Reflections as near‐peer facilitators of an inquiry project for undergraduate anatomy: Successes and challenges from a term of trial‐and‐error

Near‐peer facilitators (senior students serving as facilitators to their more junior peers) bring a unique student‐based perspective to teaching. With fewer years of teaching experience however, students who become involved in a facilitator role typically develop related skills quickly through a process of trial‐and‐error within the classroom. The aim of this paper is to report on the authors' own experiences and reflections as student near‐peer facilitators for an inquiry‐based project in an undergraduate anatomy course. Three areas of the facilitator experience are explored: (1) offering adequate guidance as facilitators of inquiry, (2) motivating students to engage in the inquiry process, and (3) fostering creativity in learning. A practical framework for providing guidance to students is discussed which offers facilitators a scaffold for asking questions and assisting students through the inquiry process. Considerations for stimulating intrinsic motivations toward inquiry learning are made, paying attention to ways in which facilitators might influence feelings of motivation towards learning. Also, the role of creativity in inquiry learning is explored by highlighting the actions facilitators can take to foster a creative learning environment. Finally, recommendations are made for the development of formalized training programs that aid near‐peer facilitators in the acquisition of facilitation skills before entering into a process of trial‐and‐error within the classroom. Anat Sci Educ. 7: 64–70. © 2013 American Association of Anatomists.     

Fear appeals in the primary classroom: Effects on test anxiety and test grade

The present study investigated whether fear appeals used prior to a test increased self-reported test anxiety and had a detrimental effect on test scores. Forty primary school pupils were instructed for one week under a low threat condition under which no fear appeals were made and another week under a high threat condition in which fear appeals were made salient. An end-of-week test was given in both conditions. Pupils reported an increase in test anxiety related worrisome thoughts and autonomic reactions under the high threat condition, but not in off-task behaviours. Test scores were lower under the high threat condition, but were not attributable to the increases in test anxiety related thoughts and autonomic reactions. This study adds weight to the argument that fear appeals are a damaging classroom strategy, but the mechanism by which fear appeals are reducing test scores is not yet clear.     

Can guidance during play enhance children’s learning and development in educational contexts? A systematic review and meta-analysis

This systematic review and meta-analysis considered evidence of guided play compared to direct instruction or free play to support children's learning and development. Interventions from 39 studies were reviewed (published 1977–2020); 17 were included in meta-analysis (N_total = 3893; M_childage = 1–8 years; M_girls 49.8%; M_ethnicity White 41%, African American/Black 28%, Hispanic 19%). Guided play had a greater positive effect than direct instruction on early maths skills (g = 0.24), shape knowledge (g = 0.63), and task switching (g = 0.40); and than free play on spatial vocabulary (g = 0.93). Differences were not identified for other key outcomes. Narrative synthesis highlighted heterogeneity in the conceptualization and implementation of guided play across studies.     

Experimenting with global governance: understanding the potential for generational change

The appropriate role for the United Nations in international dispute resolution is a matter of high profile discussion and controversy. This paper begins with this ambivalence about the appropriate role for the United Nations in the world and examines several sets of issues that relate to the future of support for the UN within the US and the prospects for global governance more generally. First, we briefly review two thematic strands in previous and contemporary scholarship:(1) arguments for increased global governance in contemporary world affairs, driven by perceptions of the changing nature of the political, social, economic and military challenges in the contemporary world system. This debate is also put in the context of the relevance of public support for global governance institutions; and (2) why it is valuable to study how the current generation of adolescents perceive issues of global governance and the impact that their views may have on that nexus in the coming years. We then move to an analysis of data generated from an experimental study of American adolescents and their attitudes toward global governance.     

Case Study: Distance Learning at the SBC Center for Learning

This case study presents what distance learning is and how it can be used as an alternative delivery solution for training. Distance learning definitions, characteristics, and design qualities are discussed. Specific examples and characteristics of the SBC Center for Learning's distance learning use are provided and can be related with how other companies, such as Arthur Andersen, Eastman Kodak, Microsoft, Netscape, and the Rochester Institute of Technology are using distance learning as an instructional delivery solution. Finally, the future technologies and applications of distance learning at the SBC Center for Learning and in general are discussed.