Self-concept, motivation, and competence among preschoolers from maltreating and comparison families

Maltreated children are at risk for impaired cognitive and school functioning. In this study, the role that home environment, self-concept, and mastery motivation play in this relation was investigated. Thirty-six preschool children and their mothers, representing three family backgrounds (12 low-income maltreating, 12 low-income comparison, 12 middle-income comparison), were assessed in a preschool/home study. Children from maltreating families scored lower than their peers on several measures of cognitive and physical competence and on ratings of motivation. At the same time, these children significantly overrated their physical competence, and self-ratings of competence and acceptance tended to be higher (and less realistic) than those of their low-income peers. An overall difference in developmental quality of the home environment of maltreating families was largely accounted for by socioeconomic status (SES), but the tendency of these homes to be less clean and safe remained significant even after SES was controlled. Various aspects of the home environment were associated with superior task performance, but not with motivation or self-perceptions. Whereas the general home environment may affect competence, relationship factors implicated in maltreatment may be more important in shaping self-concept and motivation.     

Is there a future for school counseling in the United States?

School counseling in the United States is going through a very difficult period. Reasons for the difficulties are discussed. Suggestions are offered for modifications in counseling practice and in counselor education needed to overcome the current problems. Hopefully, the issues raised in the paper will be especially relevant in those countries which have relied heavily on literature and expertise from the United States in developing their counseling services.     

A longitudinal study of pupils’ understanding of dynamics: Relationship between cognitive development and performance on dynamics items

In this article we describe a longitudinal study with secondary school pupils which focuses on the relationship between pupils’ cognitive development and understanding dynamics. Two classes of pupils the first between 12–14 and the second between 14 and 16, together with a sub-sample from each of these classes were followed for three years. The main sample completed two tests composed of standard dynamics items and a Piagetian cognitive task. The subsample were interviewed on some of the dynamics items tested and carried out additional cognitive tasks. The results showed that the majority of younger pupils, and the sub-sample reflect the tendency, make very little or no cognitive progress during the three years whereas the older pupils of the main sample and sub-sample make reasonable propgress mainly in the fourth year. The study showed that the relationship between cognitive scores and results on dynamics items is variable with both samples and sub-samples. Further different domains within dynamics related in different ways to cognitive development. An analysis of dynamics concepts suggested that some are more accessible to pupils than others. Three different types of relations are proposed between pupils’ understanding of dynamics concepts and the use of these in the real world.     

A Gifted Programme in Iceland and its Effects

The purpose of this study was to examine the effects of the NER (Namsefnisradgjofin) gifted enrichment programme in Iceland (1985-96). Of the 200 teacher-selected children (aged 6-16), 138 took part and 62 refused. In 2000, the outcomes for participants ( n = 111) and equally suitable non-participants ( n = 63) were compared by postal questionnaire designed by Freeman, previously used in Britain and Finland (Freeman, 2001; Ojanen & Freeman, 1994). The NER programme was successful in that participants did better than non-participants at school. However, participants were already in a better educational position because of superior home backgrounds and higher motivation to succeed. Unfortunately, teachers did not always pick up on these improved achievements, so beneficial effects too often dissipated. Suggestions are made for close cooperation between schools and both programme and home to obtain the best results for the gifted.     

Using peer assessment to evaluate teamwork from a multidisciplinary perspective

This article analyses the use of peer evaluation as a tool for evaluating teamwork and students’ perceptions of this type of evaluation. A study was conducted of six subjects included on five degree courses at the University of Girona. In all of these subjects, students carried out a team activity, evaluated the performance of the team and the involvement of its different members, and responded to a survey on their perceptions of this evaluation system. We found the main factors influencing the evaluation and perception of teamwork to be teachers’ and students’ prior experience in this type of evaluation activity, the field where it is applied, the academic year students are enrolled on and the weight of the activity in the final mark. The results show that, in general, students’ views regarding such evaluation procedures are positive.     

