Profiles of Child Developmental Dimensions in Kindergarten and the Prediction of Achievement in the First and Second Grades of Primary School

A successful transition from kindergarten to 1st grade requires a positive combination of multiple dimensions of child competence. Using latent class analysis, we simultaneously examined the academic skills, work attitude, and social/behavioral competence of a large sample of Dutch kindergarten children to identify profiles of kindergarten competence. We tested the predictive power of the profiles by means of multivariate multilevel analyses with language, arithmetic, and work attitude scores as outcome variables. Research Findings: Five profiles of children with distinctive combinations of skills were identified. The results showed that the profile solution forms a significant basis on which to predict later performance. In particular, children in the 2 profiles with the highest kindergarten competence levels perform significantly better in Grade 1 than children with less advantageous skill sets, an effect that tends to increase in magnitude at the end of Grade 2. Practice or Policy: We suggest a practical validation of these profiles to be used as tools for tailoring learning opportunities in kindergarten according to children's skill sets.     

“I don’t hide my feelings,even though I try to”: insight into teacher educator emotion display

This article addresses the issue of teacher educators’ emotion display when teaching and interacting with students. Little is known about this phenomenon in higher education generally, and teacher education specifically. An empirical study was conducted to address this gap by investigating teacher educators’ views on appropriate and inappropriate emotion display and its functions in the process of teaching. The study also examined how teachers used emotion regulation strategies to manage the intensity of their experienced emotions. The participants (six male, nine female) were from two public Australian universities and were all teaching first-year students in pre-service education. Data were collected through in-depth, semi-structured face-to-face interviews. Qualitative analyses revealed that these teachers viewed the open expression of positive emotions as an integral aspect of their teaching practice. In terms of negative emotions, they reported the criticality of controlling such experiences, and the occasional need to completely conceal them. Some reflected on the instrumental functions and conscious use of emotion display and emotion suppression. Findings are discussed in light of prior research; limitations of this exploratory study are addressed, and directions for future research are outlined.     

A Treatise on the Field of Human Performance Technology: The Need for a Scholars’ Guild*

In this treatise, three scholars join together to present what they believe to be voids and needs for the field of human performance technology (HPT). They present arguments that support the idea that HPT is an intellectual endeavor. They proceed to present a set of propositions that raise questions about trends and issues that they believe are challenges to HPT's future as a viable field of study. They conclude by presenting a set of recommendations and action plans to form a Scholar's Guild as a means to preserve, guide, and grow the field of HPT.     

Creativity: The role of unconscious processes in idea generation and idea selection

Today's world of continuous change thrives on creative individuals. Anecdotal reports suggest that creative performance benefits from unconscious processes. Empirical research on the role of the unconscious in creativity, though, is inconsistent and thus far has focused mainly on one aspect of the creative process - idea generation. This is the first study to assess the role of the unconscious mind for both idea generation and idea selection. Participants generated creative ideas immediately, after conscious thought, or after a period of distraction during which unconscious thought was hypothesized to take place. After having listed their ideas, participants selected their most creative idea. Performance in idea generation was similar between conscious and unconscious thought; however, individuals who had unconsciously thought about ideas were better in selecting their most creative idea. These findings shed more light on the role of unconscious processes in creativity, and provide a means to enhance creative performance.     

Guided work-based learning: Sharing practical teaching knowledge with student teachers

Building quality work-based learning opportunities for student teachers is a challenge for schools in school-university partnerships. This study focused on the guidance of student teachers by means of a mentoring approach aimed at sharing practical knowledge, with student teachers’ learning needs as an emphasis. The approach was built on collaborative lesson planning, enactment, and evaluation.The study followed three triads (student teacher, mentor, school-based teacher educator) and examined participants’ appreciation of the effectiveness of the approach and their perception of relevant conditions. The approach was considered effective: deeper conversations appeared and new issues emerged earlier than in regular mentoring conversations.