Matching/mismatching revisited: an empirical study of learning and teaching styles

This paper presents results of a research project that explored the relationship between matching and mismatching instructional presentation style (breadth-first and depth-first) with students' cognitive style (field-dependence/-independence) in a computer-based learning environment. 73 postgraduate students were asked to create Web pages using HTML, using instructional materials that were either matched or mismatched with their cognitive styles. Significant differences in performance on a multiple choice test of conceptual knowledge were found for students learning in matched and mismatched conditions. Performance in matched conditions was significantly superior to that in mismatched conditions. However, significant effects were found for gender, matching mainly affecting male students. Performance on a practical test of Web page creation was not linked to matching or mismatching, but was linked to an interaction between gender and instructional presentation style. The findings provide support for the notion that matching and mismatching can have significant effects on learning outcomes. The paper concludes with suggestions for further research.     

Microbial control of diamondback moth, Plutella xylostella L.(Lepidoptera:Yponomeutidae) using bacteria (Xenorhabdus nematophila) and its metabolites from the entomopathogenic nematode Steinernema carpocapsae

Cells and cell-free solutions of the culture filtrate of the bacterial symbiont, Xenorhabdus nematophila taken from the entomopathogenic nematode Steinernema carpocapsae in aqueous broth suspensions were lethal to larvae of the diamondback moth Plutella xylostella. Their application on leaves of Chinese cabbage indicated that the cells can penetrate into the insects in the absence of the nematode vector. Cell-free solutions containing metabolites were also proved as effective as bacterial cells suspension. The application of aqueous suspensions of cells of X. nematophila or solutions containing its toxic metabolites to the leaves represents a possible new strategy for controlling insect pests on foliage.     

Wellbeing in schools: what do students tell us?

Until recently, children and young people’s perspectives have been largely overlooked in considering optimal approaches to supporting their wellbeing at school. This article reports student views on the meaning of ‘wellbeing’ and how this is best facilitated, gathered as part of a large, national research project aimed at understanding and improving approaches to wellbeing in schools. The data reported here were gathered through 67 focus groups, involving 606 primary and secondary school students, across three Catholic school regions in different Australian states. Students provided rich accounts of how they view their wellbeing, conceptualised across three interconnected themes of ‘being’, ‘having’ and ‘doing’. They identified relationships with self, teachers, friends, peers and significant others, as central to their wellbeing. The findings point to immense potential in accessing and utilising children and young people’s views for change and reform in schools in the area of student wellbeing.