Conflict Resolution Patterns of Preschool Children With and Without Developmental Delays in Heterogeneous Playgroups

The conflict resolution patterns of preschool-age mildly developmentally delayed children were compared to those of older and younger groups of typically developing children matched on the basis of chronological age or developmental level. Children participated in short-term heterogeneous playgroups consisting of representatives from all three developmental status groups. Naturally occurring conflicts with peers in the form of extended directive episodes were assessed in terms of their frequency, purpose, strategies, and the way conflicts were resolved. Results revealed that mildly delayed children exhibit a more negative and less adaptive interaction style, even in comparison to typically developing children similar in developmental level. Special problems were apparent when younger typically developing and mildly delayed children engaged in conflict episodes, whereas typically developing older children were able to adjust and interact appropriately irrespective of their companions' developmental status. In addition, typically developing older children elicited a pattern in which other children were less demanding and negative, but more responsive, positive, and adaptive. The implications of developmental differences between younger and older typically developing children and the unique problems in conflict situations were discussed.     

Changing practice through reflection: The KS2 Reading Project,Croydon

The paper describes the design and implementation of an action research project that set out to raise standards of reading at KS2. Changes to teaching developed by project teachers are outlined, and quantitative and qualitative findings relating to children’s progress are analysed. A particular analysis is made of patterns of teaching in those classes in which boys, as well as girls, made significant progress in their reading.     

Wechsler short forms: A brief status report

Numerous attempts to develop short forms of Wechsler scales of measurement have been proposed in the psychological literature over the last three decades. In this paper, the three major strategies for development of short forms are described, and an overview of the available validity data is presented. Cautions for the clinical use of short forms and related recommendations for future validity research are offered. It is concluded that while Wechsler short forms may be useful as research instruments, their clinical applications are extremely limited at this time.     

Learner identity and transition: an ethnographic exploration of undergraduate trajectories

This article considers ethnographic data collected during undergraduate students’ transition to higher education. Drawing on communities of practice theory, the research focuses on the psychological process of identity as a trajectory, considering how reconciliation and negotiation of identities across and between communities influence transition. We aimed to explore the ways in which incoming identity influences participation and higher education learner identity, consider the academic practices which construct the transition experience and analyse those practices in terms of learner identity and participation. The data sources included observations, informal social interactions, one-to-one interviews and document analysis. Data collection took place over the first term of an undergraduate course. A theoretical thematic analysis was undertaken investigating the ways in which identity shaped participation, the practices that influenced participation and how participation subsequently influenced learner identity. We argue that the reconciliation of past, present and future identities is psychologically challenging for students during educational transition and this influences individual trajectories. Some practices assumed an already autonomous learner rather than enabling development of autonomy. Inability to participate in valued (and often implicit) academic practice was seen to negatively influence learner identities, delaying full participation. The focus for transition research could therefore consider enabling systems and practices which acknowledge differences and fully support successful changes in learner identity.     

Quantifying the long-term impact of zoological education: a study of learning in a zoo and an aquarium

Abstract

There is increasing evidence that zoos and aquariums do, as intended, educate their visitors. However, even though most zoos offer a wide array of educational experiences, few studies have considered if the duration of an educational experience affects learning or whether learning lasts beyond the immediate visit. The current study used matched-pairs surveys to investigate children’s knowledge, attitude and knowledge of positive behavior during both a five-day zoo camp and six months after an aquarium visit. The participants of the study included children aged 9–12?years some of whom had participated in a purposefully designed educational intervention. First, the impact of a five-day zoo camp experience on children’s learning was investigated. Second, learning retention was investigated six months after a school tour at an aquarium. Results showed that during the camp learning was positively affected by participation in the educational intervention and by previous zoo experience. Girls were more likely than boys to have an increase in learning six months after an aquarium visit. The study demonstrates that learning persists, but that education can be enhanced with longer programs. Thus, zoos can play an increasingly important role in igniting pro-environmental behavior.     

Academic development for knowledge capabilities: Learning,reflecting and developing

In this paper, we look backwards to educational development principles and practices as implemented in the 1990s at Chalmers University of Technology, Sweden, and forward to ideal principles and practices for the design of courses for teachers in higher education. The bridge between the two lies partly in an evaluation study, which we will describe, and partly in the theoretical work of John Bowden on knowledge capabilities for learning for an unknown future. The underlying framework depends on phenomenography, with its theoretical emphasis on learning as becoming able to discern the whole from its background, and how the constituents of the whole relate to one another and to the whole, and its empirical emphasis on qualitative variation in the ways in which students understand, conceptualize or experience phenomena they meet in their studies. A PET model and PET process are described, relating Practice, Experience and Theory through reflective problematization.     

Journals based on applications: An attempt to improve students' learning about composite materials

In a course on composite materials for fourth-year students at Chalmers University of Technology, students are required to write journals as a complement to the more traditional teaching approach. The journals comprise a series of reports relating the theory currently being treated to an application object, and are sent to the teacher by e-mail for comments. These give the students the opportunity to make use of the theoretical knowledge they meet in each section of the course by reflecting on how it is applicable to a real application. The goal is for better, more integrated understanding, in that, on the one hand, the students should understand the importance of each part of the course and, on the other hand, they should be able to relate the parts to one another, and to practical application. In this paper, we describe the goals and strategies of the change to teaching, we analyse the ways that students approach the journal writing task and we discuss ways in which the journals can improve the quality of student learning.     

Mothers’ Perceptions of the Climate of Their Children’s Schools: Covariations With Children’s Academic Adjustment in Families of Mexican Origin

Although Latinx parents’ perceptions of the climate of their children’s schools may play a role in their children’s academic adjustment, research examining this idea is sparse. Every 2 years beginning when children were in fifth grade (M_age = 10.86 years) until they were in 11th grade, Mexican-origin mothers (N = 674) reported on their perceptions of the climate of their children’s schools; information on children’s academic adjustment was collected from children and mothers. Multilevel modeling indicated that when mothers had more positive school climate perceptions, their children valued school more and performed better in school, but did not necessarily hold higher educational expectations. The findings suggest the importance of schools in creating welcoming environments for Mexican-origin parents.     

Predicting Middle School Profiles of Algebra Performance Using Fraction Knowledge

Fraction knowledge and algebraic skill are closely linked. Algebra is a gatekeeper for advanced courses (Booth & Newton, 2012; Brown & Quinn, 2007). This study uses the person-centered approach of latent profile analysis to examine individual differences in middle schoolers’ (N = 350) algebra performance at the end of the year (EOY). The relative importance of a range of fraction skills is considered in predicting the likelihood of displaying a particular profile of EOY algebra knowledge, measured by feature knowledge, equation encoding, equation solving, and word-problem skills. Notably, fraction number line estimation did not predict algebra performance on any of the four measures. Fraction arithmetic at the beginning of the year is most predictive of displaying the highest performing EOY algebra profile.