Training science teachers to utilize better teaching strategies: A research synthesis

This study is a synthesis of practice and research related to the use of behavior analysis to train science teachers. An idealized model (derived from practice) for training science teachers is presented first. Then research related to the categories of the model is reviewed and synthesized. To do this, all available studies on the topic were classified by the type of treatment used to influence the teaching behaviors. The results were meta-analyzed. The effectiveness of training procedures fell into the following order, from lowest to highest: (1) study of an analysis system and self analysis; (2) observing models; (3) analyzing models; and, (4) practice and analysis with feedback. Science educators are encouraged to use the procedures outlined in the model to train better teachers. These results support the idealized model.     

Towards a model for the assessment of student boredom and boredom proneness in the UK higher education context

Recently identified as an academic ‘achievement emotion’, boredom has long been implicated as a factor contributing adversely to student attainment across a diverse range of formal educational settings. Despite this, the study of boredom, particularly among students in higher education, remains a relatively neglected and underdeveloped field. In this article, and following a systematic review of the research literature, we present details of a new research instrument and diagnostic tool derived from Farmer and Sundberg’s Boredom Proneness Scale (BPS), specifically intended to assess or measure the recurring propensity or habitual disposition of students to becoming bored particularly within the UK higher education context (e.g. further education, university college and university provision). Referred to here as the BPS-UKHE, to distinguish it from its predecessor, the statistical validity and reliability as well as educational relevance and meaningfulness of the BPS-UKHE is established, confirming its multidimensional nature with subscales (Tedium, Time, Challenge, Concentration and Patience) reflecting boredom’s acknowledged cognitive, affective, motivational and behavioural components. Full-scale, five-factor and three-factor ‘short-form’ solutions are offered, the immediate utility of which in identifying students more prone to boredom than others and gauging emotional response is demonstrated. The BPS-UKHE has application in many areas and is considered a valuable tool in relation to the UK student engagement agenda, its scales and potential, as well as theoretical underpinning, available for empirical use and critical comment.     

Social supports from teachers and peers as predictors of academic and social motivation

Young adolescents’ perceptions of teachers’ and peers’ multiple classroom supports were examined in relation to motivational outcomes (interest and social goal pursuit). Responses from sixth (n = 120), seventh (n = 115), and eighth (n = 123) grade students concerning four dimensions of support (expectations for specific behavioral and academic outcomes, provisions of help, safety, and emotional nurturing) indicated that social supports differ as a function of students’ sex, grade level, teacher, and classroom, and in their relations to interest and social goal pursuit. Relations of students’ perceptions to motivational outcomes differed as a function of source of support. In addition, students’ perceptions of teacher and peer supports differed as a function of teacher and classroom. In general, findings confirm the utility of a multi-dimensional approach to social support that acknowledges the independent as well as interactive contributions of teachers and peers to student motivation.     

Exploring the association between teachers’ perceived student misbehaviour and emotional exhaustion: the importance of teacher efficacy beliefs and emotion regulation

The purpose of this study is to examine the relationship between teachers’ perceived student misbehaviour and emotional exhaustion, and the role of teacher efficacy beliefs (related to handling student misbehaviour) and emotion regulation in this relationship. Additionally, we examined teacher turnover intentions in relation to emotional exhaustion. Data were collected from 610 elementary, middle‐ and high‐school teachers using an online survey. Results indicate that despite the significant direct effect between the two emotion regulation strategies (cognitive reappraisal, expressive suppression) on emotional exhaustion, both strategies failed to show a mediating effect between perceived student misbehaviour and emotional exhaustion. However, teacher efficacy in handling student misbehaviour was found to mediate the relationship between perceived student misbehaviour and emotional exhaustion. In turn, a significant relationship was found between emotional exhaustion and turnover intentions. Furthermore, teacher perception of student misbehaviour was found to have a considerable indirect effect on teacher turnover intentions. Findings signify the importance of developing strategies that enhance teachers’ situation‐specific efficacy beliefs.     

Twenty five years of cognitive care education research: Time for a revolutionary change

This is the third study of Cognitive Care Education in New York State nursing homes using cross-sectional methods over a 25 year period. The data indicate that the Cognitive Care Education increased at statistically significant levels, albeit by evolutionary means. It is now time for “A Revolutionary Change,” for Cognitive Care Education, whereby the ideal level of 20 to 32 hours of education is provided to cognitive care providers.

Cognitive care encompasses a range of behavioral problems that require appropriate education. These might include communication difficulties, perseveration (repetition of an idea or activity), aggressive behaviors, paranoia, memory problems, and wandering (Savundranayagam & Orange, 2014). This study assessed Cognitive Care Education as the “Amount and type of education provided to cognitive care providers on how to care for the cognitively impaired including knowledge and skills to understand cognitive impairments and requisite standards to improve quality of care and life.”

It is apparent that nursing home employees are cognizant of cognitively impaired residents’ needs. However, the Cognitive Care Education providers receive on the job, is still inadequate to understand the overall needs of cognitively impaired, as indicated by our most recent research in 2016 (i.e., 3.81 hours). We recommend that at least 20 hours of Cognitive Care Education be provided to care providers, with a second recommendation that 32 hours would be ideal that follows the Alzheimer’s Association recommendation. The primary focus of the research studies here is to ensure care-providers are adequately trained to take care of the cognitively impaired.     

Monitoring Classroom Behavior in Early Childhood: Using Group Observation Data to Make Decisions

Monitoring and evaluating classroom behavior in early childhood for the purpose of improving teaching and learning is critical. There is a clear link between social behavior and academic learning. Classrooms where students are following expectations, engaging academically, and transitioning effectively between activities are classrooms where students spend more time accessing instruction. In order to make efficient and effective decisions for class-wide supports, data should be collected on the class as a whole. With accurate data, interventions can be implemented for the whole group that will increase instructional time. In this paper we propose quick and efficient data collection methods for three key behaviors: following expectations, engaging academically, and transitioning amongst activities. With minimal disruption and effort, teachers can collect data that will enable them to support appropriate behaviors, ensure that students understand behavioral expectations, maintain an organized environment, improve positive interactions, and decrease the number of students needing intensive, individualized supports.     

The Semiotic Function of a Bridging Representation to Support Students’ Meaning-Making in Solution Chemistry

Research in Science Education - Many researchers have reported that bridging analogies can productively support students’ scientific meaning-making. How this can be understood semiotically...     

Doctoral Student Socialization: Educating Stewards of the Physical Education Profession

ABSTRACT

In preparing the future stewards of the physical education profession, the occupational socialization and professional development of physical education doctoral students is important to consider. To date, there has been scant scholarly inquiry into doctoral education in physical education. However, there is an abundance of research related to doctoral training in the higher education literature more generally. Drawing upon this larger body of work, this article expands occupational socialization theory to address the socialization of physical education doctoral students and faculty members. The case is made that effective doctoral training in physical education is essential to securing the future of the profession. Provided is an overview of the existing literature, presentation of an adaptation to occupational socialization theory that explains doctoral physical education socialization, and a discussion of key professional development issues that academic leaders and student support personnel should consider. Implications and recommendations for doctoral physical education leadership and academic programs are provided.