Peer relations and emotion regulation of children with emotional and behavioural difficulties with and without a developmental disorder

Children with emotional and behavioural difficulties (EBD) and those who also have developmental disorders, such as attention deficit hyperactivity disorder (ADHD) or autism spectrum disorder (ASD), can experience the same adverse consequences in their peer interactions and relationships. This present study compared the emotion regulation and peer relationships of children aged 8–12 years (M = 9.86 years, SD = 1.49) with EBD (N = 33) and children with EBD plus a diagnosed developmental disorder (N = 28). Multivariate analysis of variance (MANOVA) with Bonferroni adjusted alpha levels revealed no significant main effect for emotion regulation according to EBD status. There was, however, a multivariate main effect for sex, with females presenting with higher levels of negative emotional intensity (e.g., frustration, anger, aggression) than males. A second MANOVA revealed no significant main effect for peer relationships according to EBD status and sex. Significant correlations revealed that the EBD-only group experienced greater adverse peer interactions than the EBD-plus-developmental disorder group. These findings are important for educators and researchers involved in the development and evaluation of prevention and intervention programms for children with EBD.     

The construction of a questionnaire to evaluate the science orientedness of students' identities as learners from a cognitive perspective

Forming a science-oriented identity is considered a process underlying both interest and achievement in science education. A questionnaire is developed for describing “identities as learners” and evaluating their science orientedness. The instrument (k = 65) focuses on cognitive aspects. An internal coherence of .88 was found. Five subscales were defined that proved interrelated yet distinguishable. A pilot amongst 40 students from Dutch general secondary education showed that preferring science over non-science subjects and relatively high grades for sciences subjects were strongly correlated to science orientedness of the learner identity (r_s  = .65; p < .001). The results support the reliability and validity of the questionnaire but also point to the importance of identity as a central concept in studying science education. It is concluded that we made a promising step in constructing an instrument for monitoring the development of cognitive aspects of science-oriented identities during (innovative) science education.     

An investigation of student teachers' study strategies with respect to certain variables

This study aimed to determine the study strategies of student teachers attending vocational education faculties and whether these habits are affected by certain variables (department, year of study, positive perception of university and lecturer, time spent studying). The study sample consisted of a total of 746 student teachers from 5 departments, 380 of whom were freshman students and 366 of whom were senior students. The results revealed that student teachers' study strategies were at a moderate level. Additionally, it was observed that study strategies scores were higher for freshman students than for senior students, for students with a positive perception of university than for those with a negative perception, and for students who studied more than 5 hr weekly than for those who studied 3 hr or less.     

Early intervention in behaviour

Abstract

FAST-Track is a support programme for pupils with social and emotional behaviour difficulties. It is designed to integrate the school curriculum, social skills training, reading development, parenting skills and home-school liaison. A 3 year longitudinal study is reported in which schools implementing the full FAST-Track programme were compared with those implementing only the curriculum component. Changes in behaviour were monitored using an amended version of the Rutter Behaviour Rating Scale. Results did not show any clear difference between the two groups of schools but did show substantial differences between individual schools, highlighting the difficulty of demonstrating the effectiveness of intervention programmes given the multiplicity of other factors which determine behaviour change. The implications of these findings for the methodology and practice of intervention programmes in this area are explored.     

How small-scale cattle keepers manage agricultural information in a village in Mauritius: the value of OPI for extension programming

Abstract

An OPI approach (Naidoo and Rolls, 2000) was used to understand how small-scale cattle keepers in a village in Mauritius managed information content. Grounded theory emerged from the study to show that management of information is basically an interaction between working knowledge and information from sources influenced by personal characteristics. The cattle keepers manage information through nine structures of information at the cognitive level. The OPI method has implications for future extension work.     

Assessment of Adoption Gaps in Management of Aflatoxin Contamination of Groundnut (Arachis Hypogaea L.)

Abstract

One of the major impediments for diversification of groundnut (Arachis Hypogaea L.) as food crop is aflatoxin contamination. The study was conducted with an objective to assess the adoption gaps in aflatoxin management practices of groundnut (AMPG) and the farmer's characteristics influencing these gaps. The study used an expost-facto research design and multi-stage random sampling. The data were collected from 180 respondents through interview schedule. For measuring adoption gap, knowledge of AMPG and perception of groundnut quality suitable scales were developed. The data were subjected to multiple regression analysis to know the characteristics, which influenced the adoption gaps in AMPG. The majority of farmers were in high adoption gap category, as most of the farmers had not adopted the harvest and post-harvest management practices. Farmers' characteristics such as knowledge, market orientation and innovativeness influenced the adoption gap significantly. These three variables put together explained 58% of variation in adoption gap. Based on the results, it is suggested to formulate strategies to increase the knowledge of farmers through various extension approaches. If the knowledge on AMPG is improved the adoption gaps can be reduced. The maiden research effort, shed light on the socio-economic dimensions of aflatoxin contamination and constraints for aflatoxin management at farmers' level. The study has significance for the policy makers, extension departments and groundnut farmers for production of quality groundnut.     

