The application of self-determination theory to support students experiencing disaffection

This paper provides a rationale for educational psychologists (EPs) to consider the concept of disaffection systemically. In order to understand how contextual and interactional factors initiate or maintain disaffection it may be useful for EPs to draw upon self-determination theory (SDT). This theory emphasises how contextual factors determine the extent to which a student’s psychological needs – for autonomy, competence and relatedness – are met. It is hypothesised that students are more likely to disengage from school if this context does not meet these psychological needs. SDT may, therefore, assist EPs in understanding disaffection and suggest constructive changes to the student’s environment. In view of this, two approaches are suggested concerning the role of EPs: (1) the use of person-centred thinking, with students and teachers, to enhance student perceptions of autonomy, competence and relatedness; (2) the use of effective consultation to engage teachers in the process of systemic change.     

The local impact of global climate change: reporting on landscape transformation and threatened identity in the English regional newspaper press

This paper contributes to extant understandings of media representations of climate change by examining the role of the English regional newspaper press in the transformation and dissemination of climate change discourse. Unlike previous accounts, this paper contends that such newspapers shape public understandings of climate change in ways that have yet to be adequately charted. With this in mind, this paper examines the ways in which global climate change is translated into a locally relevant phenomenon. That is, it focuses on its "domestication." Although we acknowledge that there are a number of ways in which this process occurs, specific attention is drawn to stories that highlight the destruction of local landscape features, the transformation of important habitats, and the arrival of "alien" species. The broader significance of such stories is considered in relation to long-standing debates concerning the importance of landscape to notions of national and regional identity.     

Resilience and well-being among children of migrant parents in South-East Asia

There has been little systematic empirical research on the well‐being of children in transnational households in South‐East Asia—a major sending region for contract migrants. This study uses survey data collected in 2008 from children aged 9, 10, and 11 and their caregivers in Indonesia, the Philippines, and Vietnam (N = 1,498). Results indicate that while children of migrant parents, especially migrant mothers, are less likely to be happy compared to children in nonmigrant households, greater resilience in child well‐being is associated to longer durations of maternal absence. There is no evidence for a direct parental migration effect on school enjoyment and performance. The analyses highlight the sensitivity of results to the dimension of child well‐being measured and who makes the assessment.     

Responding to emotion in practice-based writing

This paper will consider the significance of emotion in assessment through reflective or experiential writing in the context of professional practice-based learning. It is based on a 12?month study conducted with undergraduate social work students undertaking what are referred to as ??reflective writing?? assessments. This form of assessment is a requirement in social work education and commonly used elsewhere in professional programmes of study in higher education such as nursing, business studies and education. Drawing on text orientated interviews with students and tutors this paper explores some of the challenges of both producing and assessing reflective writing. Drawing on debates relating to the assessment of reflective writing (Boud in Soc work Educ 18(2):121?C132, 1999) and the benefits of experimental or ??risky?? writing (Berman 2001), the paper offers some strategies for recognising and managing emotion arising from the inclusion of reflective writing professional education. In particular, it will explore the benefits of creating a space for dialogue which can recognise social, educational and historical factors, which influence individual students?? writing practices.     

Superheroes and supervillains: reconstructing the mad-scientist stereotype in school science

Reform recommendations around the world call for an understanding about the nature of science and the work of scientists. However, related research findings provide evidence that students hold stereotypical views of scientists and the nature of their work.

Purpose

The aim of this case study was to examine the impact of an intervention on 15 elementary school students’ views of scientists.

Sample

An urban, fifth-grade, European elementary school classroom defined the context of this study.

Design and method

The intervention was an 11-week-long investigation of a local problem concerning water quality. In carrying out this investigation the students collaborated with a young metrology scientist to collect and analyse authentic data that would help them to construct a claim about the quality of the water. The students’ initial views of scientists were investigated through a drawing activity, classroom discussions and interviews.

Results

Analysis of these data indicated that all students but one girl held very stereotypical views on scientists and the nature of their work. Analysis of interviews with each student and classroom discussions after the intervention illustrated that they reconstructed their stereotypical views of scientists and the nature of their work owing to their personal engagement in the investigation and their collaboration with the scientist.

Conclusions

The findings of this study suggest that more in-depth study into project-based approaches, out-of-school learning and school–scientist partnerships is warranted, for the purpose of determining appropriate pedagogies that support students in developing up-to-date understanding about scientists and the nature of their work.     

Notes on authors

Abstract

Although both the number of online learning opportunities and students with disabilities in higher education has increased over the last two decades, students with disabilities may be overlooked. The purpose of this study was to examine attitudes toward requesting accommodations in the online learning environment among college students with disabilities compared with requesting accommodations in the face-to-face learning environment. Accommodations refer to those adjustments and modification made to instructional and/or curricular requirements in order for students with disabilities to fully participate in a course (Rehabilitation Act of 1973). Results indicate that students with disabilities did not have significantly different attitudes toward requesting accommodations as a whole in the face-to-face versus online learning environments. Results, however, do indicate that students who report having visible disabilities appear to have more positive attitudes toward requesting accommodations in the online versus face-to-face learning environment compared with students who report having hidden disabilities.     

Developing and articulating pedagogic principles: A case study of early childhood teacher trainees learning to use pedagogic documentation techniques

ABSTRACT

This research examines the development and articulation of pedagogic principles and the process of using pedagogic documentation techniques by early childhood teacher trainees in a university teacher training program (BA Primary Education leading to Qualified Teacher Status) in London, England. The study draws on the perspectives of students in the second year of the teacher training program, and the tutor for the module, as well as documentary analysis of 14 pedagogic documentation panels that were produced by the teacher trainees. The research demonstrates how the development and articulation of pedagogic principles is enabled by the reflective and collaborative practice of photography, dialogue, narrative, and metaphor. Findings can be used to better understand how teacher trainees engage with pedagogic principles while they learn how to use the techniques of pedagogic documentation.