

The 10‐year anniversary of the first democratic elections in South Africa in 2004 provoked much reflection and fuelled new policy debates on both the progress and failures of educational reform. While a myriad of achievements have been touted and are well‐known to international audiences, a swelling critique from inside South Africa shows that much work remains to be done. By glancing backward as a way to understand how to move forward, we review several important recently published books on post‐apartheid education policy to learn how policies were conceived, what went well and what went seriously wrong. In engaging this extended analysis we provide a glimpse into the unique set of circumstances and challenges faced by the South African government over the last 15 years (namely the tensions between equity and redress and global competitiveness), while offering a sustained critique of the resulting policy outcomes through a social justice lens.     

Conductive education: appraising the evidence

Conductive education (CE) is widely reported as having a range of benefits. In the last two decades, it has expanded internationally. Educational psychologists may well encounter parents requesting this specialist intervention which is not normally offered within Local Authority special needs provision, for children with cerebral palsy and other motor difficulties. This paper reviews the empirical research to investigate the specific claims that CE improves motor skills, thinking skills and independence and the counter claim that it may cause harm. Implications for practice are discussed.     

Academic self-concept and emotion relations: Domain specificity and age effects

The present study investigated the relations between academic self-concepts and the emotions of enjoyment, pride, anxiety, anger, and boredom as experienced in mathematics, physics, German, and English classes (N = 1710; grades 8 and 11). In line with our hypotheses derived from appraisal-based emotion theories and self-efficacy research, within-domain relations between self-concepts and emotions were relatively strong and notably stronger within quantitative domains (mathematics and physics) than verbal domains (German and English). Also consistent with our hypotheses, stronger relations between self-concepts and emotions were observed among older students. Self-concept and emotion relations further differed as a function of the specific emotion assessed, with pride showing the strongest and boredom the weakest relations with academic self-concepts in the four domains assessed. Methodological and educational implications as well as directions for future research are discussed.