The role of metacognitive competences in the development of school achievement among gifted adolescents

Gifted underachievers perform worse in school than would be expected based on their high intelligence. Possible causes for underachievement are low motivational dispositions (need for cognition) and metacognitive competences. This study tested the interplay of these variables longitudinally with gifted and non-gifted students from Germany (N = 341, 137 females) in Grades 6 (M = 12.02 years at t1) and 8 (M = 14.07 years). Declarative and procedural metacognitive competences were assessed in the domain of reading comprehension. Path analyses showed incremental effects of procedural metacognition over and above intelligence on the development of school achievement in gifted students (β = .139). Moreover, declarative metacognition and need for cognition interactively predicted procedural metacognition (β = .169), which mediated their effect on school achievement.     

Professional development to support principals' vision of science instruction: Building from their prior experiences to support the science practices

The implementation of science reform must be viewed as a systems-level problem and not just focus on resources for teachers and students. High-capacity instructional leadership is essential for supporting classroom science instruction. Recent reform efforts include a shift from learning about science facts to figuring out scientific phenomena in which students use science practices as they build and apply disciplinary core ideas. We report findings from a research study on professional development (PD) to support instructional leaders' learning about the science practices. After participating in the PD, the instructional leaders' familiarity with and leadership content knowledge of the science practices significantly improved. Initially, principals used their understandings from other disciplines and content neutral visions of classrooms to make sense of science instruction. For example, they initially used their understandings of models and argument from ELA and math to make sense of science classroom instruction. Furthermore, some principals focused on content neutral strategies, like a clear objective. Over the course of the PD workshops, principals took up the language of the science practices in more nuanced and sophisticated ways. Principals' use of the language of the science practices became more frequent and shifted from identifying or defining them to considering quality and implementation in science classrooms. As we design tools to support science, we need to consider instructional leaders as important stakeholders and develop resources to specifically meet their needs. If the science feels too unfamiliar or intimidating, principals may avoid or reframe science reform efforts. Consequently, it is important to leverage instructional leaders' resources from other disciplines and content neutral strategies as bridges for building understanding in science. We argue that the science practices are one potential lever to engage in this work and shift instructional leaders' understandings of science instruction.     

Exploring the experiences and responses of LGBTQ+ adolescents to school-based sexuality education

The purpose of this study is to describe the experiences of lesbian, gay, bisexual, transgender, questioning, intersex, two spirit, and queer (LGBTQ+) youth with school-based sexuality education (SBSE), as well as to document strategies LGBTQ+ youth are using to address their evolving and specific sexual health needs outside of SBSE. Researchers conducted focus groups with 17 adolescents (ages 14–18) from urban and suburban Midwestern cities. Results of this study indicate LGBTQ+ youth find SBSE to be heteronormative, cisgender focused, and primarily focused on pregnancy and disease prevention, which contributes to LGBTQ+ youth experiences of exclusion. In response to SBSE that did not meet student needs, participants reported seeking sexual health information outside of SBSE. Other sources included family and other trusted adults, the Internet, and community resource centers. Students reported variable rates of use and trustworthiness across these resources. Results of this study suggest that school personnel should consider alternatives to traditional SBSE models to meet the needs of LGBTQ+ youth, and that an important part of SBSE should include guidelines for Internet safety.     

The professional role and exercise of the role of educational assistance professionals in schools with School Integration Programs in Chile

The incorporation of health professionals into inclusive schools is increasingly necessary. However, the work of these professionals has not yet been studied globally. This qualitative research analyses the perceptions of speech therapists, psychologists, physical therapists and occupational therapists on the role that educational policy defines for working in schools with School Integration Programmes in Chile. Through chain sampling, 52 professionals were interviewed. The data were analysed inductively through thematic analysis. The results show that the role defined by policies for professionals is not in line with the needs of schools and the aspirations of the inclusive approach. The exercise of the role emerges as a distinct entity from the defined role that seems to be more responsive to the needs of schools and students. Interviewees described tensions related to the role in schools, professional training, working conditions and contextual features that would permeate the role that the policy mandates them to play. The findings of the study promote new research horizons related to the role of professional assistants, where research is still incipient worldwide, and invite reflection on the importance of designing education policies with a bottom-up approach to capture the needs presented by learners and professional teams.     

