Why do faith secondary schools have advantaged intakes? The relative importance of neighbourhood characteristics,social background and religious identification amongst parents

This paper explores reasons why secondary schools with a religious character have pupil intakes that are of a higher social background and ability than their secular counterparts. We show that this is especially true across all regions in England once the characteristics of the pupils living in the local neighbourhoods are taken into account. Data from the National Pupil Database and the Longitudinal Survey of Young People in England are combined to show that likely reasons for this are complex. Parents reporting a religious affiliation are more likely to be better educated, have a higher occupational class and a higher household income. We also show that higher‐income religious families are more likely to have a child at a faith school than lower‐income religious families. Policy implications regarding the state‐funding of faith schools are discussed.     

Contributions of Maternal Attention-Deficit Hyperactivity and Oppositional Defiant Disorder Symptoms to Parenting

Objective. The goal of the current study was to examine the impact of maternal attention-deficit hyperactivity disorder and oppositional defiant disorder symptoms on several dimensions of parenting. Design. One-hundred seven mothers of young adolescents provided ratings of their own attention-deficit hyperactivity disorder, oppositional defiant disorder, depressive symptoms, and parenting behavior, as well as their adolescents’ aggressive behaviors. Results. Hierarchical regression analyses examined the relative contributions of attention-deficit hyperactivity disorder and oppositional defiant disorder symptoms to parenting. Greater levels of maternal attention-deficit hyperactivity disorder symptomatology were associated with poorer monitoring, whereas more oppositional defiant disorder symptoms were associated with lower levels of parenting involvement and positive reinforcement and higher levels of overreactivity and use of corporal punishment. Conclusions. Maternal oppositional defiant disorder behaviors were particularly associated with negative, affective dimensions of parenting. Understanding the impact of maternal attention-deficit hyperactivity disorder symptoms on parenting may require consideration of concomitant maternal oppositional defiant disorder symptoms.     

Enhancing Practice Through Clinically Rich Methods Courses in Physical Education: Perceptions of Preservice Teachers and Their Cooperating Teachers

Similar to other teacher education disciplines, Physical Education Teacher Education (PETE) must adjust to calls for clinically rich teacher preparation because knowledge learned in PETE does not easily transfer to cultures of schools, classrooms, and gymnasia. Opportunity exists to understand more about clinically rich PETE courses, particularly through lenses of those engaged in clinical practice. Framed by occupational socialization theory, this research examined perspectives of university faculty, 11 preservice teachers and two cooperating teachers during clinically rich methods courses in a PETE program. We analyzed data using inductive analysis and constant comparison. Preservice teachers reported enjoying more realistic experiences and enhanced confidence. Cooperating teachers appreciated staying in touch with best practices in the field, and the responsibility of preparing new teachers. The findings suggest the value of a practice-to-theory approach, and created professional learning opportunities for all stakeholders.     

Using automatic machine assessment to teach computer programming

We report on an intervention in which informal programming labs were switched to a weekly machine-evaluated test for a second year Data Structures and Algorithms module. Using the online HackerRank system, we investigated whether greater constructive alignment between course content and the exam would result in lower failure rates. After controlling for known associates, a hierarchical regression model revealed that HackerRank performance was the best predictor of exam performance, accounting for 18% of the variance in scores. Extent of practice and confidence in programming ability emerged as additional significant predictors. Although students expressed negativity towards the automated system, the overall failure rate was halved, and the number of students gaining first class honours tripled. We infer that automatic machine assessment better prepares students for situations where they have to write code by themselves by eliminating reliance on external sources of help and motivating the development of self-sufficiency.     

Beyond translation: adapting a performance-task-based assessment of critical thinking ability for use in Rwanda

Critical thinking is frequently proposed as one of the most important learning outcomes of a university education. However, to date, it has been difficult to ascertain whether university students in low-income contexts are improving in their critical thinking skills, because the limited studies in this domain have relied on instruments developed in Western contexts, despite the clear dangers of such an approach. Cultural bias in assessment can best be overcome by explicitly developing tests for use in specific contexts. However, resource constraints often prevent this possibility. An alternative strategy is to adapt an existing instrument for use in a particular context. Although adaptation is the norm for high-stakes cross-cultural assessments, it is often not attempted for single country research studies. This may be due to an assumption that adaptation is excessively technical or will add significantly to a study timeline. In this article, which relies on data from a recent study in Rwanda, we present a methodology for adapting a performance-task-based assessment of critical thinking. Our experience with this methodology suggests that small teams can adapt instruments in a relatively short time frame, and that the benefits of doing so far outweigh any cost.     

