Primary School Teachers’ Understanding of Science Process Skills in Relation to Their Teaching Qualifications and Teaching Experience

This study investigated the understanding of science process skills (SPS) of 329 science teachers from 52 primary schools selected by random sampling. The understanding of SPS was measured in terms of conceptual and operational aspects of SPS using an instrument called the Science Process Skills Questionnaire (SPSQ) with a Cronbach’s alpha reliability of 0.88. The findings showed that the teachers’ conceptual understanding of SPS was much weaker than their practical application of SPS. The teachers’ understanding of SPS differed by their teaching qualifications but not so much by their teaching experience. Emphasis needs to be given to both conceptual and operational understanding of SPS during pre-service and in-service teacher education to enable science teachers to use the skills and implement inquiry-based lessons in schools.     

Geriatric Expertise among Medical School Faculty: Preparing for the Challenges of an Aging Population

This study examined non-geriatrician physicians' experiences in a geriatrics-focused faculty development program, and effects of the program on their geriatrics knowledge and their teaching and practice. In-depth interviews were conducted with all physicians (n = 26) participating in the Dean's Faculty Scholars in Aging program. Most participants reported substantial gains in geriatric knowledge, and in the knowledge that older people are a distinct group with special needs. Most reported substantial changes in the way they care for older patients. Most reported incorporating notably more geriatrics content into their teaching. The program may serve as a process to address the growing need for physicians with geriatric knowledge.     

A challenge for vocational guidance in Peru

Previously University Director of Student Welfare and Students' Concerns at that university. Has also worked as Vocational Counsellor and teacher at several universities in Peru. Is interested in psychological research and in vocational and psychological guidance.     

科研管理软件与高效率科研管理

为提高高校科研管理效率而开发的科研管理软件推进了科研管理信息化,但在实际应用过程中却也面临着许多问题,其重要原因之一是对科研管理信息化的理解偏差,导致过度依赖科研管理软件,造成管理中的情感缺失所致。结合上海交通大学科研管理软件的开发和使用经验,就如何将信息技术手段与科研管理有机结合,实现真正意义的科研管理信息化进行了探讨。     

Ciencia en Nepantla: the journey of Nepantler@s in science learning and teaching

This paper presents a new approach to science education that takes a path through sociocultural theory and into the ideas of Gloria Anzaldúa. We apply Anzaldúan theory to science education by illustrating it in action through various examples which explore the multidimensionality of teaching science with Latin@ students in various contexts including dual language settings. We present what it is to journey through transformation using examples from educators at various levels of science within the world of teaching science with Latin@ students in the U.S. Our examples illustrate how Latin@ students cross many cultural borders in Spanish, English, Latin@ home culture, school culture, and the world of scientific dialogue and content, and in doing so, go through tensions and transformations between dominant and non-dominant worlds, which should be acknowledged and better understood through Anzaldúan theory. Fundamentally, we present a transformative notion of Latin@ science learning as “living on the bridges” of many dialogic and cultural practices, and having to negotiate these in-between spaces, or “nepantla” (Anzaldu´a and Keating in Interviews, Psychology Press, London, 2000), where Latin@ students must contend with the fragmented and sometimes painful struggle of living in racialized reality amidst the demands of a dominant culture, and where transformation and healing are possible through the path of conocimiento. We advocate for teachers to become science teacher nepantler@s, who guide their students through nepantla, and into a new mestiz@ consciousness of science education.     

Límites en la capacidad de procesamiento y déficit atencional en niños hiperactivos

Resumen

El déficit atencional en niños hiperactivos ha sido investigado a partir de las teorías tradicionales de la atención. Este trabajo incorpora las recientes teorías de limitaciones en la capacidad de procesamiento mediante un paradigma de doble tarea (visual y auditiva). Se manipula el nivel de dificultad de la tarea secundaria y se comprueba su efecto en niños hiperactivos (n-=28) y normales (n=28) de 2.°-3.° y 4.°-6.° cursos de EGB. Los resultados permiten sostener que al aumentar la dificultad de la tarea secundaria, los hiperactivos de 4.°-6.° tienen peor ejecución que los controles de los mismos cursos y edad, mientras que en 2.°-3.° ocurre lo contrario. Los hiperactivos muestran una mayor inestabilidad y labilidad en la asignación de recursos y/o en los límites de capacidad de procesamiento.     

Advances in early years screening for dyslexia in the United Kingdom

In this article, we describe two United Kingdom (UK) screening tests for dyslexia: the Dyslexia Early Screening Test (DEST) and the Cognitive Profiling System (CoPS 1), both normed and designed to be administered by teachers to children four years and older. We first outline the political context in the UK, which for the first time, makes the use of such tests viable. We then outline the research programs behind and the components of each test; reliability and validity are also discussed. Information is presented on the tests in use. We conclude that tests such as these have the potential to identify children as at risk before they fail, halting the cycle of emotional and motivational problems traditionally associated with dyslexia. Both tests are appropriate for use in the United States, and initial reactions from the education sector have been favorable.     

Communication Forms as Predictors of Issue Knowledge in Presidential Campaigns: A Meta-Analytic Assessment

Theory and past research argue for the importance of understanding the effect of various campaign communication forms (e.g., newspapers, television news, radio, debates, candidate advertising, and personal discussions) on levels of issue knowledge (IK). This study used a meta-analytic approach to examine how well these forms predict IK. The aggregate analysis indicates that any of these forms can affect IK but that the different forms are not equally successful. Findings also indicate that the level of campaign interest moderates the effect of reading newspapers and watching television news and that those who watch debates in years with incumbents are less likely to learn. In addition, studies of newspapers are less likely to find significant effects in recent years, even though the issue content of newspapers has increased. The findings also suggest that television news is more likely to influence IK when levels of issue content are greater. These data indicate that measures of media use and IK can systematically influence the study results. Several conclusions are drawn from the research in the hopes of moving toward a theoretical model of communication forms and the attainment of IK.     

Motor and coordination difficulties in children with emotional and behavioural difficulties

To date, very few studies have explored the incidence of motor impairment amongst children with social, emotional and behavioural difficulties (social, emotional and mental health (SEMH); formerly SEBD in England). Following research that suggests an increase in motor difficulties in young children and adolescents with SEMH difficulties, this study compares profiles of motor ability using the Movement ABC-2 assessment in children attending a specialist SEMH primary school with a typically developing comparison group and children with a diagnosis of developmental coordination disorder. We report an increased prevalence of borderline or clinically significant motor impairment amongst children with SEMH difficulties compared to the comparison group, with 44% of the SEMH special school sample falling within these ranges. We suggest that bearing in mind the increased likelihood for motor impairment is important in SEMH education, as it has likely impact on classroom functioning and ability and motivation to take part in socially and academically relevant activities.