Developing reflection through an ePortfolio-based learning environment: design principles for further implementation

This article discusses the implementation of an ePortfolio-based learning environment with Bachelor of Education students. The intention was for the platform to be an agency for the development of reflection. The environment scaffolded reflection through (1) exemplars of good practice, (2) the opportunity for discussions and (3) activities to support the development of reflection. There were issues within the research around the introduction of the platform at the particular stage of the students’ degrees but the environment was successful in the provision of a teaching and learning platform. The findings provided design principles for a model to guide the development of similar learning environments including (1) the need for the ePortfolio platform to be embedded across the degree programme with (2) regular tasks for the students to complete that (3) have a clear purpose that the students are aware of and (4) utilise interaction patterns that mimic the structures of social media.     

The relevance of the term ‘misconception’

Specializations: experimental ecology, environmental education, philosophy of science.     

The Examination of Cognitive Empowerment Dimensions on Intrapersonal Psychological Empowerment,Psychological Sense of Community,and Ethnic Identity Among Urban Youth of Color

The Urban Review - The purpose of this investigation is to examine heterogeneity and membership with subgroups of cognitive empowerment among youth of color. Within this heterogeneity, this study...     

Does An Early Intervention Influence Behavioral Development Until Age 9 in Children Born Prematurely?

This study examined whether the Mother–Infant Transaction Program prevents behavioral problems among preterm children (birth weight < 2000 g) until age 9. The program was administered to 72 preterms, while 74 preterms and 75 full‐terms formed control groups (N = 221). Behavior was reported by parents (Child Behavior Checklist) and teachers (Teachers Report Form) and by all on selected Strengths and Difficulties Questionnaire (SDQ) questions. Long‐term behavioral development appeared to be qualitatively unaffected by the intervention. At ages 7 and 9, fewer attention problems and better adaptation to school were reported from parents and teachers of the intervention group compared to preterm controls. At age 9, teachers reported fewer difficulties in the intervention group and better academic performance. In these areas they were reported as being at the statistically same level as term controls.     

Children's Perceptions of their Nursery Education

There is much in the literature reporting details of children's experience of their preschool educational setting as perceived by adults; however, few reports exist with regard to children's own perceptions of their experience. This article discusses some of the problems associated with interviewing young children and suggests an interviewing technique involving the use of role play. Children in three nursery classes were interviewed in order to ascertain their perceptions of their nursery experience. Phenomenography has provided a useful framework for the interpretation of findings. This approach is based upon the theory that there are a limited number of qualitatively different ways in which people perceive or understand various aspects of, or phenomena in, the world (Marton, 1988). The present study has attempted to identify the qualitatively different ways in which children perceive aspects of their experience in nursery education.     

Masculinities under Reconstruction: Classroom pedagogy and cultural change

This article describes an action research study, undertaken in an experientially-based educational psychology course, in which resistance to learning associated with a particular working-class masculinity appeared to be overcome. The project involved male tradespeople, employed as technology studies teachers in secondary colleges while undertaking a teacher education programme. In the past, such people had created learning group cultures that promoted anti-academic, sexist and excessively authoritarian attitudes. This had profound implications for the subsequent social environment created in their school classes and especially the educational aspirations of the girls within them. Yet, resistance appeared to develop because many of the activities and content of the teacher education programme were threatening to an occupationally constructed masculine identity. Ways in which such constructions were relinquished and more appropriate identities built form the substance of this article. Implications for feminist pedagogy involving men and boys are discussed.     

The influence of wearing ski-boots with different rigidity characteristics on postural control

Abstract

External supports that reduce ankle joint mobility such as ski-boots can impair postural control of healthy participants. Although this disruptive effect has been attributed to the rigidity of the external supports, the results remained controversial and no study has been conducted in order to evaluate the influence of ski-boots rigidity. Hence, the question about the influence of ankle support rigidity on postural control remains open. This study was therefore undertaken in order to investigate the effect of ski-boots rigidity on postural control. Ten healthy active participants were recruited. The wearing of soft and rigid ski-boots was compared to barefoot while standing on a seesaw generating mediolateral and anteroposterior instability. Centre of pressure displacements were sampled with a force platform. The surface electromyographic activity of the main muscles from the leg, thigh and trunk was recorded. A motion analysis system was also used to calculate the ankle, knee and hip angles. The results did not reveal any negative influence of ski-boot rigidity on postural control but rather suggest a less active postural control with the rigid ski-boots which offered a higher mechanical contribution.