Conceptualising Curriculum Change

Recent developments in UK higher education are turning attention to the undergraduate curriculum. Drawing on Lyotard's concept of performativity, this paper explores broad patterns of curriculum change in five subject areas. The curriculum is understood as an educational project forming identities founded in three domains: knowledge, action and self. Curriculum models are proposed that identify these components and their relationships with each other. The evidence suggests that the weightings and levels of integration of these components vary between the sciences and technology subjects, the arts and humanities, and professional courses. Attempts to develop curriculum strategies should take account of the patterns of curriculum components as they vary between the subject areas.     

‘RUSSIA WINS SPACE RACE’

This article traces the development of the British press narrative from the launching of Sputnik in October 1957 to the Soviets' second satellite, containing a dog, in early November. It argues that there was an initial outpouring of surprise, combined with celebration of humankind's achievement. There was also a sense of loss of national prestige, due to Britain's lack of an equivalent space programme and the decline of her empire. The launch of the dog prompted widespread condemnation, mixed with frivolous popular coverage. The article provides an insight into how this moment impacted on British society and understanding of national identity in the 1950s with imperial superiority, religion and perceived decline being recurring themes.     

Using higher order thinking questions to foster critical thinking: a classroom study

To determine if quizzes containing higher order thinking questions are related to critical thinking and test performance when utilised in conjunction with an immersion approach to instruction and effort-based grading, sections of an Educational Psychology course were assigned to one of three quizzing conditions. Quizzes contained factual multiple-choice questions, factual essay questions or essay items requiring higher order thinking. Critical thinking was measured with a pre-test–post-test design and the Watson–Glaser Critical Thinking Appraisal (Short Form). Classroom learning was assessed via multiple-choice and essay tests. Critical thinking increased equally across all sections. The section receiving higher order thinking quizzes performed significantly better than the other two sections on both the multiple-choice and essay portions of the classroom tests. The implications of these findings are discussed in the context of methodological approaches to encouraging critical thinking.     

The impact of three‐dimensional computational modeling on student understanding of astronomy concepts: a qualitative analysis

In this study, we explore an alternate mode for teaching and learning the dynamic, three‐dimensional (3D) relationships that are central to understanding astronomical concepts. To this end, we implemented an innovative undergraduate course in which we used inexpensive computer modeling tools. As the second of a two‐paper series, this report focuses on the qualitative differences of students' understandings of both spatial and declarative knowledge domains as reflected by their two distinct learning environments — a traditional astronomy classroom and an experimental astronomy course grounded in problem‐solving and modeling with dynamic, 3D, computational modeling software. We found that students who constructed 3D computational models tended to have a more scientifically sophisticated understanding of dynamic spatial relationships, whereas students in the traditional class developed more accurate understandings of the properties and general facts and figures regarding celestial bodies.     

The coming of the ecological university

ABSTRACT

This paper aims to shed light on some of the issues raised in the often polarised debate around effective schooling by exploring the complexities involved in trying to uncover the determinants of the differential ‘success’ of schools. In doing so, the paper challenges the oversimplification which characterises many of the arguments around school improvement by demonstrating that it is not a question, of either management and teaching or the social context of schooling determining the success or otherwise of schools. Drawing on in‐depth qualitative research, the paper demonstrates the intricate and intimate connections between what school managers and teachers do and the socio‐economic and discursive environments within which they operate.     

Ageism and aging anxiety among young adults: relationships with contact,knowledge, fear of death,and optimism

ABSTRACT

Ageism refers to discrimination against individuals based on age, while aging anxiety is defined as fear about getting older. We were interested in whether ageism and aging anxiety had distinct correlates among young adults. The purpose of this study was to explore the effects that knowledge of aging, contact with older adults, fear of death, and optimism have on ageism and aging anxiety in young adults (N = 623). Knowledge of aging and contact with older adults were associated with lower ageism. Aging anxiety was associated with greater fear of death and lower optimism. Results indicate that the positive effects of contact and knowledge on the attitudes of young adults toward the older adult population. Increased education on the aging process and improving quality of contact with older adults could help reduce ageism and ageing anxiety.     

Prevalence and correlates of resistance training skill competence in adolescents

The aim of this study is to examine the prevalence and correlates of adolescents’ resistance training (RT) skill competence. Participants were 548 adolescents (14.1 ± 0.5 years) from 16 schools in New South Wales, Australia. RT skills were assessed using the Resistance Training Skills Battery. Demographics, BMI, muscular fitness, perceived strength, RT self-efficacy, and motivation for RT were also assessed. The proportion demonstrating “competence” and “near competence” in each of the six RT skills were calculated and sex differences explored. Associations between the combined RT skill score and potential correlates were examined using multi-level linear mixed models. Overall, the prevalence of competence was low (range = 3.3% to 27.9%). Females outperformed males on the squat, lunge and overhead press, whereas males performed better on the push-up (p < .05). Significant associations were seen for a number of correlates, which largely differed by sex. Muscular fitness was moderately and positively associated with RT skills among both males (β = 0.34, 95%CIs = 0.23 to 0.46) and females (β = 0.36, 95%CIs = 0.23 to 0.48). Our findings support a link between RT skills and muscular fitness. Other associations were statistically significant but small in magnitude, and should therefore be interpreted cautiously.