Cognitive Theory and the Use of Computers in the Primary Classroom

Research investigating the role of computers in the primary classroom is closely linked to the body of knowledge concerned with theories of learning and child development. Research is presented as an attempt to provide scientifically supportable reasons why computers are effective in education. Having established a theoretical base for computer use in primary classrooms, this paper then examines the educational application of cognitive theory to classroom instruction.     

Associations between socio‐economic status (including school‐ and pupil‐level interactions) and student perceptions of school environment and health in English secondary schools

This article examines interactions between school‐level and pupil‐level measures of socio‐economic status for pupil reports of the school environment and a range of risk behaviours and health outcomes. The baseline survey for the INCLUSIVE trial provided data on pupil affluence and pupil reports of the school environment, smoking, drinking, anti‐social behaviour at school, quality of life and psychological wellbeing for over 6,000 pupils (aged 11–12 years) in 40 schools within a 1‐hour train journey from central London. The level of socio‐economic disadvantage of the school was measured using the percentage of pupils eligible for free school meals. Multilevel regression models examined the association between pupil affluence, the socio‐economic composition of the school and the interaction between these with the school environment, risk behaviours and health outcomes. Our findings provide some evidence for interactions, suggesting that less affluent pupils reported lower psychological wellbeing and quality of life in schools with more socio‐economically advantaged intakes. There appears to be a complex relationship for anti‐social behaviour. Where pupil affluence and school socio‐economic composition were discordant, pupils reported a higher number of anti‐social behaviours. This article provides further evidence that less affluent pupils are more likely to engage in a variety of risk behaviours and experience worse health outcomes when they attend schools with more socio‐economically advantaged intakes, supporting some of the mechanisms described in the theory of human functioning and school organisation.     

Internship experience: Engaging in the big discourse

Conclusion The AECT internship provided each of us with experiences appropriate to our individual interests and expertise. Our all-access pass did help introduce us to the many larger discussions taking place across the organization. We were able to connect with other graduate students and to develop new ties with some of the pillars of the field. We can attest to the fact that AECT actively seeks new ideas, energy and leadership that can strengthen the organization. Our final thought for you is that AECT wants you to be involved. We discovered that the doors are wide open, and we know that you do not need an intern’s medallion to step through those doors. We hope these stories encourage you to step through the doors and find your place within AECT. An erratum to this article is available at .     

Adaptive Teaching in STEM: Characteristics for Effectiveness

This article defines the process of adaptive teaching in science, technology, engineering, and math (STEM). We assert that teachers who possess a well-developed STEM pedagogical content knowledge, a constructivist paradigm of teaching and learning, and an ability to draw on a vision while reflecting on and during teaching to help negotiate challenges are well positioned to engage in the process of adaptive teaching. This article acknowledges the valuable knowledge, skills, and dispositions that novice teachers bring with them as they enter the workforce. To illustrate the process of adaptive teaching in STEM, we use an in-depth case study of a novice teacher. Our conclusion offers a discussion of how teacher educators and those who provide professional development services during induction can best support teachers in their development of becoming adaptive, and therefore, effective.     

Improving Campus Climate to Support Faculty Diversity and Retention: A Pilot Program for New Faculty

We report on a series of pilot programs that we developed and carried out to support the success and satisfaction of new faculty, particularly faculty of color. We hope that others committed to retaining and supporting underrepresented faculty can apply our learning from this pilot project, as a whole or in part.Fred P. Piercy, Ph.D. (University of Florida), M.Ed. (University of South Carolina), B.A. (Wake Forest University) is the Department Head of the Department of Human Development at Virginia Tech. His professional interests include family therapy education, HIV social science research and prevention, and family intervention for adolescent drug abusers. Valerie Giddings, Ph.D., M.S. (Virginia Tech), B.S. (Bennett College) is the Associate Vice Chancellor for Lifelong Learning at Winston-Salem State University. Her professional interests include anthropometry and apparel fit, cultural aesthetics for apparel, and diversity issues in higher education. Katherine R. Allen, Ph.D., M.A. (Syracuse University), B.S. (University of Connecticut) is a Professor in Human Development at Virginia Tech. Her interests include family diversity over the life course, adult sibling ties in transition, and persistence of women and minorities in IT majors. Benjamin Dixon, Ed.D. (University of Massachusetts), M.A.T. (Harvard University), B.Mus.Ed. (Howard University) is the Vice President for Multicultural Affairs at Virginia Tech. His interests include diversity, multicultural education, ethical pluralism, and equity and inclusion issues related to organizational management and development. Peggy S. Meszaros, Ph.D. (University of Maryland), M.S. (University of Kentucky), B.S. (Austin Peay State University) is the William E. Lavery Professor of Human Development and the Director of the Center for Information Technology Impacts on Children, Youth, and Families at Virginia Tech. Her interests include positive youth development, leadership issues, female career transitions, and mother/daughter communication. Karen Joest, Ph.D. (Virginia Tech), M.S. (Chaminade University), B.S. (Indiana State University) is an Assistant Professor of Child and Family Studies at the State University of New York, College at Oneonta. Her interests include adolescents exposed to domestic violence, use of qualitative research, and use of technology and feminist pedagogy     

Visual narrative: a technique to enhance secondary students' contribution to the development of inclusive, socially just school environments – lessons from a box of crayons

This paper reports on a project that involved Australian secondary school students working as participatory researchers in collaboration with a researcher and two teachers. Research methodology using visual narrative techniques provided the students with a conceptual lens to view their school community. The examples of visual narrative shared in this presentation depict problems, contradictions of exclusion and celebrations of inclusion in the lived world of the students. Photographs combined with narratives represent students' views of their social, cultural and political environment. This project illustrates how the insights of students can help break down assumptions, values and meanings that block progress to achieving more socially just schools.