Perfectionism and children's self‐concept: Further validation of the Adaptive/Maladaptive Perfectionism Scale

The Adaptive/Maladaptive Perfectionism Scale (AMPS) for children measures different dimensions of perfectionism. In this study, subscales derived from the AMPS were compared with results of the Piers‐Harris Self‐Concept Scale (PHSCS) in a sample of fourth‐ and fifth‐grade students (9 to 11 years old). The AMPS dimensions accounted for significant variation in PHSCS scores for both boys and girls, though the specific patterns of results differed between the sexes. For boys but not girls, greater sensitivity about making mistakes was only problematic, in terms of predicting negative aspects of self‐concept, under conditions of lower self‐esteem. Results provided additional psychometric support for the AMPS and revealed important considerations for assessment and intervention with perfectionistic children. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 279–290, 2004.     

Orienting Toward Teacher Education for Online Environments for All Students

Abstract

The online environment is an expansive educational context distinct from the traditional one. We problematize the current online teacher education landscape and make recommendations for practices that prepare and support teachers as online teachers, rather than teachers who periodically use Internet resources and digital devices for instruction. Recommendations focus on personalization, collaboration, administrative support, program (re)designs, new models of technological integration, attention to standards for teaching and learning, and ongoing professional learning opportunities.     

Parent perspectives on inclusive education in Budapest

The purpose of this study was to better understand parents’ perspectives of education in Budapest, particularly parents of children with disabilities or children who struggle with learning. Nine parents were interviewed. Parents found schools for their child with a disability to be lacking in terms of updated materials, methods and service provision for students; relationships with families and the burden placed on families to advocate for their child or find alternatives were also problematic. Changes are required at all levels of the educational system, including parent involvement and teacher preparation programmes.     

A Conversation on Object‐Centered Learning in Art Museums

Danielle Rice and Philip Yenawine are veteran art museum educators who have wrestled for decades with the thorny issues involved in teaching about and learning from art objects in the museum setting. While there is general agreement within art museums today that the object should be the focus of educational practice, debate continues as to the most effective processes for facilitating learning. Gallery teaching is one of the most contested arenas, with much of the disagreement centering on the place of information in teaching beginning viewers. In art museums, the issue of what and how to teach is complicated by the fact that many people, including artists, museum professionals, psychologists and educators consider art primarily as something to be enjoyed, and they posit this enjoyment in direct opposition to learning about art. Partly because of this, the function of art museum education and gallery‐based instruction is still evolving.     

Automatic train control based on magnetic bridge

This system of automatic train control employs an alternating magnetic Wheatstone bridge for receiving stop indications from inert track inductors, whereby air brakes of a train approaching a danger zone are operated to stop the train. The bridge is a reversible variocoupled transformer, and the inductor is a flux-reverser and phase shifter. A “reflector” reactor at the signal permits clear indications of the train control and prevents false clear indications if the cable between the reflector and the inductor should become short-circuited. The magnetic bridge is adaptable to many uses in other industries, and is extensively used for detecting vehicles in street traffic control systems.     

Deserts on the sea floor: Edward Forbes and his azoic hypothesis for a lifeless deep ocean

While dredging in the Aegean Sea during the mid-19th century, Manxman Edward Forbes noticed that plants and animals became progressively more impoverished the greater the depth they were from the surface of the water. By extrapolation Forbes proposed his now infamous azoic hypothesis, namely that life would be extinguished altogether in the murky depths of the deep ocean. The whole idea seemed so entirely logical given the enormous pressure, cold and eternal darkness of this apparently uninhabitable environment. Yet we now know that the sea floor is teeming with life. Curiously, it took 25 years for the azoic hypothesis to fall from grace. This was despite the presence of ample contrary evidence, including starfishes, worms and other organisms that seemingly originated from the deep seabed. This is a tale of scientists ignoring observations that ran counter to their deep-seated, yet entirely erroneous, beliefs.     

Preservice Secondary Science Teachers’ Teaching and Reflections During a Teacher Education Program

The 39 preservice teachers (PSTs) who participated in this study were enrolled in a masters program for secondary science teacher certification. Initially they held broad ideas about teaching and learning gleaned from their own experiences. Guided by the program course work, some PSTs embraced the pedagogical approaches introduced in the program, applied them in their teaching, and reflected on the outcomes. Their reflections showed that they were focused on keeping all of their students interested in science and on student participation in the process of meaning-making. Some PSTs embraced the program goals but struggled to achieve them in teaching. Others focused on transmission of content and did not attempt to develop an environment of student agency. There were nine career-changer PSTs and most of them remained teacher-centered throughout the program. The implications of student- and teacher-centered approaches adopted by the PSTs and the rationales provided by them are discussed in the paper.     

Multilevel Effects of Student and Classroom Factors on Elementary Science Achievement in Five Countries

This study examined the effects of individual student factors and classroom factors on elementary science achievement within and across five countries. The student‐level factors included gender, self‐confidence in science and home resources. The classroom‐level factors included teacher characteristics, instructional variables and classroom composition. Results for the USA and four other countries, Singapore, Japan, Australia and Scotland, were reported. Multilevel effects were examined through Hierarchical Linear Modelling, using the Trends in International Mathematics and Science Study 2003 fourth grade dataset. Overall, the results showed that selected student background characteristics were consistently related to elementary science achievement in countries investigated. At the student level, higher levels of home resources and self‐confidence and at the classroom level, higher levels of class mean home resources yielded higher science scores on the TIMSS 2003. In general, teacher and instructional variables were minimally related to science achievement. There was evidence of positive effects of teacher support in the USA and Singapore. The emphasis on science inquiry was positively related to science achievement in Singapore and negatively related in the USA and Australia. Recommendations for practice and policy were discussed.