The application of transformational leadership theory to parenting: questionnaire development and implications for adolescent self-regulatory efficacy and life satisfaction

We draw upon transformational leadership theory to develop an instrument to measure transformational parenting for use with adolescents. First, potential items were generated that were developmentally appropriate and evidence for content validity was provided through the use of focus groups with parents and adolescents. We subsequently provide evidence for several aspects of construct validity of measures derived from the Transformational Parenting Questionnaire (TPQ). Data were collected from 857 adolescents (M(age) = 14.70 years), who rated the behaviors of their mothers and fathers. The results provided support for a second-order measurement model of transformational parenting. In addition, positive relationships between mothers' and fathers' transformational parenting behaviors, adolescents' self-regulatory efficacy for physical activity and healthy eating, and life satisfaction were found. The results of this research support the application of transformational leadership theory to parenting behaviors, as well as the construct validity of measures derived from the TPQ.     

Using Intuition From Everyday Life in 'Filling' the gap in Children's Extension of Their Number Concept to Include the Negative Numbers

We report here an instructional method designed to address the cognitive gaps in children's mathematical development where operational conceptions give rise to structural conceptions (such as when the subtraction process leads to the negative number concept). The method involves the linking of process and object conceptions through semiotic activity with models which first record processes in situations outside mathematics and subsequently mediate activity with the signs of mathematics. We describe two experiments in teaching integers, an interesting case in which previous literature has focused on the dichotomy between the algebraic approach and the modelling approach to instruction. We conceptualise modelling as the transformation of outside-school knowledge into school mathematics, and discuss the opportunities and difficulties involved. This revised version was published online in July 2006 with corrections to the Cover Date.     

The developmental trajectory of Borderline personality disorder and peer victimisation: Australian family carers’ perspectives

Victimisation is a traumatic experience linked to development of Borderline personality disorder (BPD). However, there is limited research investigating the developmental journey prior to BPD diagnosis. School environments offer an opportunity for BPD prevention and early intervention. A survey with 19 Australian family carers of people with BPD asked what they noticed during the person’s infancy, childhood and adolescence, and their experiences of seeking help during that time. Sensitivity was most noticeable during infancy; difficulty making friends, school refusal/truancy and being bullied were prominent concerns once the child was at school; and concerns about anger, moodiness and impulsivity were the strongest prompts to seek help during adolescence, though doctor or teacher recommendation to do so was uncommon. BPD family carers’ experiences suggest that improved focus on addressing bullying and communication is needed.     

The socially skilled teacher and the development of tacit knowledge

Skilled interpersonal relations are crucial for effective teaching and learning but much professional knowledge here is tacit and thus not easily communicated. This article presents the results of a study that examined the tacit knowledge of trainee and experienced teachers in relation to various problematic interpersonal aspects of school life. Trainee (n = 501) and experienced (n = 163) teachers in secondary schools were presented with a series of hypothetical vignettes and asked to rate each of 128 potential response options. Trainees completed the survey at the beginning and end of their professional training year. It was found that experience appeared to be related to the capacity to identify ‘bad’ responses, but there was little difference in relation to the identification of ‘good’ responses. Further differences between novice and experienced teachers in relation to preferred strategies are reported. Implications for teacher education and for future research are identified and discussed.     

Mind the Gap: Why do people act environmentally and what are the barriers to pro-environmental behavior?

Numerous theoretical frameworks have been developed to explain the gap between the possession of environmental knowledge and environmental awareness, and displaying pro-environmental behavior. Although many hundreds of studies have been undertaken, no definitive explanation has yet been found. Our article describes a few of the most influential and commonly used analytical frameworks: early US linear progression models; altruism, empathy and prosocial behavior models; and finally, sociological models. All of the models we discuss (and many of the ones we do not such as economic models, psychological models that look at behavior in general, social marketing models and that have become known as deliberative and inclusionary processes or procedures (DIPS)) have some validity in certain circumstances. This indicates that the question of what shapes pro-environmental behavior is such a complex one that it cannot be visualized through one single framework or diagram. We then analyze the factors that have been found to have some influence, positive or negative, on pro-environmental behavior such as demographic factors, external factors (e.g. institutional, economic, social and cultural) and internal factors (e.g. motivation, pro-environmental knowledge, awareness, values, attitudes, emotion, locus of control, responsibilities and priorities). Although we point out that developing a model that tries to incorporate all factors might neither be feasible nor useful, we feel that it can help illuminate this complex field. Accordingly, we propose our own model based on the work of Fliegenschnee and Schelakovsky (1998) who were influenced by Fietkau and Kessel (1981).     

Attitudes and coping practices of using mobile phones for teaching and learning in a Uganda secondary school

This study investigated the opportunities for learning afforded by access to mobile phones, and the associated challenges created by their use in a peri-urban private secondary school in Uganda. The study was motivated by availability of phones with facilities to connect to the Internet and to access free open education resources (OERs), which if used appropriately, could support changes in pedagogy required to promote learning in rural schools in Uganda. Information was collected using interviews, observations and focus group discussions with parents, students and their teachers between June 2014 and July 2015. Results show a slow positive change in attitude amongst teachers and parents that phones are useful in learning; an increased enthusiasm and eagerness among students, and more engaging and interactive lessons. Some teachers found challenges in accessing education resources due to poor Internet connectivity, while others required skills and knowledge about appropriate OERs that promote interactive learning. The study recommends re-skilling of teachers to use mobile phones to access the Internet, use of OERs and ICT interactive pedagogies especially in schools with limited access to computers and Internet connectivity.