Online problem-based and enquiry-based learning in the training of educational psychologists

Over the past 40 years, problem-based learning (PBL) and enquiry-based learning (EBL) approaches have been used in a variety of professional training courses. More recently online versions of these pedagogies have been developed. This paper explains how online PBL and EBL activities have been incorporated into the professional training of educational psychologists, at the University of Birmingham, UK. Three examples of such activities are presented, together with data gathered during implementation which has helped to evaluate this work. There is a discussion of some of the emerging themes that have been generated and implications for the future use of online PBL/EBL in the training and continuing professional development of educational psychologists.     

Effects of childhood setting and interaction with nature on academic performance in introductory college-level courses in the environmental sciences

This study explored the relationships between student background and academic performance in college introductory environmental science (ES) courses at a large U.S. research university with the premise that this analysis may inform teaching practices, curricula, and efforts to increase retention. We surveyed over 700 students across eleven introductory ES courses and used multiple linear mixed-effects regressions to model the data. We found that students who grew up in rural settings or who had frequent childhood interactions with natural environments earned higher grades, on average, than students from urban settings or with fewer childhood interactions with natural environments. Our results indicate that students reporting frequent childhood interactions with forests, for example, were projected to earn grades up to 1.5 letter grades higher in these courses than students with no such interactions. In addition, students with frequent childhood interactions with nature were likelier to report that such interactions helped them in their ES course, suggesting that these students may recognize the value of these experiences. Greater interest in the subject matter also correlated with higher ES course grades, whereas amount of prior ES coursework did not. We discuss the possible implications of these correlations for ES academic performance and educational practice.     

Varsity athletes have lower 2D:4D ratios than other university students

The second to fourth digit ratio (2D:4D) is a sexually dimorphic trait with lower finger ratios considered more masculine. These digit ratios are believed to reflect the prenatal hormonal environment with higher exposure to androgens in utero leading to more masculine digit ratios. The 2D:4D ratio has been negatively correlated with many factors, including aggression, physical fitness, and athleticism. We compared 2D:4D finger ratios of (1) male and female varsity athletes (n = 99) versus male and female student non-athletes (n = 122), and (2) males (n = 104) versus females (n = 117). Our results confirmed that both male (mean ± s(x) : 0.97 ± 0.004) and female (0.98 ± 0.005) varsity athletes had significantly lower ratios than their non-varsity peers (males: 0.99 ± 0.004; females: 1.00 ± 0.006), and that male athletes had significantly lower 2D:4D ratios than female athletes. Overall, males had significantly lower 2D:4D ratios than females (0.98 ± 0.003 vs. 0.99 ± 0.004). A smaller 2D:4D ratio appears to be consistent with participation in varsity sports among both males and females.     

Using a situative perspective to gain a deeper understanding of how children’s strengths are related to social context

Over the last twenty-five years, there has been an increase in the availability of published checklists and schedules which allow practitioners to identify the strengths of children and young people, including those with special educational needs. While helpful, these assessments are unable to tell us about the nature of contextual factors which support the expression of particular strengths. In this study, we took a situative perspective to explore how specific classroom practices facilitated strengths. A multiple case study design was used to analyse practices nominated by three children/young people with special educational needs. Qualitative analysis revealed how aspects of practice afforded the opportunity for each child to participate in ways which they equated with their strengths. This style of strength-based assessment led to a more sustained examination of supportive practice features than would have been achieved through interview alone.