Changing conceptions of teaching: a four-year learning journey for student teachers

Understanding student teachers’ development of conceptions of teaching and learning is critical for teacher educators. Drawing from the findings of a four-year longitudinal study in Hong Kong, this paper examines the trajectories of the student teachers’ changing conceptions of teaching and learning approaches throughout their undergraduate programme. Three types of trajectories: guided touring, experiential detouring and self-guided touring, as the changes in both conceptions of teaching and learning approaches, are presented. The results suggest that three factors: faculty, learners’ attitudes towards learning and ability to integrate different learning resources, influenced the development of the student teachers’ trajectories. This study adds to the international body of knowledge on the interconnected development of conceptions of teaching and learning approaches. The paper concludes with the implications for teacher education.     

From Gatekeeping to Engagement: A Multicontextual, Mixed Method Study of Student Academic Engagement in Introductory STEM Courses

The lack of academic engagement in introductory science courses is considered by some to be a primary reason why students switch out of science majors. This study employed a sequential, explanatory mixed methods approach to provide a richer understanding of the relationship between student engagement and introductory science instruction. Quantitative survey data were drawn from 2,873 students within 73 introductory science, technology, engineering, and mathematics (STEM) courses across 15 colleges and universities, and qualitative data were collected from 41 student focus groups at eight of these institutions. The findings indicate that students tended to be more engaged in courses where the instructor consistently signaled an openness to student questions and recognizes her/his role in helping students succeed. Likewise, students who reported feeling comfortable asking questions in class, seeking out tutoring, attending supplemental instruction sessions, and collaborating with other students in the course were also more likely to be engaged. Instructional implications for improving students’ levels of academic engagement are discussed.     

Book Review

Steve Adams, Derbyshire LEA/University of Nottingham School of Education, The Evaluation of Pastoral Care, Clemett, Tony & Pearce, John, 1986, Blackwell, £5.95 pp. 180

Margaret Bowes, John Port School, Art Therapy for Groups, Marian Liebmann 1986, Croom Helm Ltd., £9.95 [Paperback], ISBN 0-7099-4108-0

Sylvia Lindoe, Westhill College, The Education of Children with Severe Learning Difficulties: Bridging the gap between Theory and Practice Coupe, J. & Porter, J. (1986), London, Croom Helm Paperback £9.95

Michael Marland, North Westminster School, “You don't have to fill in a form to have a baby” The frustrations and fulfilment of the adoption process Margaret S. Evans, 1986. Family Welfare Association. £2.95     

Reflecting on the Role of Competence and Culture in Consultation at the International Level

International educational consultation is challenging work that requires not only attention to best practices in consultation but also additional focus on cultural norms and regularities. In the three articles of this special issue, the consultation competencies of consultants play a critical role, as exemplified by entry issues, problem-solving practices, and relationship development. In addition, the overriding issue of culture and how it impacts consultation requires special attention for the international consultant as consultants attempt to use their expertise in new contexts.     

Abusive parents' reports of child behavior problems: relationship to observed parent-child interactions

PURPOSE: We evaluated the hypothesis that abusive parents' reports may exaggerate rates of child behavior problems in a clinical sample. METHOD: The association between parental ratings of behavior problems and independent observations of child behaviors was examined in a sample of 205 clinic-referred families, 58 of which had a reported history of physical abuse. RESULTS: Relative to the comparison group, parents in the abuse group reported more externalizing problems in their children after controlling for parental psychopathology, and displayed more emotionally controlling and less supportive behavior during parent-child interactions. However, there was no association between abuse history and observed child behaviors during the interaction tasks. Abuse status significantly moderated the association between parent-reported externalizing behaviors and observed demanding behavior by the child; the association was significant among comparison families, but not in the abuse group families. CONCLUSIONS: Results indicate that abusive parents may over-report externalizing behavior problems in their children.     

Industrial Experience Projects: A Balance of Process and Product

Students in the final year of the Bachelor of Computing degree at Monash University must do a full year group project as a capstone subject. Each group of five or six builds a real system which is normally for a client outside the university. The project usually necessitates learning some skills that have not been taught in the course. Each group works on a different project. The emphasis is on management issues and the software development process as much as on the product, with a set of deliverables and deadlines throughout the year, and an assessment strategy reflecting this.     

Childhood social anxiety and social support-seeking: distinctive links with perceived support from teachers

Social support-seeking is recognised as an important strategy used by children to cope with negative emotions. However, there are important gaps in our knowledge about children’s perceptions of different sources of social support, and the associations that these perceptions have with individual differences in socio-emotional functioning. The present study focused on elucidating the links between social support-seeking and social anxiety in children, with particular attention to support from teachers. One hundred and eight 11- to 12-year-olds completed measures of social anxiety and depressive symptoms, as well as a questionnaire measuring social support-seeking processes for coping with a generic friendship problem. Preliminary analyses showed that teachers were less likely to be approached for social support than parents and peers, and were viewed as least available and least effective. However, social anxiety—independently of depressive symptoms and gender—was positively associated with a greater self-reported likelihood of approaching teachers for support. Moreover, this effect was partially mediated by the perceived effectiveness of emotion-focused support from teachers. These results point to theoretical and practical implications regarding the salience of social support in school for children with higher levels of social anxiety.     

Developing and extending the literacy of bilingual pupils through the secondary years

Jean Bleach (a secondary English teacher) and Sylvia Riley (a specialist ESL teacher with in-school experience) together make up the ILEA project team, Second Language Learners in the Mainstream Project (10–14). The Project has an action-research orientation exploring and promoting conditions necessary for bilingual learners to develop English in the whole school context.