The impact of group design projects in engineering on achievement goal orientations and academic outcomes

This study examined the impact of incorporating group design projects into a second-year engineering class on achievement goal orientations and two academic outcomes: concept inventory and final exam scores. In this study, two sections were taught using lecture format, but one section also completed three group design projects as part of their curriculum. The intervention of incorporating group design projects had a positive effect on mastery goals and a negative effect on performance-approach goals. The effect of the intervention on academic outcomes was mediated by mastery goals but not performance-approach or performance-avoidance goals. Implications and future directions are discussed.     

A vigilante serial killer as ethics educator? An exploration of Dexter as a tool for moral education in the professional domain

This study aims to inform the discussion over the proposed merit of morally ambiguous dramas as a tool in moral education in the professional domain, by providing insight into student groups’ moral evaluations of Dexter. In-depth interviews (N = 61) were conducted among a diverse sample of law and (developmental) psychology students. The results demonstrate differences in moral evaluations, according to the degree of ‘professional’ experience. Remarkably, law students follow the unlawful reasoning of vigilante killer Dexter instead of their own moral make-up; yet slowly develop a professional, strict procedural, point-of-view during their education. Conversely (developmental) psychology students ground moral evaluations instantly in professionalism, but proceed from an idealistic to a more realistic and nuanced point-of-view. To fully reach its potential as a launch pad for discussing professional predicaments, we recommend that Dexter is incorporated later in the curriculum after both student groups have had more experience in the field.     

Can pluralistic approaches based upon unknown languages enhance learner engagement and lead to active social inclusion?

One way to foster active social inclusion is to enable students to develop a positive attitude to “foreignness”. Creating a situation where mainstream students are less wary of foreign languages and cultures, and where newcomers feel their linguistic background is being valued, provides favourable conditions for the inclusion of these newcomers in the classroom and in society. However, language classrooms in French schools rarely take any previously acquired linguistic knowledge into account, thus unconsciously contributing to the rift between multilingual learners (e.g. 1st- and 2nd-generation immigrant children, refugees, children of parents with different mother tongues) and French learners. Native French learners’ first experience of learning another language is usually when English is added as a subject to their curriculum in primary school. In some schools in France, English lessons now include the simulation of multilingual situations, designed in particular for the French “quasi-monolingual” students to lose their fear of unknown languages and “foreignness” in general. But the overall aim is to help both groups of learners become aware of the positive impact of multilingualism on cognitive abilities. However, to achieve long-term effects, this awareness-raising needs to be accompanied by maximum engagement on the part of the students. This article explores an instructional strategy termed Pluralistic Approaches based upon Unknown Languages (PAUL), which was designed to develop learning strategies of quasi-monolingual students in particular and to increase learner engagement more generally. The results of a small-scale PAUL study discussed by the author seem to confirm an increase in learner engagement leading to an enhancement of learning outcomes. Moreover, PAUL seems indeed suitable for helping to prepare the ground for social inclusion.     

Pubertal Timing and Adolescent Alcohol Use: The Mediating Role of Parental and Peer Influences

Using intergenerational, prospective data at ages 9 months, 7, 11, and 14 years from the nationally representative United Kingdom Millennium Cohort Study, this interdisciplinary study unpacks why 14-year-old adolescents with early perceived pubertal timing (PT) were more likely to drink alcohol (ever, frequent, and binge drinking) compared to those whose PT was on-time or late (5,757 girls, 5,799 boys; 80% White, 10% Asian, 3% Black, and 7% Other British). Parents allowed drinking among 22% (18%) of early PT girls (boys) compared to 11% of late PT adolescents; formal mediation models showed differences by PT in parent permissiveness and gains in alcohol-using friends primarily explained age 14 PT-drinking associations. Parental alcohol permissiveness should be a key prevention target for early PT adolescents.     

The Influence of Ethnic-Racial Identity Developmental Processes on Global Bicultural Competence Development

This study investigated ethnic-racial identity (ERI) developmental processes (i.e., exploration and resolution) as pathways for adolescents to develop global bicultural competence, or the ability to meet heritage and host cultural demands. The sample included 749 U.S. Mexican-origin youth (30% Mexico-born; 51% male) followed from early-to-late adolescence (M_age = 12.79–17.38 years). Longitudinal structural equation analyses revealed that youth’s sequential engagement in ERI exploration and resolution (from early-to-middle adolescence) promoted global bicultural competence in late adolescence. The findings highlight the benefits of achieving clarity about one’s ERI via self-exploration efforts for adolescents’ ability to respond effectively to bicultural demands. This study advances mechanisms via which ERI development may support youth adaptation to multiple cultural systems.