A review of ‘psychology and the study of education: critical perspectives on developing theories’

This review examines Psychology and the Study of Education: Critical Perspectives on Developing Theories, a collection of academic articles edited by Cathal Ó Siochrú. The collection comprehensively considers wide-ranging topics pertinent to the psychology of education, with a target audience of educators and students wishing to learn more about psychology. The review evaluates the collection as an integrated work of entries and analyses each component chapter; recognising the success of the collection with respect to its aim of challenging readers to critically reflect upon and consider the value of psychology in both understanding and influencing education. The book transcends the common formula of academic article collections in this area by being presented in a somewhat conversational manner, making it both interesting and accessible. The book is recommended for anyone interested in the psychology of education and for anyone who values the advancement of learning and teaching.     

Strong／weak limits and strong／weak differentials of multi-variable indeterminate forms. II： Supplementary annotations and analysis

Supplementary annotations on special forms 1to 4, discussion on the general characteristics of K(t) and K(t,t′), and analyses on two noticeable limits are presented in this part. It is demonstrated that strong and weak parabolic transforms can beemployed to change the standard form of a multi-variable indeterminate form into χ^mK type, hence to derive the standardformulae of the limit and the differential.     

To answer questions from text,one has to understand what the question is asking: differential effects of question aids as a function of comprehension skill

Reading and Writing - The present study investigates the effectiveness of question paraphrases in supporting students’ understanding of a specific task. Secondary school students (i.e.,...     

Characteristics of students who benefit from high-quality mathematics instruction

The present study examined characteristics of students who took advantage of the opportunity to learn Algebra II from a highly skilled teacher. In particular, student information was gathered concerning: (a) the amount of mathematics students knew prior to the class, (b) their motivation for learning mathematics, (c) the number and types of interactions they had with the teacher during class, (d) degree of self-regulation, and (e) general aptitude. A model for achievement was used that suggests both opportunity and propensity are important (i.e., students must be willing and able to take advantage of opportunity). Support for the model was found. Propensity to take advantage of a highly favorable opportunity accounted for almost sixty percent of the variance in achievement. In particular, students who were self-regulated, had strong mathematics backgrounds, and had low levels of frustration benefited more from high-quality instruction.     

The Relationship between Attitudes, Knowledge, and Demographic Variables of High School Teachers Regarding Food Irradiation

ABSTRACT:  The purpose of this study was to use a validated instrument to determine the attitudes and knowledge of high school teachers regarding food irradiation, and to determine the correlations among their knowledge and attitudes and certain demographic variables. Knowledge and attitudes about food irradiation were measured in selected high school family and consumer sciences teachers ( n = 121) who taught Food and Nutrition, Food Science and Technology, and/or Food Production Management and Services, via a 24-item instrument with 6 factors. Results revealed these teachers held neutral to positive attitudes about the safety of irradiated foods, their perception of the risk of foodborne illness, and learning about food irradiation, and neutral to negative perceptions of their understanding of food irradiation and their competence to teach about it. These teachers had a moderate knowledge base regarding food irradiation. Teachers' attitudes regarding the safety of food irradiation were positively correlated with their perceived understanding of food irradiation, actual knowledge of it, and competence to teach about it. Their perceived understanding of food irradiation was positively correlated with competence to teach about it, knowledge, and attitudes toward the safety of food irradiation. The only demographic variable correlated with knowledge or attitudes was teachers' previous food irradiation educational experiences. These data suggest the importance of education for family and consumer sciences teachers concerning food irradiation.