A framework for enabling graduate outcomes in undergraduate programmes

Our research aim was to determine what enables engagement with graduate outcomes in tertiary institutions in Aotearoa/New Zealand. We used a mixed methods approach comprising a survey sent to all tertiary institutions, follow-up interviews with 10 academic leaders and eight case studies of good practice of programmes engaged with graduate outcomes across four institutions. Using a general inductive approach, analysis of the academic leader interviews generated five categories of enablers: external drivers, structural/procedural, development, student achievement and contextual enablers. Combining these enablers led to an integrating framework for institutional engagement in the development of graduate outcomes. Drawing on wider datasets from the survey, interviews and cases studies, relevant strategies were identified that staff and students perceived influenced the development of graduate outcomes. The framework and the associated strategies adopt a ‘whole-of-institution’ approach, which is inclusive of programmes, staff and students and their individual histories, traditions, cultures and purposes thus allowing for each institution’s unique characteristics.     

Understanding the role of the mentor in developing research competency among undergraduate researchers

Undergraduate research and creative activities are established high-impact practices that provide students with both advanced knowledge of their academic disciplines and the ability to apply that knowledge to creatively answer questions. At the center of these experiences, is the close relationship between a student researcher and a mentor. Using survey data from 69 recent undergraduate researchers at one university, we investigated the characteristics and impact of these mentor–mentee relationships. We found that active mentoring practices were a significant influence on how competent students perceived themselves as scholars. These practices were more influential than practical aspects of mentoring. Our findings reflect the complicated nature of mentoring in higher education and identify key characteristics of successful mentoring relationships. With greater understanding of this essential component of undergraduate research, we are equipped to make more informed decisions regarding faculty and administrative support for future undergraduate research and creative activities.     

Group-based intervention on attention and executive functions in the school context

The objective of the study was to examine the effects of a group-based behavioural, cognitive and skills training intervention (Maltti) provided in schools for elementary school pupils with attention and executive function (EF) deficits. The treatment effects were identified by comparing an intervention group (n = 46) with a waitlist control group (n = 26). Specific effects of the intervention on behavioural deficits in attention and EF in a classroom setting as well as on academic skills were examined. Our analysis indicated that significant intervention effects could be found in the behavioural manifestation of attentional and executive skills in the classroom setting among children (n = 30) who were evaluated as having moderate symptoms in the pre-intervention assessment. Positive effects of the intervention were also observed in arithmetic and reading skills. The severity level of pre-intervention attention and EF deficits did not moderate the results observed in the academic skills tests. The results of this study suggest that a combination of behavioural, cognitive and skills training methods applied in a school context can be effective in reducing attention and EF problems and enhancing the academic performance of children with attention and EF deficits.     

Adult education in a workplace context: recognising production workers’ responses and partnership challenges

Abstract

This article is about a larger regional Swedish partnership programme that was established to develop site-based education for production workers. A partnership is seen as composed of different practice architectures. The actors involved represented larger transnational as well as smaller manufacturing companies, employers, the metal workers’ trade union, educational organizations, university researchers and public labour market authorities. Adult education teachers were engaged to act as leading action researchers on company-specific projects. The partnership programme is used here to illustrate the problem of supporting recognition under shifting partnership circumstances. The aim is to analyse enabling and constraining conditions affecting the teachers’ efforts as well as new possibilities that appeared as the partnership evolved over time. The article illustrates how the development of site-based education within a partnership framework means to develop a new practice that is very sensitive to local circumstances. It also shows how local meetings between people both enable and constrain, but also may open up a space for mutual recognition. A normative argument is that local spaces for mutual recognition need to be supported in a respectful way. Recognition of the particularities of each site is vital for this to happen.     

Exploring Changes in Student Engagement through the RULER Approach: An Examination of Students at Risk of Academic Failure

The present paper examines if developmental pathways for students at risk for academic failure can be improved through social and emotional learning (SEL). Specifically, we test this hypothesis by accounting for shifts in student engagement, a highly studied and malleable construct often inclusive of SEL interventions, as the pathway by which to impact student achievement outcomes. Using longitudinal data from a randomized control trial, we identified students at risk for school failure (n?=?318) within a larger sample of fifth graders (N?=?1,352). Multigroup path model revealed that participation in RULER significantly impacted the relationship between student engagement and conduct behaviors for at risk students: students who experienced RULER demonstrated increased engagement a year later (at sixth grade) and improved conduct the following year (in seventh grade). The potential for and limitations of SEL programs on developmental trajectories for students at risk for school failure are discussed.     

Interactions and mergers of galaxies

When two galaxies approach each other, we can witness the effects of the tidal forces on a gigantic scale. Peculiar features like galactic bridges and galactic tails may form, or the two galaxies may even merge into each other and form a single system. Merger of two spiral galaxies leads to the formation of an elliptical galaxy. The interaction of gas during such galaxy encounters triggers star formation and activity of the nucleus. It is generally being accepted that galaxy interactions and mergers play a vital role in galactic evolution. S M Alladin is a retired Professor of Astronomy, Osmania University, Hyderabad. He specialized in dynamical astronomy and did research on dynamics of colliding and merging galaxies. He is also interested in interaction between religion and science. S N Hasan is an Assistant Professor of Astronomy, Osmania University, Hyderabad. His field of specialization is celestial mechanics. His research interests include the three body problem, stellar and galactic dynamics.     

Large-scale curriculum reform in Finland – exploring the interrelation between implementation strategy,the function of the reform,and curriculum coherence

The study aims to gain a better understanding of the national large-scale curriculum process in terms of the used implementation strategies, the function of the reform, and the curriculum coherence perceived by the stakeholders accountable in constructing the national core curriculum in Finland. A large body of school reform literature has shown that a central determinant for the effectiveness of curriculum reform is the way in which the reform is implemented. Accordingly, implementing curriculum reform always entails translation of the new ideas into new educational practices, which involves complex sense-making processes from those involved. Altogether, 117 stakeholders accountable in constructing the national core curriculum in Finland completed a survey. The results showed that the effect of the implementation strategy for the perceived curriculum coherence was mediated by the perceived educational impact of the reform both for the school and society. The mediated interrelation between the top-down–bottom-up implementation strategy in the curriculum process, and the estimated coherence in the written core curriculum implies that the objects of the activities, namely elaborating and focusing on the educational impact of the decisions, is a crucial determinant for achieving curriculum coherence, and further, facilitating sustainable school development at the local level.     

Temperament, Emotion, and Cognition at Fourteen Months: The MacArthur Longitudinal Twin Study

200 pairs of twins were assessed at 14 months of age in the laboratory and home. Measures were obtained of temperament, emotion, and cognition/language. Comparisons between identical and fraternal twin correlations suggest that individual differences are due in part to heritable influences. For temperament, genetic influence was significant for behavioral observations of inhibition to the unfamiliar, tester ratings of activity, and parental ratings of temperament. For emotion, significant genetic influence was found for empathy and parental ratings of negative emotion. The estimate of heritability for parental report of expression of negative emotions was relatively high, whereas that for expression of positive emotions was low, a finding consistent with previous research. For cognition and language, genetic influence was significant for behavioral indices of spatial memory, categorization, and word comprehension. Shared rearing environment appears influential for parental reports of language and for positive emotions, but not for other measures of emotion or for temperament.