Using a false biofeedback methodology to explore relationships between learners’ affect,metacognition, and performance

We used a false-biofeedback methodology to manipulate physiological arousal in order to induce affective states that would influence learners’ metacognitive judgments and learning performance. False-biofeedback is a method used to induce physiological arousal (and resultant affective states) by presenting learners with audio stimuli of false heart beats. Learners were presented with accelerated, baseline, or no heart beat (control) while they completed a challenging learning task. We tested four hypotheses about the effect of false-biofeedback. The alarm vs. alert hypothesis predicted that false biofeedback would be appraised as either a signal of distress and would impair learning (alarm), or as a signal of engagement and would facilitate learning (alert). The differential biofeedback hypothesis predicted that the alarm and alert effects would be dependent on the type of biofeedback (accelerated vs. baseline). The question depth hypothesis predicted that these effects would be more pronounced for challenging inference questions. Lastly, the self vs. recording hypothesis predicted that effects would only occur if participants believed that false biofeedback was indicative of their own physiological arousal. In general, learners experienced more positive/activating affective states, made more confident metacognitive judgments, and achieved higher learning when they received accelerated or baseline biofeedback while answering a challenging inference question, irrespective of the perceived source of the biofeedback. Thus, our findings supported the alert and question depth hypotheses, but not the differential biofeedback or self vs. recording hypotheses. Implications of the findings for the integration of affective processes into models of cognitive and metacognitive processes during learning are discussed.     

Principals’ self-efficacy: relations with job autonomy, job satisfaction, and contextual constraints

The purpose of the present study was to explore relations between principals’ self-efficacy, perceived job autonomy, job satisfaction, and perceived contextual constraints to autonomy. Principal self-efficacy was measured by a multidimensional scale called the Norwegian Principal Self-Efficacy Scale. Job autonomy, job satisfaction, and contextual constraints to autonomy were measured by three scales developed for the purpose of this study. Perceived contextual constraints to autonomy were comprised of financial and administrative constraints, employee participation, municipal authority, and national evaluation programs. Participants in the study were 1,818 principals from the population of Norwegian principals. Data were collected by means of an electronic questionnaire. A theoretical model was tested by means of SEM analysis for latent variables using the AMOS 18 program. The model had acceptable fit to data. The results revealed a positive relation between principal self-efficacy and perceived job autonomy. Principal self-efficacy and perceived job autonomy were positively related to job satisfaction and negatively related to contextual constraints. Contextual constraints to autonomy were negatively related to job satisfaction. The present study highlights important relations between principals’ self-efficacy, perceived job autonomy, job satisfaction, and contextual constraints to autonomy. The results of the study are discussed together with limitations and suggestions for further research.     

Interpreting Primary Children's Representations of Mountains and Mountainous Landscapes and Environments

This paper reports research into children's understanding of mountainous landscapes and mountain genesis as revealed in their drawing and modelling representations and in subsequent interviews. A sample of 444 children aged 7‐11 years was drawn from five UK inner-city schools. Comparisons between the younger (7‐9 years) and older (9‐11 years) children showed significant differences in perception, conception and priorities. The naive interpretation of children's drawings and models is questioned: interview data indicated that children use sophisticated techniques to represent mountains and mountain environments. Children are able to interpret stereotypical representations of mountain landscape features they encounter in books and elsewhere. They make use of a range of conventions in their own drawings that are revealed only in subsequent interviews. Research based solely on the interpretation of children's pictures is shown to be problematic and somewhat unreliable. Children perceive the differences between reality and pictorial representation and make full and conscious use of the range of conventions, including stereotypical forms.     

Leadership of education psychological services: fit for purpose?

At a time of great change for educational psychology services in England, this paper reviews current theories of leadership and proposes how an integration of key aspects of these can be applied to support a self review of leadership practice, both by individual leaders and by services. The message from current theory is that in the midst of complexity and rapid change, a primary focus on the head of service is outdated; there should instead be a focus to develop the leadership capacity of the service as a whole. Key constructs considered are systems thinking, social identity, authenticity, and leadership as social construction.     

Application of the School Based Management Process Development Model

ABSTRACT

This study describes and applies a process model to catalog and assess the implementation of an innovation in education. The School'Based Management Process Development Model was designed to sequentially outline the factors present in a school system's establishment of school based management, and provide a basis for data analysis.     

Logical language,natural strategies and the teaching of science

The role of formal logic in the development and investigation of science education is analysed. Firstly, the way in which teachers use language, logical and otherwise, is described and the necessary use of logical relations in the learning of abstract concepts and ideas is investigated. The conclusions drawn from the literature indicate that learners have great difficulty in comprehending the normal logic implied in ordinary words such as ‘because’ and ‘therefore’, and that the more difficult the context, the more likely it is that even the most common logical argument will be misunderstood. Less common logical words may be misunderstood by a majority of typical pupils in science lessons.

Secondly, the development of efficient cognitive processes in the context of science curricula is investigated. The conclusion drawn from literature describing experiments (rather than suggestions based more in philosophy) suggests strongly that formal logics probably have little to offer science educators. It is argued that until science teaching starts to base itself more on ‘natural strategies’, in much the same way as it is now looking seriously at ‘alternative frameworks’ as the basis for concept development, process development in science teaching will not seriously affect the ability of most pupils to solve either scientific or everyday problems more efficiently.     

Statistical analyses in the journal of broadcasting, 1970‐76

McChesney, R. W. (1993). Telecommunications, mass media, and democracy: The battle for the control of U.S. broadcasting, 1928‐1935. New York: Oxford University Press. 393 pages.     

Social justice and the changing directions in educational research: the case of inclusive education

Inclusive education has established itself as an important element within the general field of educational research. While the increasing attention to social inclusion is apparently consistent with the general aspiration for social justice, this paper reasserts the fragility of inclusive education as a vehicle for arguing against traditional notions of special educational needs in favour of educational disablement as identity politics. It is important that in a general consideration of education research and social justice space be afforded to interrogating the shortcomings of social justice research in education with regard to disabled students. This brief discussion aims to introduce a range of issues pursuant to the intersection of education and disability politics.