Preschool to kindergarten transition patterns for African American boys

This study focused on the transition patterns of African American boys from preschool to kindergarten using the Early Childhood Longitudinal Study – Birth Cohort (ECLS-B) dataset. Analyses were conducted to examine whether socioeconomic status, parenting (i.e., emotional support, intrusiveness), and attendance in a center-based program predicted likelihood of being in a particular transition pattern. Four patterns emerged from the data: (1) Increasing Academically, (2) Early Achiever: Declining Academically & Socially, (3) Low Achiever: Declining Academically, and (4) Consistent Early Achiever. There was heterogeneity in the school transition patterns of African American boys, with many showing stability from preschool to kindergarten. Family income and parenting practices and interactions were associated with an increased probability of being in the group that showed a significant increase in academics, suggesting the importance of parents’ provision of enriching opportunities and experiences for African American boys as they transition from preschool to kindergarten.     

Assessment and teaching of science skills: whole of programme perceptions of graduating students

This study reports on science student perceptions of their skills (scientific knowledge, oral communication, scientific writing, quantitative skills, teamwork and ethical thinking) as they approach graduation. The focus is on which teaching activities and assessment tasks over the whole programme of study students thought utilised each of the six nominated skills. In this quantitative study involving two Australian research-intensive universities, the teaching activities identified by students as developing the broadest number of skills were laboratory classes and tutorials. Lectures were only effective for developing scientific knowledge and, to a limited extent, ethical thinking. Assessment tasks that students perceived to utilise the broadest range of skills were assignments and oral presentations. The findings of this study document the students’ perspective about their gains in skill sets, and the teaching activities and assessment tasks that require them to use and thus develop these skills. The findings provide an opportunity to evaluate the constructive alignment of skills development, teaching activities and assessment tasks from a student’s perspective. Further research is required to actually measure the skills that students gain over their whole programme of study.     

In pursuit of quality: early childhood qualifications and training policy

This paper aims to critique policy discourses around the pursuit of quality in early years education. Taking England as a focal point, it problematizes the use of the term ‘quality’ and attempts to standardise its meaning; highlighting the disconnect that exists between policy and practice. The paper combines discourse analysis of a small number of key government documents with a series of interviews with early years stakeholders in order to identify issues that will have resonance and can inform a much needed continuation of debates about what quality might mean. Over the course of the research it became apparent that there was considerable disquiet amongst early years practitioners with regards the current qualifications and training landscape, particularly with regards to what many viewed as ideologically-driven policy-making, not informed by proper dialogue with the sector.     

An examination of the CTONI utilizing Gc‐Gf theory: A comparison of the CTONI and WJ‐III

The present investigation examined the validity of the Comprehensive Test of Nonverbal Intelligence (CTONI) with the Woodcock‐Johnson III Tests of Cognitive Abilities (WJ‐III COG) by administering these instruments in counterbalanced order to 60 college students. Results indicated that the mean CTONI NIQ score was not significantly different from the mean WJ‐III COG General Intellectual Ability (GIA) score. However, mean score differences were found between the CTONI NIQ and the WJ‐III COG Verbal Ability, Thinking Ability, Comprehension‐Knowledge, and Fluid Reasoning cluster scores. Although the correlations between the CTONI and the WJ‐III COG cluster scores were generally of small magnitude, the CTONI Geometric Nonverbal IQ composite score demonstrated construct specificity, whereas the CTONI Pictorial Nonverbal IQ scale did not. The implications of the findings are discussed and practitioners are asked to use caution when using this instrument to assess the fluid reasoning abilities of college students. © 2007 Wiley Periodicals, Inc.     