An Analysis of Anatomy Education Before and During Covid-19: May–August 2020

Coronavirus disease 2019 (Covid-19) created unparalleled challenges to anatomy education. Gross anatomy education has been particularly impacted given the traditional in-person format of didactic instruction and/or laboratory component(s). To assess the changes in gross anatomy lecture and laboratory instruction, assessment, and teaching resources utilized as a result of Covid-19, a survey was distributed to gross anatomy educators through professional associations and listservs. Of the 67 survey responses received for the May–August 2020 academic period, 84% were from United States (US) institutions, while 16% were internationally based. Respondents indicated that in-person lecture decreased during Covid-19 (before: 76%, during: 8%, P < 0.001) and use of cadaver materials declined (before: 76 ± 33%, during: 34 ± 43%, P < 0.001). The use of cadaver materials in laboratories decreased during Covid-19 across academic programs, stand-alone and integrated anatomy courses, and private and public institutions (P ≤ 0.004). Before Covid-19, cadaveric materials used in laboratories were greater among professional health programs relative to medical and undergraduate programs (P ≤ 0.03) and among stand-alone relative to integrated anatomy courses (P ≤ 0.03). Furthermore, computer-based assessment increased (P < 0.001) and assessment materials changed from cadaveric material to images (P < 0.03) during Covid-19, even though assessment structure was not different (P > 0.05). The use of digital teaching resources increased during Covid-19 (P < 0.001), with reports of increased use of in-house created content, BlueLink, and Complete Anatomy software (P < 0.05). While primarily representing US institutions, this study provided evidence of how anatomy educators adapted their courses, largely through virtual mediums, and modified laboratory protocols during the initial emergence of the Covid-19 pandemic.     

Context matters: increasing understanding with interactive Clicker Case studies

Although interactive technology is presumed to increase student understanding in large classes, no previous research studies have empirically explored the effects of Clicker Cases on students?? performance. A Clicker Case is a story (e.g., a problem someone is facing) that uses clickers (student response systems) to engage students in understanding the meaning of the science contained within the story. Using an experimental randomized Solomon design across 11 institutions, we found that Clicker Cases increased student understanding more than PowerPoint lectures in large introductory biology classrooms, although there was variation across institutions and topics. By examining student performance in conjunction with faculty experience, we found that strong Clicker Cases created dissonance, captured attention and involved students in interpreting data or making decisions. This study provides a model for collaborative research across multiple institutions and demonstrates the need for using multiple institutions and topics in research on education.     

The Cognitive Predictors of Computational Skill with Whole versus Rational Numbers: An Exploratory Study

The purpose of the present study was to explore the 3rd-grade cognitive predictors of 5th-grade computational skill with rational numbers and how those are similar to and different from the cognitive predictors of whole-number computational skill. Students (n = 688) were assessed on incoming whole-number calculation skill, language, nonverbal reasoning, concept formation, processing speed, and working memory in the fall of 3rd grade. Students were followed longitudinally and assessed on calculation skill with whole numbers and with rational numbers in the spring of 5th grade. The unique predictors of skill with whole-number computation were incoming whole-number calculation skill, nonverbal reasoning, concept formation, and working memory (numerical executive control). In addition to these cognitive abilities, language emerged as a unique predictor of rational-number computational skill.     

An unexpected relationship between failure and subsequent mathematics learning

135 high schoolSs were presented with one of three treatment programs: rule (R); rule, then discovery (RD); and discovery, then rule (DR). AllSs were tested on the training rules and on three transfer problems. No significant differences were found on the transfer problems, but the R and RDSs learned the training rules better than the DRSs (p<0.01). It was proposed that failure on the discovery task may have had an inhibiting effect on subsequent learning on the R program.The authors wish to thank the students who participated in the experiment, the members of a teachers' research seminar supported by a government grant to the Montgomery County Instructional Center, and particularly to Mr. Philip Beck and Mr. Philip O'Neil without whose help and cooperation the study could not have been conducted.