Food aversion learning in kangaroo rats: A specialist-generalist comparison

Two species of kangaroo rat (Dipodomys), varying in their degree of dietary specialization, were compared in a series of food aversion learning experiments to test the hypothesis that rapid aversion learning is an adaptation of relatively generalist feeders. The more generalist species indeed learned better or more rapidly in certain experiments, but species differences were at least partly a function of the specific test foods. Interpretation of results is complicated by differences between the two species in their initial reactions to particular foods, in the relative efficacy of different foods in supporting learned aversions, and perhaps even in their physiological responses to illness-inducing and control procedures.     

Revisiting Peirce’s account of scientific creativity to inform classroom practice

Abstract

Peirce made repeated attempts to clarify what he understood as abduction or creative reasoning in scientific discoveries. In this article, we draw on past and recent scholarship on Peirce’s later accounts of abduction to put a case for how teachers can apply his ideas productively to elicit and guide student creative reasoning in the science classroom. We focus on (a) his rationale for abduction, (b) conditions he recognised as necessary to support this speculative reasoning, (c) pragmatic strategies to guide inquiry and test conjectural hypotheses, and (d) his growing recognition of creative dimensions to reasoning beyond abductive inference-making. We illustrate this case through examples of a guided inquiry approach to student claim-making in the science classroom.     

How does the “PACE Maths” approach impact on the practice of school staff?

Mathematical skills are essential for young people to attain academic results needed for further study and employment. Recent changes to the English National Curriculum have put an increased emphasis on pupils explaining the reasoning behind answers in maths. This is a skill that can be developed by improving metacognitive skills. The authors report on an in-class programme for small group work, based on prior studies that utilised metacognition to support maths. An evaluation was conducted including a focus group interview and observation, modelling and feedback sessions over approximately 10 weeks. Results from interview analysis showed a positive impact both on staff practice and pupils’ independent problem solving. Adaptations based on research findings were made to the programme and handbook. This programme represents a flexible, inclusive and low resource option for schools to address new challenges posed by the National Curriculum in times of budget cuts and increased time pressure.     

Factors of success in a volunteer adult literacy program

Kavale and Lindsey concluded in 1977 that adult literacy programs from 1965 to 1977 failed to address successfully the problem of adult illiteracy. Ten years later, the average literacy program participant still fails to achieve a functional level of literacy. Even so, some students are extremely successful in these programs. What can we learn from these people about the factors that contribute to success and failure in adult literacy programs? This was the question addressed in the present study. Data from 194 students were selected from the 1982–86 records of a typical community-based, volunteer-oriented adult literacy program. Nine personal and program variables found to discriminate significantly between extremely “successful” and extremely “unsuccessful” students were factor analyzed to identify those factors fundamental to success and failure. Two factors accounted for 46.1% of the variance. First, in comparison to unsuccessful students, successful students had greater reason to expect their efforts to achieve literacy would be successful. Second, successful students saw greater relevance in literacy and literacy training than did unsuccessful students. These findings are consistent with expectancy-value theories of motivation and suggest some ways in which the effectiveness of literacy programs may be enhanced.     

Science and Technology: an alternative perspective of science or an integration of disciplines?

Increasingly the curriculum area of science is being linked with technology. However, traditionally, technology education has been a major component of the ‘technical’ or ‘trades’ subjects in the secondary school. To what degree is this contemporary ‘science and technology’ an amalgamation of two previously separate secondary curriculum areas and what implications does this current development have for science/ technology teachers in training? This article is an account of one attempt to address these questions. It describes and evaluates an integrated undergraduate Bachelor of Education unit involving students from the specialist areas of science and design and technology.     

How cells communicate: the system used by slime moulds

The way in which cells in multicellular organisms communicate and inform each other of their presence and relative position is an intriguing but mysterious problem. The form of communication used during the phase of aggregation in the cellular slime moulds represents a particularly amenable system for study. When these organisms run short of nutrients, some of the cells of the amoebal population emit rhythmic pulses of cyclic adenosine monophosphate. These chemical signals are slowly relayed to all the other amoebae within range and bring about an ordered migration of them towards the pulsating centre and the triggering of cellular development.     

The Effects of Contingent Teacher Praise,as Specified by Canter's Assertive Discipline Programme,on Children's On‐task Behaviour

The purpose of this study was to examine the effectiveness of contingent teacher praise, as specified by Canter's Assertive Discipline programme, on children's on‐task behaviour. In Western Australian primary schools (and in an increasing number of British schools) Canter's programme is widely used. However, while there are many anecdotal reports of its effectiveness there is a relative absence of well controlled research studies reporting objective data. In the present study, three teachers from three separate primary schools and eight randomly selected children from each of their classes were systematically observed. Continuous data collection indicated that following training in the appropriate use of praise, as specified by Canter, all three teachers successfully increased their rates of praising. Of the 24 children, all but one evidenced increases in levels of on‐task behaviour. However, observations conducted during a follow‐up phase revealed reductions in the use of praise by the teachers and in some levels of on‐task behaviour.     

Contributing Factors to Earning Tenure Among Black Male Counselor Educators

The authors used a phenomenological research design and a critical race theory lens to examine interviews with 8 Black male counselor educators and learn what contributed to their earning tenure. Participants described requisite personal dispositions and institutional support as contributing factors. Recommendations include facilitating programmatic sociocultural awareness, assessing faculty experiences, and coordinating mentoring opportunities.