Feelings and Failing in Professional Training: the assessor's dilemma

Assessing individuals as failures in education and training is rarely something that is done lightly or without misgivings. Related to this, the challenges of setting clear threshold or passing standards, are considerable. Assessors’ affective responses during fail scenarios in professional training were explored during focused interviews with 30 academic and practice staff. The pattern of feelings reported at each stage of the decision‐making process, factors which influence judgements and the reactions of others are described. The strength and spread of feelings stand out as an important sources of evidence. Understanding more about these affective responses may assist assessors as they make critical judgements at the margins of professional competence.     

Comparing active delay and procrastination from a self-regulated learning perspective

Researchers have proposed that the act of postponing academic work may be divided into a traditional definition of procrastination, viewed as maladaptive, and adaptive forms of delay. Adaptive forms of delay may be more consistent with certain facets of self-regulated learning. The current study investigated this issue by examining whether the relations between aspects of self-regulated learning and active delay may be distinct from the relations these aspects of self-regulated learning have with procrastination. Among 206 undergraduates, procrastination was positively predicted by mastery-avoidance goals and negatively by metacognitive strategy usage, whereas active delay was negatively predicted by avoidance goals and positively by self-efficacy. Furthermore, students who reported higher levels of active delay also received better grades. These findings provide support that active delay is a distinct form of delay from procrastination that may be more positive due to its associations with some adaptive self-regulatory processes and academic achievement.     

Online collaborative documents for research and coursework

Conclusion Garrison’s (2000) review of distance education theories describes the current need for ”sustained real two-way communication ... that refiect(s) a collaborative approach to distance education” (p. 13). One way to apply such theories to research and coursework is to use collaborative documents to promote transactions culminating in deliberation among the key players. Such deliberation can create ”a particular kind of democratic public culture among the deliberators: listening as well as talking, sharing resources, forging decisions together rather than only advocating positions taken earlier, and coming to disagreement” (Parker, Ninomiya, & Cogan, 1999, p. 129). Her research interests are collaborative learning in distance education, impact of culture on online learners, and design of online instruction for constructivist learning environments. Her primary research interests are in design considerations for collaborative online environments and in the powers of shared multimedia for enhancing personal growth, multicultural understanding, and global awareness. She investigates visual messages: how they can be shared and interpreted by learners, their impact, and how their impact can be researched. Her research interests are in computer and network-based foreign language and cultural learning.     

The relation of multiple-schedule behavioral contrast to deprivation,time in session,and within-session changes in responding

Pigeons' keypecking was reinforced by food on baseline schedules of multiple variable interval (VI) x VI x and on contrast schedules of multiple VI x VI y. Deprivation of food was varied by maintaining subjects at 75%, 85%, and 95% (+/- 2%) of their free-feeding weights. Positive and negative behavioral contrast were observed. The size of the contrast was not systematically altered by changes in deprivation. Positive and negative contrast were both larger later in the session than they were earlier. Within-session decreases in responding were steeper for the baseline than for the contrast schedules for positive contrast. Within-session decreases were steeper for the contrast than for the baseline schedules for negative contrast. These results were predicted by the idea that different amounts of habituation to the reinforcer during the baseline and contrast schedules contribute to behavioral contrast. The results show that contrast occurs under conditions that reduce the effect of the following component. The results support the assumption that positive and negative contrast are produced by symmetrical theoretical variables.     

Childhood Maltreatment and School Problems: A Danish National Study

The association between child maltreatment (CM) and educational outcomes have been well documented. However, there is a paucity of research that explores the association between different types of maltreatment and other school problems that may affect the educational outcomes of maltreated children. This study examined the association between different types of CM and school changes, concentration problems, and special educational needs. Gender differences were also examined. Structured interviews were conducted with 2,980 participants. Significant associations emerged between CM, in particular, multiple maltreatment experiences and school problems. Males had higher concentration difficulties and special educational needs. More research attention is needed into optimal learning environments and interventions that support maltreated children more effectively.     

Anti-bullying procedures for schools in Ireland: principals’ responses and perceptions

The role of the principal is imperative in creating a school climate that nurtures differences and equality at the same time. Policy and legislation in Ireland dictates the responsibility of school principals in preventing and intervening in issues relating to bullying. The current research investigates the extent to which principals consider the impact of bullying on their students and the strategies they take to combat it in their schools. We consider how principals respond to bullying and what supports they feel are missing for them to adhere to relevant policy. A sample of 918 principals from a range of schools across Ireland completed an online survey. The results demonstrated some positive actions by principals such as the provision of anti-bullying policies. However, they also document areas that need more action such as increased access to counsellors and appointing a specific staff member to deal with and tackle bullying in each school. Guidance from the Department of Education and Skills in Ireland on the development and provision of an anti-bullying programme is called for. Results are discussed in light of the current Anti-Bullying Procedures established by the Department of Education and Skills and the Action Plan for Bullying 2013.     

Humanizing the use of technology in education: A re-examination

Educators are currently attempting to integrate computers into the classroom, in order to humanize their use. The strategies that have been adopted, however, are primarily logistical and ignore the philosophy that underpins this technology. It is argued in this paper that educational technology will not be humanized until it is understood to be sustained by a philosophy other than technological rationality, and thus is provided with a human base. The life-world (Lebenswelt) is identified as a proper foundation for technology, because technological rationality is illustrated to be a modality of human expression. When this is the case, technology is placed in the service of humankind, for it cannot be conceived as the genesis of personal freedom.

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Zusammenfassung Gegenwärtig sind Pädagogen um die Integration von Computern ins Klassenzimmer bemüht, um deren Gebrauch zu humanisieren. Die dabei angewandten Strategien sind jedoch primär logistisch und ignorieren die theoretischen Voraussetzungen, auf die sich diese Technologie stützt. In diesem Bericht wird argumentiert, daß die Bildungstechnologie so lange nicht humanisiert wird, bis sie nicht in einem anderen Sinn als dem der technologischen Rationalität verbunden wird und auf eine humane Grundlage gestellt ist. Die Lebenswelt wird als ein wahres Fundament der Technologie identifiziert, da technologische Rationalität als eine Modalität menschlichen Ausdrucks dargestellt wird. Wenn dies der Fall ist, wird die Technologie in den Dienst der Menschheit gestellt, da sie nicht als Nemesis persönlicher Freiheit angesehen werden kann.

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Résumé Les pédagogues, aujourd'hui, tentent de faire entrer l'ordinateur dans la salle de classe, afin de ramener son utilisation à l'échelle humaine. Cependant, les stratégies adoptées demeurent de l'ordre de la logistique et ignore tout de la philosophie qui étaye cette technologie. Dans cet article, il est argué que l'on ne saurait humaniser la technologie au sein de l'enseignement, tant qu'il n'est pas entendu qu'une philosophie autre que la rationalité technologique la sous-tend, la dotant ainsi d'un fondement humain; l'environnement naturel (Lebenswelt) constitue la véritable base de la technologie car la rationalité ne représente qu'une modalité de l'expression humaine. Dans ce cas, la technologie est placée au service de l'humanité et ne saurait être conçue comme sanction de la liberté individuelle.