Using an Online Survey Tool to Enhance Teaching

This study examines the factorial validity, factorial invariance across gender, and construct validity of a Swedish version of the Self-Presentation in Exercise Questionnaire (SPEQ; Conroy, Motl, &; Hall, 2000). The a priori two-factor 14-item, 11-item, and 9-item models fail to reach acceptable levels of fit in a calibration sample. A modified 8-item model demonstrates acceptable fit and loose and partial cross-validity on a second independent sample. The factorial structure is invariant across gender. Men depict higher latent mean scores on both SPEQ factors of Impression Motivation and Impression Construction. Different patterns for men and women in the relation between SPEQ factors and exercise identity, social physique anxiety, and exercise participation are detected. Psychometric weaknesses in reliability and content validity from a cultural equivalence perspective are discussed.     

Increasing Girls’ STEM Engagement in Early Childhood: Conditions Created by the Conceptual PlayWorld Model

Research in Science Education - As societal needs change and STEM solutions are offered, an increasing concern for the participation of girls in STEM has emerged. Research has consistently shown...     

Misalignment between post-secondary education demand and labour market supply: Preliminary insight from young adults on the evolving school to work transition

Most research on labour market outcomes and higher education finds a positive relationship. This qualitative research sought to better understand how higher educational attainment contributes to employment outcomes from a subsample (n = 15) of a larger study (N = 36) on youth labour market attachment among minority, low socioeconomic status young adults. Respondents described: (1) Employment opportunities not being aligned to the educational background of some young adults; and (2) there were no direct links between educational institutions and the labour market in supporting successful employment. These findings suggest a misalignment between educational demand and labour market supply.     

A study of conceptual development in early childhood

This paper reports part of a study which investigated young children's conceptions of scientific and technological phenomena and the conceptual change that occurs during the teaching of science in pre-school, Transition/Year One and Year Two/Three classrooms. Science lessons from each school/centre were audio and video taped for a period of six months. Informal interviewing of teachers occurred in direct response to lessons observed. Informal interviewing of children was conducted to determine current scientific thinking in relation to the science lessons presented by the teacher. Two main elements emerged. First, different types of teacher-child interactions were evident during the science lessons observed and it was found that specifically focused interactions led to conceptual development in young children. Second, children's views (whether scientific or not) were maintained over a three month period.     

The accountability era in US teacher education: looking back,looking forward

Abstract

In keeping with the theme of the 40th anniversary issue of EJTE, this article looks back and forward at US teacher education accountability. It argues that “holding teacher education accountable” has been the major approach to reforming teacher education in the US for the last two decades, assuming that enhanced teacher education quality depends on vigilant public evaluation and monitoring of outcomes related to teacher education institutions, programs, and teacher candidates. This article looks back at the “era of accountability” by examining five policy, political, and professional developments that contributed to its emergence and strong hold on US teacher education. Looking forward to the future of teacher education accountability in the US, the article argues that we need a new approach – democratic accountability in teacher education – which is based on intelligent professional responsibility for students’ learning including democratic knowledge and skills, strong equity, and genuine collaboration with multiple stakeholders.     

Preschoolers' Ability to Distinguish Living Kinds as a Function of Regrowth

In order to acquire a theory of biology, children must acquire knowledge about living kinds. Although many studies have shown that preschool children do not accurately classify living kinds and do not use appropriate properties when asked to decide whether something is a living kind, recent work has shown that 3- and 4-year-olds do know something about biological growth. The ability of kinds to heal through regrowth was used in this paper as a measure of children's implicit understanding that plants and animals can be grouped together. In 3 experiments, children were told that animals, plants, and artifacts had been damaged and were asked whether the objects could heal through regorwth and whether a person could mend them. In all studies, children were sensitive to ontological kind, 4-year-olds realized that both plants and animals can regrow but that artifacts must be fixed by human intervention. 3-year-olds were less knowledgeable but did realize that artifacts cannot regrow. Overall, children showed some biological knowledge, implicity grouping plants and animals together and differentiating them from artifacts.     

The relations of effortful control and impulsivity to children's resiliency and adjustment

The unique relations of effortful control and impulsivity to resiliency and adjustment were examined when children were 4.5 to 8 years old, and 2 years later. Parents and teachers reported on all constructs and children's attentional persistence was observed. In concurrent structural equation models, effortful control and impulsivity uniquely and directly predicted resiliency and externalizing problems and indirectly predicted internalizing problems (through resiliency). Teacher-reported anger moderated the relations of effortful control and impulsivity to externalizing problems. In the longitudinal model, all relations held at T2 except for the path from impulsivity to externalizing problems. Evidence of bidirectional effects also was obtained. The results indicate that effortful control and impulsivity are distinct constructs with some unique prediction of resiliency and adjustment.