Differential Influences of Family Processes for Scientifically Talented Individuals' Academic Achievement Along Developmental Stages

Differential influences of various family processes for students of science talent and students in general education from Grades 4 to 12 and Science Olympians in Korea were examined by administering Korean Inventory of Parental Influence. Korean Science Olympians were additionally interviewed about their family and school experiences. Family processes were perceived more frequently or more strongly by scientifically talented students and younger students than general-education students and older students, respectively. Supportive and conducive family processes were maintained even in the high-school period in the families of scientifically talented students, whereas they decreased as students in general education get older. Father's involvement emerged as the most influential predictor of mathematics and science achievement, whereas press for intellectual development was a significant predictor for grade-point average (GPA). Parents may need to maintain the conducive and supportive family processes even for their high-school children in order to nurture their talents in mathematics and science.     

State policy and regional diversity in the provision of secondary education for the youth of Sydney, 1960-2001

The International Institute of Teachers College, Columbia University, New York, continuously published its Educational Yearbook, in a total of 21 editions, in order to ‘provide students of education sciences with the world education theories and practice’. Headed by Isaac L. Kandel, the journal followed a traditional editorial line in its first issues, which came to change and shift to new themes and methodologies during the 1930s, as social, economic and political problems spread. This journal was a specifically academic initiative, in that it fell outside the scope of governmental or international organisations. This study will focus on the content of the different issues of the Educational Yearbook. It will also reflect on the most sensitive issues concerning the interwar period and, ultimately, it will highlight the underlying goals of this publication: the defence of peace, democracy and intellectual cooperation on the subject of education and citizenship.     

The critical, relational practice of instructional design in higher education: an emerging model of change agency

This paper offers an emerging interpretive framework for understanding the active role instructional designers play in the transformation of learning systems in higher education. A 3-year study of instructional designers in Canadian universities revealed how, through reflexive critical practice, designers are active, moral, political, and influential in activating change at interpersonal, professional, institutional and societal levels. Through narrative inquiry the voices of designers reflect the scope of agency, community and relational practice in which they regularly engage with faculty in institutions of higher learning.

Social construction of American sign language--English interpreters

Instructors in 5 American Sign Language--English Interpreter Programs and 4 Deaf Studies Programs in Canada were interviewed and asked to discuss their experiences as educators. Within a qualitative research paradigm, their comments were grouped into a number of categories tied to the social construction of American Sign Language--English interpreters, such as learners' age and education and the characteristics of good citizens within the Deaf community. According to the participants, younger students were adept at language acquisition, whereas older learners more readily understood the purpose of lessons. Children of deaf adults were seen as more culturally aware. The participants' beliefs echoed the theories of P. Freire (1970/1970) that educators consider the reality of each student and their praxis and were responsible for facilitating student self-awareness. Important characteristics in the social construction of students included independence, an appropriate attitude, an understanding of Deaf culture, ethical behavior, community involvement, and a willingness to pursue lifelong learning.     

The complexities of supporting Asian international pre‐service teachers as they undertake practicum

Increasing numbers of Asian international students are choosing to undertake their tertiary studies in English‐speaking countries. For universities, international students are an important source of revenue. However, Asian international students face multiple challenges in adapting to a foreign culture, understanding the expectations of their role, and adjusting to language, communication and cultural differences. These challenges are manifested, in particular, during practicum or field experience. This paper investigated the concerns of twenty Asian pre‐service teachers before and after their practicum in Australian schools by drawing upon data from focus group interviews. Although language barriers and cultural differences were identified concerns before the practicum, concerns about their relationship with their supervising teachers and the limited time in which they had to learn also emerged after the practicum. Whilst the findings are limited to the present study, implications for supporting Asian international pre‐service teachers during practicum are discussed.     

Communication Patterns of African American Girls and Boys from Low-Income, Urban Backgrounds

This study investigated gender effects on the conversational strategies used among 106 African American children ( mean age = 7 years) from urban, low-income family backgrounds. Same- and mixed-gender pairs of children from the same grade level in an inner-city school were provided with toy bear puppets and asked to play together for 5 min. Conversations were coded using Leaper's Psychosocial Processes Coding Scheme, which classifies communication acts as either collaborative, controlling, informing, obliging, or withdrawing. Girls and boys were more similar than different. However, gender-related variations were found. Boys were more likely than girls to use controlling acts and domineering exchanges in same-gender pairs but not in mixed-gender pairs. Girls were more likely than boys to use a combination of collaborative and informing acts. For partner gender effects we found that controlling acts and domineering exchanges were less likely — whereas informing acts were more likely — to take place when children were matched with a girl than when they were matched with a boy. Findings replicate many of the gender effects on communication style reported in a prior study (Leaper, 1991) that used a similar procedure and coding strategy with a sample of middle-income children from mostly European American backgrounds.     

Model-based reasoning in a year 10 classroom

Studies have shown that secondary school students experience difficulties making scientific models meaningful, yet explanatory models are central to the development of scientific understanding. This study investigated the extent and nature of students' model-based reasoning in a laboratory investigation. It was an interpretive study involving a single Year 10 Science class investigating the influence of six factors on electrical resistance. Before commencing their practical investigations students were re-familiarised with the “electron drift” model of metals. Data sources included videotapes of classroom interactions, audiotaped interviews with students, student workbooks showing their experimental procedures and results, and explanations of those results. The research suggests that spontaneous use of the model in explanations increased over the duration of the task but that the explanations were restricted mainly to model-based reasoning with lower order relational mapping. Even after further formal instruction on the model after the initial experimental investigations, many students were still unable to use the model effectively, displaying mainly the same level of reasoning. As model-based reasoning is an important part of learning some aspects of science, it is imperative that science educators take appropriate steps to facilitate the development of such reasoning in appropriate contexts.     

Walking football as sustainable exercise for older adults – A pilot investigation

The health benefits of playing football and the importance of exercise and social contact for healthy ageing are well established, but few older adults in the UK take enough exercise. Football is popular, flexible in format and draws players into engrossing, effortful and social exercise, but the physical demands of play at full speed may make it unsustainable for some older adults. Restricted to walking pace, will play still be engaging? Will health benefits be retained? Will physical demands remain manageable? This pilot study aims to investigate: (1) the experience of older adults playing walking football every week, is it sustainable and rewarding, (2) the intensity and locomotor pattern of walking football, (3) the scale and nature of walking football health benefits and (4) possible cognitive benefits of playing walking football through measures of processing speed, selective and divided attention and updating and inhibition components of executive function. ‘Walking football’ and ‘waiting list’ groups were compared before and after 12 weeks of one-hour per week football. Walking football was found to be engaging, sustainable for older adults and moderately intensive; however, selective health and cognitive benefits were not found from this brief intervention.

Highlights

• Walking football is a lower impact but authentic form of football that enables older players to extend their active participation.

• Walking football is enjoyable and moderately demanding and may be a sustainable form of exercise for older adults.

• Health and cognitive benefits to playing walking football were not found.

     

The stories of Beatrix Potter: A suggested order for reading

Children's Literature in Education -