When you shouldn't do what you want to do: young children's understanding of desires, rules, and emotions

This research investigated 4- through 7-year-olds' and adults' (n = 64) concepts about the emotional consequences of desire fulfillment versus desire inhibition in situations where people's desires conflict with prohibitive rules. Results revealed developmental increases in attributing positive or mixed emotions to story characters that make willpower decisions and negative or mixed emotions to characters that transgress. These developmental changes in emotion predictions were accompanied by age-related differences in emotion explanations. Whereas 4- and 5-year-olds largely explained emotions in relation to the characters' goals, 7-year-olds and adults further explained how rules and future consequences influence emotions. Results are discussed in relation to connections among children's psychological, deontic, and future-oriented reasoning about emotions as well as the development of self-control.     

Comparison of sadness, anger, and fear facial expressions when toddlers look at their mothers

Research suggests that sadness expressions may be more beneficial to children than other emotions when eliciting support from caregivers. It is unclear, however, when children develop the ability to regulate their displays of distress. The current study addressed this question. Distress facial expressions (e.g., fear, anger, and sadness) were examined in 24-month-old toddlers throughout 4 episodes as well as specifically during looks to their mothers. Consistent with hypotheses and the literature, toddlers expressed sadness more frequently and with more intensity than target emotions only during looks to their mothers. These findings indicate that toddlers as young as 24 months of age are using particular emotional displays to elicit support from the social environment.     

Science identity development: how multimodal composition mediates student role-taking as scientist in a media-rich learning environment

Educational technology research and development - Science identity has been widely discussed in recent years; however, research on its development in multimodal composing environments, especially...     

Using Peer Coaching to Enhance Preschool Teachers' Development and Refinement of Classroom Activities

This study examined teachers' development and refinement of classroom activities. An ABA design was used to compare three experimental conditions. Four teachers planned and conducted their activities independently during an initial phase, as well as evaluated the impact of their efforts with a structured checklist. Conversely, these tasks were completed with a partner during a coaching phase, as teachers observed one another's classroom activities and collaborated in the process of appraising their activities and planning new teaching episodes. Finally, these exercises were again conducted independently during a final maintenance phase. A wide range of outcomes were examined, including each teacher's procedural changes or refinements, corresponding measures of children's participation, teachers' appraisals of their activities and satisfaction with the peer coaching procedure. Four primary results are reported. First, all four teachers made procedural refinements in this study, and three individuals' changes occurred during the peer coaching phase. Second, all teachers' activity alterations corresponded with changes in children's participation. Third, the four teachers varied in their activity appraisals as well as the number and quality of suggestions generated for procedural change. Finally, all four teachers reported that collaboration provided important benefits, but also expressed concerns with one or more aspects of the coaching process. These results are discussed with regard to their implications for facilitating teachers' roles in developing and sustaining effective classroom changes.     

Bringing Democratic Theory into Didactical Practice. Concepts of Education for Democracy Among Norwegian Pre-service Teachers

Democracy is highlighted in the Norwegian school system. This article investigates how pre-service teachers in social studies understand the more theoretical concept of democracy, and in what ways they intend to operationalize it with future pupils. Three ideal types are used to locate perspectives in the data: pure liberalist, majority rule and deliberative models of democracy. The findings indicate that perceptions of democracy in the sample are most commonly associated with core aspects of liberal democracy through a general focus on elections and voting, majority rule and individual civil liberties. A striking finding is the highly apparent internalization of participation as a norm and ideal in itself. However, ideas of contents and didactical implications of participation varies among respondents. As many also display a seemingly restricted interpretation of the political sphere, this might imply a thin understanding of democratic participation. The article further points out that translating concepts from political science into pedagogical notions is not a straightforward endeavor.     

Transforming teacher–family relationships: shifting roles and perceptions of home visits through the Funds of Knowledge approach

Education has embraced the idea of an ‘asset approach’ to working with families and children, creating a focus on developing collaborative relationships with families by building on what they bring to the table. In this paper we explore what happened when early childhood teachers entered homes to learn from families and identify their Funds of Knowledge. The findings show how issues of power and perception surfaced when teachers attempted to shift their role from that of teacher to learner. In analyzing teachers’ experience before, during, and after ethnographic home visits we saw their general desire to adopt an asset-based mentality. However, the hegemonic structure of schooling, previous experiences, and traditional teachers’ roles shaped their experience with the Funds of Knowledge framework. We end by discussing the implications for teachers and teacher educators who are interested in using home visits to develop an asset approach to their work with families.     

Data use by teachers: the impact of motivation,decision-making style,supportive relationships and reflective capacity

There is a growing expectation that schools should systematically collect and analyse data as a point of departure for decisions. However, research shows that teachers themselves are less convinced that they need to base their decisions on data, as they mainly rely on their intuition and experience. This article examines the extent to which teachers use data as a source of information for decisions at classroom level and what motivates them to use these data. We will also look at what impact the teacher’s decision-making style, supportive relationships and the reflective capacity of the school team have on teachers’ motivation for using data. Our research data was collected by means of an online survey of 408 teachers in 52 primary schools in Flanders. The results demonstrate that the quality of teachers’ motivation for using data is a key element in promoting data use in schools. Teachers who feel autonomously motivated will make greater use of data than teachers with a controlled motivation. We found that the use of a rational decision-making style by teachers, supportive relationships within the school and the reflective capacity of the school team all lead to an increase in teachers’ autonomous motivation for using data.     

Responding to the Increased Needs of College Students: A Case Study of Case Management

The psychological needs of college students lead to overwhelming demand on college counseling centers’ resources. In this article, we review models of case management in Higher Education including the administrative, behavioral intervention, and counseling center models. We also present a case study of the 3-year development of a counseling center case management service. Initial data suggest that expanding the role of a counseling center case manager to allow for frequent appointments/follow-up and standardizing counseling center case management procedures led to improved appointment attendance and increased communication with students following referral. A vignette and suggestions for other centers are also presented.     

Developing a Training Course for Undergraduate Teaching Assistants

An undergraduate teaching assistant (UTA) training course was developed using existing best practices and Bloom’s taxonomy of educational objectives as a framework. Course goals included developing assistants’ content knowledge, procedural knowledge, and metacognition regarding teaching. Across three semesters, UTAs’ (N?=?68) pre- and post-test responses showed significant increases in their teaching-related knowledge, confidence in their skills, consideration of a teaching-related career, and perceived benefits of being a UTA. The course provides an efficient method by which assistants learn to support students and faculty in a range of undergraduate courses, serving as a potential model for other teaching assistantship programs.