Pupil engagement in learning tasks: A fertile area for research in science teaching

This synthesis of research in academic engagement addresses studies in several academic areas. A general relationship of teacher performance and student engagement in learning tasks is noted. More importantly, a substantial relationship between degree of engagement and achievement has been reported in numerous studies. The paucity of engagement studies in science is surprising given the variation in engagement rates in science classrooms. Numerous research questions are suggested for science education researchers. A particularly fertile area for investigation is the categorization of engagement.     

Self-Narrative Profiles of Elite Athletes and Comparisons on Psychological Well-Being

Further research is needed on factors related to the emotional health of elite athletes. Previous research has linked self-narratives of people or their narrative identities to their psychological well-being. However, no study has yet examined self-narratives among elite athletes. Purpose: This study examined whether specific profiles or narrative identities of athletes emerge through multiple self-narrative indicators; these profiles were compared on measures of psychological well-being (e.g., depression, anxiety, postfailure shame levels, and life satisfaction). Method: Self-report data were collected from a sample of elite athletes (n = 99, Mdn age = 22 years, 52% male, 53% individual sports) competing at a National Collegiate Athletic Association Division 1, professional, or Olympic level. Results: Latent profile analysis revealed 3 profile types that significantly differed on measures of psychological well-being. Athletes with a performance-based narrative identity (high perfectionism, fear of failure, and contingent self-worth) demonstrated the highest levels of psychological disruptions (highest levels of depression, anxiety, and shame; lowest levels of life satisfaction), whereas a purpose-based narrative identity (high purpose, global self-worth, positive view of self after sport) was associated with the highest level of psychological well-being (lowest levels of depression, anxiety, and shame; highest levels of life satisfaction). Athletes in the mixed-type profile class reported better psychological well-being compared with the performance-based profile class but not the purpose-based profile class. Conclusions: Our findings provide initial evidence that particular self-narrative profiles of elite athletes contribute to their own psychological well-being in a significant way. Possible implications for practitioners are also discussed.     

The new compulsory schooling age policy in NSW,Australia: ethnicity,ability and gender considerations

The new schooling-leaving age policy in New South Wales, a state in Australia, requires all students to stay at school until they are 17?years old. The policy was introduced in January 2010, with little warning and, it appears, little consideration of its impact in complex contexts. In south-western Sydney, the most diverse region in the city, the impact is just being felt. In this paper, we draw on Ball’s approach to policy, maintaining ‘the complexity and scope of policy analysis – from an interest in the workings of the state to a concern with contexts of practice and the distributional outcomes of policy’. The paper explores the impact of the increase in school-leaving age on the curriculum, and the implications for ethnically diverse schools, and for students with learning and behavioural issues. Interviews with principals, teachers, parents and students suggest that there are dimensions of gender, ethnicity and ability to consider when responding to the new policy. Many schools find a lack of opportunity or too much competition for opportunities, and limited pathways. Whole school change is restricted by inadequate resourcing in some schools and by insufficient social networks in their communities.     

Discipline social identification,study norms and learning approach in university students

Adopting a deep approach to learning is associated with positive academic outcomes. In the current paper, we extend this analysis in a university context by recognising that learners are not isolated individuals, but share important social identifications with others. Using online surveys at an Australian university, we examine the effects of discipline social identification and educational norms on the adoption of learning approaches. Students from a range of academic disciplines indicated their social identification with their discipline, their perceptions of peer norms within their discipline of study, and what their own learning approaches were. Results demonstrate a significant role of discipline-related social identification in predicting learning approaches, even after controlling for personal factors and quality of teaching. Moreover, perceived norms moderated this effect. Students’ approaches to learning are affected not simply by their salient self-concepts, but by their salient discipline-related self-concepts and the norms embodied in the learning environment.     

Teacher–Child Interactions and the Development of Executive Function in Preschool-Age Children Attending Head Start

Research Findings: The purpose of this study was to examine the potential contribution of teacher–child interactions to residualized Inhibitory Control (IC) gains over approximately a six-month period for preschoolers from predominantly low-income households. The study also explored whether the association between quality of teacher–child interactions and IC gains depends on children’s IC skills upon classroom entry and their household income-to-needs ratio. The study included 169 preschoolers from 51 classrooms in a Head Start program run by an agency in a large city in Oklahoma. Children’s IC skills were assessed in fall (time 1) and spring (time 2), and teacher–child interaction quality was observed at fall (i.e., September through November). Results from Hierarchical Linear Modeling (HLM) did not show significant effects of high-quality teacher–child interactions on residualized IC gains over six months. However, results showed that children who initially presented poor IC skills displayed higher gains in their IC skills at spring when they were in classrooms practicing high-quality teacher–child interactions, as defined by emotional support and classroom organization. Practice or Policy: Emotionally supportive and well-organized classrooms in Head Start programs may benefit early IC development, especially for children presenting poor IC skills at classroom entry.     

Orchestrating Success in Personal, Social and Educational Areas: Using Peer Support

Charlton and David argue that counselling is not the only form of support available to pupils—and they in fact suggest that 'counselling' may be an overused term. They highlight pupils' need and right to be listened to. They go on to point out that in busy classrooms, teachers may not always find time to listen to and adequately support pupils. Alternative 'listening' facilities via peer support are discussed. Finally, the benefits of this peer resource are outlined for teachers as well as those administering and in receipt of help.