Prompting undergraduate students’ metacognition of learning: implementing ‘meta-learning’ assessment tasks in the biomedical sciences

To succeed at post-secondary education, it’s essential that students develop an understanding of their own knowledge and learning processes. This metacognition of learning, or ‘meta-learning’, helps students to become more effective learners, as they become more aware of their self-regulatory processes and recognise the effectiveness of their study strategies. To increase biomedical science students’ self-awareness, we have designed and implemented meta-learning assessment tasks across our biomedical science courses. Most students reported that meta-learning tasks had a positive impact on their learning, as they prompted self-regulatory processes of forethought and self-reflection. We found that students were equally likely to change or not change their study strategies across subsequent semesters. Those students that did not change were generally high achievers, believing their study approaches were most effective, but their performance did not improve across semesters. In contrast, students who adapted, mostly by modifying how they appraised and rearranged records or improved planning and time management, performed less well overall but significantly improved their performance across semesters. Meta-learning tasks may prompt students to become more self-reflective and independent learners by affecting their approach to learning, enabling them to reflect on their study strategies, adapt and improve performance, and may enable the development of lifelong learning skills.     

A non‐statutory framework for religious education: issues and opportunities

This paper considers issues in religious education that ought to be addressed by the recent non‐statutory framework for England. It outlines problematic features of the current situation and paints a generally welcoming picture of the educational opportunities afforded by this new initiative.     

A tale of two students: Building a culture of engagement in the community college

Enrolling in a community college may be as intimidating for those students who eventually succeed as it is for those who don't. Why, then, do some persevere while others leave before they meet their goals? Institutional practice can tip the balance.     

The Effects of Role Congruence and Role Conflict on Work,Marital, and Life Satisfaction

The impact of role congruence and role conflict on work, marital, and life satisfaction was studied using Super’s life-span, life-space theory. A conceptual model of relationships between these variables was proposed, and gender differences were examined. Participants were 35 male and 60 female college graduates who completed surveys by mail. Results indicated adequate fit for the proposed model. Results of gender analyses indicated that women in this study participated more in parenting and housework, whereas men participated more in career and leisure activities. Despite the differences in actual role participation, no gender differences were found regarding ideal role participation. Both men and women reported that the parent role was most rewarding. Implications for counselors and directions for future research were discussed.     

AN EVALUATION OF A COMPUTER SCIENCE ORIENTATION PROGRAMME

A short and intensive orientation programme was offered to a small group of students before the start of their first computer science course. During the orientation programme, students studied Karel, a simple programming language which provides pre‐programming skills for students embarking on a Pascal programming course. The programme was evaluated in terms of the assistance it gave participants in coping with the computing course. This evaluation placed emphasis on both the content of the programme and the social orientation aspects.     

Summer sun brings ice cream fun

Conclusion When everything tastes like ice cream in the classroom, what a fantastic experience is in store for the children. The many valuable opportunities afforded in this play center help expand the child's world. Interraction between children sorting (the flavors or colors of pom poms), creative use of imaginations, and thought process opportunities are all a part of the learning that is taking place. This center naturally lends itself to role playing. The combination of props and materials encourages complex levels of dramatic play to evolve among the children. The play can range from simple dramatic play such as dipping ice cream and filling cups and cones to a more sophisticated level of dramatic play when children begin role play as ice cream attendants and customers. The ice cream parlor center is enjoyed by both boys and girls and is developmentally appropriate for children ranging in age from two to six years old. The ease in developing this center, the simple set up, the low cost, and the opportunities for child-initiated play make this center appealing to teachers who continually search for enriching experiences to offer their children. The reward the center brings the children far exceeds the efforts required by the teacher. Carolyn Bond is Director of 12 years, and Kay Gregory is Associate Director of 8 years at the children's Discovery Center in Plano, Texas.     

‘I love a curry’: student-teacher discourse around ‘race’ and ethnicity at a UK university

This paper presents aspects of a small scale study that considered student teachers’ language and discourse around race and ethnicity at a university in the northwest of England. The first part of the paper critiques current education-related policy, context and practice to situate the research and then draws upon aspects of critical race theory and whiteness theory as frames of reference. In the research, 250 student-teachers completed questionnaires that invited responses to statements about race and ethnicity and this was followed by two semi-structured group interviews. A discourse analysis approach was taken to analyse the language used in the questionnaire responses and, in particular, the group interviews. Recurrent discursive configurations were characterised by language that signified othering, correct knowledge, personalisation and discomfort. Hesitations and silences during group discussions perhaps intimated thinking time and also maybe a reluctance to talk about aspects of race and ethnicity, and what was not said remains significant. It is suggested that a reconstruction of a teacher/educator subjectivity that fosters self-reflection on values and racial positioning, is needed in teacher education, alongside critical examination of the silences and discomfort surrounding race and ethnicity.