Pursuing a Multidimensional View of Transfer

Training researchers and practitioners have typically focused their attention on one type of transfer, the transfer of tasks that require trainees to learn and apply a prescribed standard procedure. Further, researchers and practitioners have examined this type of transfer in situations where supervisors hold trainees accountable for applying the trained knowledge and skill, Performance professionals have developed theoretical frameworks, training principles, and training guidelines to improve transfer based on this conception of transfer. In contrast, this paper presents a multidimensional perspective to training transfer. One dimension concerns task adaptability-a continuum from relatively closed tasks, where task steps are highly prescribed, to relatively open tasks, where the task steps can be adapted to varying circumstances of the job. The other dimension concerns worker autonomy-a continuum from heavily supervised to highly independent work. Based on this expanded perspective of transfer, for each combination of variable, we offer principles for effective transfer as well as specific problems which must be solved to achieve the best results. We also provide suggestions for evaluating training success and derive research propositions that deserve attention.     

On Primary Matters,Because Primary Matters

The list of achievements of NSEAD is significant, but this paper suggests that the lack of primary membership, standing at 4% at the time of writing, is a loss to both the Society, and the primary sector. In order to meets its objects as written in the constitution, the Society needs to represent art, craft and design education in all sectors. The paper underlines the value of education in art and design in the primary sector, and suggests that misunderstandings that exist about the nature of and importance on the activity of young children, particularly in relation to play, are indeed misunderstandings and need to be addressed.     

ADHD,parent perspectives and parent–teacher relationships: grounds for conflict

Educational policy and the school effectiveness movement often involve rhetoric about the benefit of parent involvement in schools, but high‐quality relationships between parents and teachers are not always straightforwardly achieved, and this may be particularly true in the case of parents of children presenting with academic problems and/or social, emotional and behavioural difficulties. A systematic review of qualitative research was conducted to explore the school‐related experiences of parents of pupils diagnosed with attention deficit hyperactivity disorder (ADHD). Six studies reported in seven papers met the inclusion criteria. High‐quality parent–teacher relationships were found to be the exception, with mothers feeling silenced and criticised. Findings show commonalities with wider research about parents, but identify additional grounds for conflict resulting from parental blame for pupils' disruptive behaviour, and the ambivalent nature of the concept of ADHD.