Maximizing your effectiveness

It is of no surprise to readers ofDay Care and Early Education that child care is an issue in today's political arena (Rieken, 1989; Willer, 1990). Many opinion polls, surveys, and interviews have been and are being conducted to gather public opinion regarding child care (Zinsser, 1989). Data are often collected and results presented in scholarly publications, and data are not fully utilized or are not presented in useful format to lay audiences.Sandra S. Osborne is Assistant Professor and Billie Warford is Adjunct Instructor and Director of the Early Childhood Project, Department of Health and Human Development, College of Education, Health and Human Development, Montana State University, Bozeman, MT.     

A Probability Matching Approach to Further Education/Higher Education Transition in Scotland

As part of the impetus to increase and widen participation in the UK, and in Scotland in particular, there has been considerable effort put into creating links between Further Education Colleges (FECs) and Higher Education Institutions (HEIs). However, because no unique identifier is used to track students between the two sectors, little is known in quantitative terms of the nature of this progression. In this article using substantial datasets, and an approach known as Probability Matching, we are able to provide novel data on the proportions of Scottish domiciled former FEC students within Scottish HEIs, and are able to compare the characteristics of this subset of all students with the whole cohort within HE in a given year, 1999–2000.     

Arguing to learn and learning to argue: Case studies of how students' argumentation relates to their scientific knowledge

In this study we investigated junior high school students' processes of argumentation and cognitive development in science and socioscientific lessons. Detailed studies of the relationship between argumentation and the development of scientific knowledge are rare. Using video and audio documents of small group and classroom discussions, the quality and frequency of students' argumentation was analyzed using a schema based on the work of Toulmin ( 1958 ). In parallel, students' development and use of scientific knowledge was also investigated, drawing on a schema for determining the content and level of abstraction of students' meaning‐making. These two complementary analyses enabled an exploration of their impact on each other. The microanalysis of student discourse showed that: (a) when engaging in argumentation students draw on their prior experiences and knowledge; (b) such activity enables students to consolidate their existing knowledge and elaborate their science understanding at relatively high levels of abstraction. The results also suggest that students can acquire a higher quality of argumentation that consists of well‐grounded knowledge with a relatively low level of abstraction. The findings further suggest that the main indicator of whether or not a high quality of argument is likely to be attained is students' familiarity and understanding of the content of the task. The major implication of this work for developing argumentation in the classroom is the need to consider the nature and extent of students' content‐specific experiences and knowledge prior to asking them to engage in argumentation. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 45: 101–131, 2008     

Subjectively assessed student profiles in physics

Conclusions It is clear that in this particular educational system teachers' and lecturers' subjective assessments of each student on the cirteria given, were based primarily on two subjective impressions of the student; the students ‘academic ability’ and his, or her “motivation for academic work”. A major proportion of the variance on the physics subjective scales could be explained in terms of these two factors. However the factor scores did little to increase the prediction of success in University physics examinations over and above prediction based on school physics examination results. There was some indication that subjective assessments may have a potential use in predicting non-examination ‘attributes’ of importance, for example drop-outs and future career intentions. Undoubtedly much greater reliability and validity of student scores related to objectives needs to be obtained both via examinations and subjective assessments if future studies are to yield really useful student profiles.     

Attachment and the secondary caregiver

Separating from a primary caregiver or parent can cause anxiety and stress for the young child. Although separation anxiety is experienced by all children in varying degrees, for secondary caregivers in child care centers and family day care homes, it poses particular problems.Sandy Osborne is a doctoral candidate, Department of Child and Family Studies, College of Human Ecology, The University of Tennessee, Knoxville. The author thanks Kay Pasley and Jan Allen for their helpful comments.     

Linking Stereotype Threat and Anxiety

Claude Steele’s stereotype threat hypothesis has attracted significant attention in recent years. This study tested one of the main tenets of his theory—that stereotype threat serves to increase individual anxiety levels, thus hurting performance—using real‐time measures of physiological arousal. Subjects were randomly assigned to either high or low stereotype threat conditions involving a challenging mathematics task while physiological measures of arousal were recorded. Results showed significant physiological reactance (skin conductance, skin temperature, blood pressure) as a function of a stereotype threat manipulation. These findings are consistent with the argument that stereotype threat manipulations either increase or decrease situational‐specific anxiety, and hold significant implications for thinking about fair assessment and testing practices in academic settings.     

Using symbolic interactionism to analyze a specialized STEM high school teacher’s experience in curriculum reform

In this paper, we present a microanalysis of a specialized STEM (science, technology, engineering, and mathematics) high school teacher??s experience of self-initiated science inquiry curriculum reform. We examine the meanings of these two constructs: inquiry curriculum and curriculum change through the process lens of interactions, actions, and interpretations. Symbolic interactionism is the theoretical framework we used to frame our analysis of how this teacher, Darren Daley (a pseudonym) and various stakeholders purposefully and strategically engaged in ??face-work?? and act out lines of actions to advocate or oppose curriculum change. Symbols are used in this world of face-to-face encounters to communicate, imply, and assert, meanings through socially flexible and adjustable processes. We scrutinize how Daley (un)consciously engaged all of these to defend his decisions, actions, and outcomes and ??look?? to others as doing inquiry reform. The meanings of such work are not intrinsically driven or reactions to psychological and extraneous factors and forces, but emergent through interactions. The data collection methods include interviews with Daley, school administrators, students, and parents, lesson observations in Daley??s class, and gathering of school website pages, brochures, and curriculum materials. We represent data in narratives describing storied history, voices, interactions, anecdotal accounts from individuals?? experiences, and interpretations. The analysis and findings illuminate the nature of teacher agency??how it is reclaimed, sustained, reinforced, contested, exercised, and modified in more nuanced ways, hence offering an alternative lens to theorizing and empirically analyzing this construct.     

Getting started: exploring pre-service teachers’ confidence and knowledge of culturally responsive pedagogy in teaching mathematics and science

Recent changes to the Australian Curriculum reinforce the need for all educators to value the cultures and perspectives of Aboriginal and Torres Strait Islander students. The disproportionately high levels of educational disadvantage experienced by many of these students has prompted the Australian Institute for Teaching and School Leadership to introduce two teacher standards aimed at improving awareness of Aboriginal and Torres Strait Islander cultures and histories, and enactment of pedagogies that support Aboriginal and Torres Strait Islander student learning. We describe a pilot study focussed on one cohort of final year mathematics and science primary/middle pre-service teachers (PSTs) as they navigate these standards. We explore PSTs’ self-reported knowledge and confidence before and after targeted interventions designed to cultivate cultural responsiveness. Although the findings suggest an increase in PSTs’ perceived confidence, further work is needed towards what could be considered culturally responsive pedagogies for early career mathematics and science teachers.