Conceptual framework for structuring future agricultural colleges and universities in industrial countries

Abstract

Agricultural colleges and universities in industrial countries are faced with declining numbers of students and the need to carefully evaluate alternative structures and functions to meet the challenges of a sustainable food supply. Current education and research are compartmentalized into classical departments and disciplines that often ignore the complex realities of natural, agricultural, and other human-designed systems. Communication with the agricultural industry likewise is confined to answers to specific questions that are perceived to be within the domain of specialized research and expertise. There is relative isolation from the natural resource environment and the urban society context. We propose two models for greater integration of learning activities among departments as well as moving more research and education into the field and food system. These alternative strategies broaden the concept of ‘faculty’ to include educators from farming, business, government, and non-profit groups, and promote team research and education within the context of the natural environment and with urban society. This type of action research and action learning can provide answers to immediate questions as well as contribute to a long-term, sustainable, locally-based food system through students who are prepared to deal with complex issues in the future.     

Farmers’ reasons for changing or not changing to more sustainable practices: An exploratory study of arable farming in the Netherlands

Abstract

The paper describes the results of an exploratory study of farmers’ reasons for changing or not changing to more sustainable production methods in arable farming in the Netherlands. The background of the research is the disappointing adoption of Integrated Arable Farming Systems (iafs). Perceived production risk was expected to be an important factor constraining adoption. This study suggests, however, that perceived risk is not a satisfactory explanation. One reason is that iafs as it has become in Dutch practice cannot be easily distinguished from conventional arable farming systems. A continuum of gradual adoption of iafs methods, mainly for economic reasons, was observed. A real watershed difference was observed between partial adopters of iafs and organic farmers who used no chemicals at all. Secondly, dealing with production risks, such as weather‐dependent problems with weeds, pests and diseases, is considered part of professionalism of both conventional and iafs farmers and hence not a reason for avoiding a specific crop husbandry technique. However, uncertainties emanating from market conditions and environmental policy were found to be important considerations. JAgr Educ Ext (2001, 7, 3, pp 153–166)     

LGBTQ literature in middle school classrooms: possibilities for challenging heteronormative environments

This paper uses a case study approach to examine how the heteronormative nature of one middle school setting and classroom environment shapes the climate of safety, support and learning for LGBTQ students when they are engaged in studying a novel with a gay character. Heteronormative environments inform and shape positioning of and by students and teacher, impacting how knowledge is created, processed and applied. LGBTQ literature integrated into the classroom curriculum invites opportunities for possibilities through windows and mirrors for exploration of the world and self. Heteronormativity, positioning and LGBTQ literature thereby become interactive catalysts that create and foreclose possibilities and impossibilities for student learning. Three themes emerged from the study that reveal positioning and possibilities when studying a text with a gay character: (1) the school environment and classroom context positioned students as heterosexual; (2) students and teacher positioned gender performance and sexual identity as other; and (3) while the text acted as both a window and a mirror, the teacher and students consistently framed different, and sometimes contradictory, views for each other. Together, these themes reflect a nested understanding of gender performance and sexual identity that subscribed to heterosexual norms and limited possibilities for LGBTQ students.     

In-service and pre-service teachers' perceptions of a web-based,case-based learning environment

Abstract

Understanding teachers' perceptions of a web-based, case-based learning environment provides insight into the effective development and deployment of such conditions for preparing educators. CaseNET–a web-based, case-method teaching environment for professional educators–serves as both a source of information as well as a space for inservice and preservice teachers to interact with one another and to contemplate current educational issues as they relate to real-world teaching. A qualitative analysis of over 400 participants was conducted and results provided. Participants perceived CaseNETas an opportunity to engage in professional development via exploration, reflection, collaboration, and hands-on interactions with authentic teaching tasks. Results suggest that the combination of cases and technology provides a valued opportunity to engage developing teachers in professional behaviors.