Successful development of generic capabilities in an undergraduate medical education program

The development of generic capabilities or graduate attributes in communication, teamwork, critical analysis of information, problem solving and ethical practice is widely recognised as a desired outcome of higher education. This emphasis on generic capabilities has emerged despite ongoing debates about the concept and development of such capabilities. A recent review of comprehensive audits of Australian universities has found little evidence that such outcomes are being achieved. We used data from four different evaluations, both qualitative and quantitative, to explore whether these important generic capabilities are being learned by undergraduate students in the University of New South Wales (UNSW) new Medicine Program. University of New South Wales medical students are significantly more positive than other UNSW students that their university experience is developing several generic capabilities. Measurements concerning generic skills development from the Australian 2009 Learning and Teaching Performance Fund process support these findings. Analyses of qualitative data from two methodologically different student surveys found consistent evidence that medical students value generic capability development in the UNSW program. Furthermore, we report evidence that current UNSW medical students rate their clinical learning in professional placements as a significantly better experience than students in the previous discipline-based program. We believe this is a consequence of generic capability learning in the early years of the new program, such that our students are better prepared to maximise the value of learning from professional experiences. Our results represent consistent evidence of successful generic capability development as a result of a program-wide innovation in undergraduate education. To validate further our conclusions, external assessments of our graduates' generic capabilities in-action in the workplace are currently being obtained.     

Using talk to scaffold referential questions for English language learners

Research from interactionist second language acquisition and sociocultural theoretical perspectives shows that referential questions are important for learning, but also, that they can be difficult for English language learners (ELLs) to understand and produce answers to. By integrating analytical tools from both traditions, this study examined the scaffolding functions of a fifth grade teacher’s talk. The study found that the teacher utilized various communicative moves to engage ELLs in referential questions. Examples illustrating these communicative moves and their scaffolding functions are provided. Implications from these findings for teacher education are discussed.     

Building alliance for preschool inclusion: Parents of typically developing children,attitudes and perceptions

The current study investigated perceptions, thoughts, and attitudes of parents of typically developing children enrolled in inclusive 3-year-old and 4-year-old preschool classrooms. Using a qualitative approach, guided by ecological system theory semi-structured interviews with parents (N = 7) were completed. Several common themes related to inclusive preschool interactions were identified. Results indicated that parental perspectives, perceptions, and experiences vary. While parents were supportive of inclusion philosophy in child care centers, they felt less confident in their ability to explain the limitations associated with special needs to their young children. Parental support and involvement within inclusive preschool classrooms may be strengthened through the development of educational programs and family–professional partnerships. The role and involvement of teachers in facilitating parental support of inclusion philosophy is also addressed.     

Why won't you change your mind? Knowledge of operational patterns hinders learning and performance on equations

This study examined whether knowledge of arithmetic contributes to difficulties with equations. In Experiment 1, children (ages 7–11) completed tasks to assess their adherence to 3 operational patterns prevalent in arithmetic: (a) the strategy of performing all given operations on all given numbers, (b) the "operations=answer" problem structure, and (c) the concept that the equal sign means "the total." Next, children received a lesson on equations; then, they solved a set of equations. There was a negative relationship between adherence to the operational patterns and learning. In Experiment 2, undergraduates' knowledge of the operational patterns was activated or not. Students whose knowledge was activated did not perform as well on equations. Results suggest that early-learned patterns constrain future learning and performance.     

Young mothers' communication about death with their children

Young mothers' death-communication style and content patterns were determined by use of a simulation device in which a child's recorded voice posed questions or expressed reactions to a death situation. Eight different situations were constructed, depicting two each of four common reactions of children to a type of death occurrence (fear, curiosity, anger, fantasy/denial). Interviews were conducted with 100 mothers of young children who also responded spontaneously to each of the eight situations just as they might respond to their own children. Judges were able to place the women's recorded responses into both content and style categories. Content patterns were inconsistent; style (relationship) classifications appeared to be most consistent, with subjects falling into four predetermined style patterns (open-warm, open-cool, closed-warm, closed-cool) and one mixed category. Parents' reaction differences appeared only in the more ego-involving situations in which the child displayed some emotions, whereas a majority of mothers responded similarly to the "developmental curiosity" of the child. Background and personality factors relating to communication styles were investigated; factors labeled "commitment to education" and "resistance to emotional discussion" discriminated most clearly among the five style groups. combined groups (open versus closed, warm versus cool) also revealed significant differences. Implications for parent education and for further research are discussed.     

民歌之王:文化英雄传奇影响生活历史的初步探索

近年来,中国某些民歌手经常部分地因为赢得地区性或全国性民歌比赛而获得"歌王"称号.探究了歌手的生活故事如何有助于强化他们的歌王个性,以及不同的描述歌手生活故事的书籍、文章和纪录片如何显示当代歌王与过去的传奇歌手英雄具有某些类似的要素.以当代歌王王向荣为案例,研究发现,从特定主题中归纳出的相关性似乎在构建当代民间英雄的个性时显现出格外的重要性,共有的倾向包括:云游四方,以歌表达对权威人物的反抗,因反抗受到惩罚,终于成"王".由此,"经久不衰的履历神话"能够影响生活故事的叙述方式,并表明社会视何种事件为妥当.     

Effects of Perceptually Rich Manipulatives on Preschoolers' Counting Performance: Established Knowledge Counts

Educators often use concrete objects to help children understand mathematics concepts. However, findings on the effectiveness of concrete objects are mixed. The present study examined how two factors—perceptual richness and established knowledge of the objects—combine to influence children's counting performance. In two experiments, preschoolers (N = 133; M_age = 3;10) were randomly assigned to counting tasks that used one of four types of objects in a 2 (perceptual richness: high or low) × 2 (established knowledge: high or low) factorial design. Findings suggest that perceptually rich objects facilitate children's performance when children have low knowledge of the objects but hinder performance when children have high knowledge of the objects.