Solution pH change in non-uniform alternating current electric fields at frequencies above the electrode charging frequency

AC Faradaic reactions have been reported as a mechanism inducing non-ideal phenomena such as flow reversal and cell deformation in electrokinetic microfluidic systems. Prior published work described experiments in parallel electrode arrays below the electrode charging frequency (f_c), the frequency for electrical double layer charging at the electrode. However, 2D spatially non-uniform AC electric fields are required for applications such as in plane AC electroosmosis, AC electrothermal pumps, and dielectrophoresis. Many microscale experimental applications utilize AC frequencies around or above f_c. In this work, a pH sensitive fluorescein sodium salt dye was used to detect [H⁺] as an indicator of Faradaic reactions in aqueous solutions within non-uniform AC electric fields. Comparison experiments with (a) parallel (2D uniform fields) electrodes and (b) organic media were employed to deduce the electrode charging mechanism at 5 kHz (1.5f_c). Time dependency analysis illustrated that Faradaic reactions exist above the theoretically predicted electrode charging frequency. Spatial analysis showed [H⁺] varied spatially due to electric field non-uniformities and local pH changed at length scales greater than 50 μm away from the electrode surface. Thus, non-uniform AC fields yielded spatially varied pH gradients as a direct consequence of ion path length differences while uniform fields did not yield pH gradients; the latter is consistent with prior published data. Frequency dependence was examined from 5 kHz to 12 kHz at 5.5 V_pp potential, and voltage dependency was explored from 3.5 to 7.5 V_pp at 5 kHz. Results suggest that Faradaic reactions can still proceed within electrochemical systems in the absence of well-established electrical double layers. This work also illustrates that in microfluidic systems, spatial medium variations must be considered as a function of experiment time, initial medium conditions, electric signal potential, frequency, and spatial position.     

What Kind of a Girl Does Science? The Construction of School Science Identities

A view of science as a culturally‐mediated way of thinking and knowing suggests that learning can be defined as engagement with scientific practices. How students engage in school science is influenced by whether and how students view themselves and whether or not they are the kind of person who engages in science. It is therefore crucial to understand students' identities and how they do or do not overlap with school science identities. In this paper, we describe four middle school African American girls' engagement with science. They were selected in the 7th grade because they expressed a fondness for science in school or because they had science‐related hobbies outside of school. The data were collected from the following sources: interviews of students, their parents and their teachers; observations in science classes; journal writing; and focus groups. These girls' stories provide us with a better understanding of the variety of ways girls choose to engage in science and how this engagement is shaped by their views of what kind of girl they are. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 441–458, 2000.     

Comparison of Haptic and Biometric Properties,Bacterial Load,and Student Perception of Fixative Solutions: Formaldehyde Versus Chilean Conservative Fixative Solution with and without Formaldehyde in Pig Kidneys

One of the most widely used solutions to fix and preserve organic tissues is formaldehyde, despite reservations regarding its toxicity and the fact that formaldehyde-embalmed bodies lose their original characteristics. Anatomy laboratories have been replacing formaldehyde with solutions that retain the characteristics of fresh tissue. For this purpose, alternative solutions with a very low concentration of formaldehyde or without any formaldehyde have been analyzed. The objective of this study was to compare biometry, coloration, haptic properties, and bacterial load on animal specimens (pig kidneys) embalmed with formaldehyde, and with Chilean Conservative Fixative Solution with and without formaldehyde (formaldehyde chCFS and formaldehyde-free chCFS). Also, the perception of health and biological science students toward specimens treated with different solutions was assessed. The results indicated that there were no significant differences in specimens’ retraction, or bacterial load. Students showed a preference for organs embalmed in formaldehyde chCFS and formaldehyde-free chCFS; indicating that with these treatments they could better visualize structures and that the prosections had greater flexibility and the colors were more similar to those of fresh tissue. Additionally, students recommended the material embalmed in formaldehyde chCFS and formaldehyde-free chCFS for anatomy learning. In contrast, students indicated that formaldehyde-fixation negatively affected their practical experience. In conclusion, embalming with formaldehyde chCFS or formaldehyde-free chCFS provides an advantageous practical experience over the use of formaldehyde and may be an alternative to replace the use of formaldehyde in anatomy laboratories.     

Temporal effects of leadership style on state communication anxiety in small task‐oriented groups

This investigation reports a typology of maintenance behaviors that were derived through inductive analyses of papers students wrote about their strategies for maintaining various relationships. Ten major strategies were inductively derived: positivity; openness; assurances; sharing tasks; social networks; joint activities; cards/letters/calls; avoidance; anti‐social; and humor. These strategies extend the previous research on relational maintenance strategies. More specifically, the latter five strategies and the subcategories of all the strategies are additions to Stafford and Canary's (1991)typology. In addition, analyses revealed the positivity, openness, assurances, sharing tasks, and cards/letters/calls differed in their frequency of use among lovers, relatives, friends and others.