Adult education and agricultural extension: some comparisons ‡

In this paper, Alan Rogers draws on his experience in several countries, especially Namibia, to outline ways in which understandings of both training for extension and for adult education are drawing closer together, particularly in a move from a directive approach of trainer and learner through a responsive approach (meeting the learner's needs) to the more recent acknowledgement on both sides of the need for an interactive approach (what the author calls ‘third generation activity'). He suggests that both adult education and extension need new approaches to the training of their field workers.

     

Problem-based learning and the development of metacognition

This study samples first year undergraduates from two programmes at a Hong Kong University (N = 66). One programme uses an entirely problem-based approach to learning and teaching, whilst the other uses more traditional methods. Using the Learning and Study Strategies Inventory (LASSI) as a measure of student perceptions of their thinking, or metacognition it explores differences in metacognitive development between each group of students between the beginning and end of their first year in each programme. The paper argues that, in addition to the formal learning context, everyday challenges emerging from the additional new social contexts provided by problem-based curricula provide fertile environments for the development of metacognition because whilst the highest ‘meta-level’ of cognition is usually not implicated when we receive an outside task and when the task solution is known, the meta-level does tend to be consulted when things go wrong or when the situation is new. In other words, when we are faced with finding solutions to a problem whether posed by the teacher as part of a problem-based curriculum or a new social environment, we are more likely to develop generic, as well as subject specific skills.     

The Culture of Empowerment: Driving and Sustaining Change at Conner Prairie

Abstract In this paper, we offer a case study of how Conner Prairie Museum recognized its institutional need for change and employed principles of staff empowerment that allowed the museum to adapt to the needs and interests of guests. The result has been a dramatic improvement in visitor satisfaction and learning. To achieve this transformation, Conner Prairie intentionally altered the organizational culture in large and small ways: by reorganizing staff assignments, restructuring staff assessment, and realigning communication between management and front‐line staff in order to empower front‐line staff. This story is not unique to Conner Prairie, but the details illuminate the vital role of empowerment in the process of cultural change.     

Detecting Differential Item Functioning Using Logistic Regression Procedures

A logistic regression model for characterizing differential item functioning (DIF) between two groups is presented. A distinction is drawn between uniform and nonuniform DIF in terms of the parameters of the model. A statistic for testing the hypothesis of no DIF is developed. Through simulation studies, it is shown that the logistic regression procedure is more powerful than the Mantel-Haenszel procedure for detecting nonuniform DIF and as powerful in detecting uniform DIF.     

Emotion regulation and academic perceptions in adolescence

Although studied extensively in the field of adolescent mental health, the role of emotion regulation (ER) in the academic functioning of adolescents is not well understood. This study examined the role of ER in adolescents’ perceptions of themselves and their learning environments. We compared adolescents with high and low levels of ER on perceptions of school achievement and attitudes towards school and their perception of their parents’ academic involvement. Students completed surveys about perceptions of their learning and parental involvement, as well as their ER abilities. Results indicated that students with higher emotion dysregulation endorsed more negative self-perceptions of their own academic abilities, had more negative attitudes towards school, and rated their mothers and fathers as more controlling in relation to their learning. These results demonstrate the importance of ER in the academic context, particularly in the home learning environment.     

SIDE-VIEW: Evaluation of a system to develop team players and improve productivity in Internet collaborative learning groups

This paper briefly summarizes the initial development of a computer-supported collaborative learning environment and evaluates its effects in relation to the productivity of CSCL groups. The design of the SIDE-VIEW system is driven by the social identity approach to understanding group behaviour and is premised upon the need to establish congruity between the self-definition of group members and their collaborative learning tasks. We begin by outlining the rationale for the system in relation to productivity and the emergence of team players within collaborative learning groups. We then describe aspects of the design that are intended to enhance both, and report on a field trial of the initial prototype on international groups of higher education students. The preliminary results of the field study indicate that aspects of the design encourage the emergence and influence of team players within groups, with consequential improvements to the quality of the group output. The role of team players in CSCL groups is contrasted with that of group leaders.     

Investigating the impact of NAPLAN on student,parent and teacher emotional distress in independent schools

Concerns have been raised about the impact Australia’s national standardised testing, the National Assessment Program-Literacy and Numeracy (NAPLAN), has upon the well-being of students, parents and teachers. To date, research evidence is unclear as to the level and extent of emotional distress experienced by stakeholders during testing. Despite an unclear evidence base, the prevailing view is that NAPLAN has a general negative impact upon stakeholder well-being. In a pilot study that surveyed all stakeholder groups across 11 independent schools in Western Australia, we found evidence of a minimal impact from the testing. We also found evidence for a small positive association between student and parent distress during testing, and a moderate positive association between parent and teacher distress during testing and their estimations regarding how NAPLAN impacts other people. Our results are not consistent with the prevailing view that NAPLAN has a broad negative impact on well-being, and highlights the need for further research to inform debates about the usefulness and impact of NAPLAN testing.     

Toy safety and selection

Toys can be used to promote children's cognitive, physical, motor, language, social, and emotional development. Safety and developmental appropriateness are of the utmost importance when selecting children's toys. Parents and teachers and other helping professionals need to teach children the safe use of toys to prevent toy-related accidents. Obtain additional information regarding toy safety by calling the U.S. Consumer Product Safety Commission at 1(800)638-CPSC.     

Anogenital warts in childhood

Fifteen children with anogenital warts are presented. Twelve cases were referred for assessment of sexual abuse which was established in six cases, strongly suspected in one, and excluded in three. In two, the source was unclear. Papillomavirus typing was carried out by HPV DNA dot and Southern blot hybridization using mixed HPV 6/11, 16/18, and 2/3 DNA probes on 15 specimens from 12 of the children. Seven biopsy specimens were positive for HPV 6 or 11 and one hybridized with both HPV 6/11 and 16/18 mixed sets of probes. Two specimens were positive for HPV 2, and a further two hybridized with both HPV 18 and 2. Three wart specimens could not be typed with the available genital or skin probes. The viruses causing genital tract papillomata are the same for children and adults. The identification of HPV 16/18 raises the concern of potential oncogenicity and stresses the need for long-term assessment. The diagnosis of sexual abuse was made on history rather than examination, as only two cases showed additional physical signs of sexual abuse. It is advocated that the presence of anogenital warts alone be sufficient grounds to pursue the possibility of sexual abuse. Nonsexual transmission, although possible, is far less likely.