Environmental Cognition: early ideas and misconceptions at the ages of four and six

The purpose of this paper is to present some of the key findings of the first main stage of an on‐going research project entilted ’Emergent Environmentalist]!’, funded by the Economic and Social Research Council in the UK and based at the University of Durham, UK. Early results from pilot studies of this project have already been published (Palmer, 1993, 1994, 1995). The findings discussed here relate to the more detailed and fine grained analysis of the project's main data base collected in the UK and the USA. It should be noted that related databases are currently being collected and analysed in a number of countries in the world and that further international and cross‐cultural comparisons will be made in due course. This paper is concerned with: (i) the knowledge (accurate, partial and inaccurate) of the environment that young children have when they enter school; (ii) the way in which such knowledge may develop and change as children mature during their first two years in school; (Hi) the sources of early years knowledge of and potential concern for the environment. This report will focus on knowledge relating to two key environmental topics, namely tropical rain forests (including deforestation and biodiversity issues) and polar lands (including reference to warming of the climate). The results are divided into three sections. First the emergent knowledge and misconceptions possessed by 4‐year‐olds; second the changes in knowledge noted between ages four and seven; finally, the apparent sources of young children's ideas about the environment. The discussion of the results is divided into three corresponding sections.     

>OFSTED: inspecting schools and improvement through inspection

Approximately one‐third of all maintained secondary schools in England, and a smaller tranche of nursery, primary and special schools, were inspected under the arrangements set out in Section 9 of the 1992 Education (Schools) Act by the end of 1994. This article reviews some aspects of quality assurance in the national inspection system in England. It looks in particular at the improvement of inspection and at improvement through inspection. Continuous improvement of the inspection system reflects feedback from key stakeholders, as well as work by OFSTED to incorporate new developments. Improvement through inspection, broadly defined, has to cover both what occurs at the individual school level and in the system at large as a result of inspection. We argue that an effective inspection system can provide a powerful incentive for, as well as directly contributing to, school improvement and development     

The Pendulum: Its Place in Science,Culture and Pedagogy

The study and utilisation of pendulum motion has had immense scientific, cultural, horological, philosophical, and educational impact. The International Pendulum Project (IPP) is a collaborative research effort examining this impact, and demonstrating how historical studies of pendulum motion can assist teachers to improve science education by developing enriched curricular material, and by showing connections between pendulum studies and other parts of the school programme especially mathematics, social studies and music. The Project involves about forty researchers in sixteen countries plus a large number of participating school teachers.The pendulum is a universal topic in university mechanics courses, high school science subjects, and elementary school programmes, thus an enriched approach to its study can result in deepened science literacy across the whole educational spectrum. Such literacy will be manifest in a better appreciation of the part played by science in the development of society and culture.     

Fostering Authentic Problem Seeking: A Step Toward Social Justice Engagement

Because of these learners’ potential as future leaders, it is imperative that educators develop gifted students’ ability to identify and solve complex social justice problems. Nourishing students’ affective traits, including empathy for others, understanding of themselves, and the ability to connect to others in local and global society, will help students to recognize and seek out authentic problems. This article examines the nuances around the creative problem-solving process and how educators can infuse the curriculum with opportunities to develop and strengthen the skills students need to become engaged, real-world problem seekers, as we call it, and problem solvers. Through the combination of social justice issues and creative problem seeking, students can be motivated to engage with the community and promote positive change in the world.     

History,philosophy, and science teaching: The present rapprochement

This paper traces the use of, and arguments for, the history and philosophy of science in school science courses. Specific attention is paid to the British National Curriculum proposals and to the recommendations of the US Project 2061 curriculum guidelines. Some objections to the inclusion of historical material in science courses are outlined and answered. Mention is made of the Piagetian thesis that individual psychological development mirrors the development of concepts in the history of science. This introduces the topic of idealisation in science. Some significant instances are itemised where science education has, at its considerable cost, ignored work in philosophy of science. Arguments for the inclusion of the history and philosophy of science in science teacher education programmes are given. The paper finishes with a list of topical issues in present science education where collaboration between science teachers, historians, philosophers, and sociologists would be of considerable benefit.