Immediate shock,passive avoidance,and potentiated startle: Implications for the unconditioned response to shock

Three experiments were performed to study the immediate-shock freezing deficit, a deficit in freezing in rats that results when electric shock is delivered immediately upon exposure to a novel context. This deficit was accompanied by failures to detect evidence of passive avoidance (Experiment 1) or potentiation of the auditory startle response (Experiment 2). The deficit in freezing was attenuated by preexposure to the shocked context (Experiment 3). The results support the view that fear-related behaviors are activated by signals for shock rather than by shock itself. They also suggest that the immediate-shock freezing deficit is due to a failure to process the to-be-conditioned contextual cues (Fanselow, 1986a, 1990).     

Using valsiner’s zone theory to interpret Teaching practices in mathematics and science Classrooms

This study explores the use of Valsiners zone theory as a way to interpret the zones of proximal development of three secondary teachers in mathematics and science. Specifically, we used classroom discourse to identify what the participating teachers promoted (zone of promoted action) or allowed (zone of free movement) in the classroom as a way to understand better their potential for development. We found that teachers who promoted actions or events that they ultimately did not allow students to experience seemed to be at a point in their development analogous to Vygotskys pseudo-conceptual stage, prior to full concept formation. Moreover, we found that, at this illusionary zone, the teachers capacity to listen actively to students thinking seemed to affect the teachers transition toward more inquiry-based forms of practice. We concluded that understanding the zone of promoted action and the zone of free movement the teacher organizes in the classroom can indicate the existence or absence of an illusionary zone and thereby provide insight into a teachers potential for development.     

Presidential Address: BERA. Who are we? How did we get here? Where are we going?

As we approach the fiftieth anniversary of the founding of the British Educational Research Association (BERA), Vivienne Baumfield's inaugural presidential address reflects on who we are, how we got here and where we are going. On one level the answer to these questions is straightforward. BERA is a learned society established in 1974 to support educational research by building capacity, advancing quality and promoting engagement with a strategic plan identifying priority activities over the next 5 years. So far, so good, but does this tell us what we need to know? Delivered at the BERA Conference 2022, the address explores through these questions some implications of belonging to BERA as a ‘learned society’ in the twenty-first century.     

Workplace support for newly qualified doctors and secondary school teachers: A comparative analysis

Doctors and teachers in their first year of practice face steep learning curves and increased stress, which can induce poor mental health, burnout and attrition. Informal workplace support from colleagues can help smooth transitions and aid professional development. A three-phase comparative research design was used to explore who provides informal workplace support to early-career professionals, types of support and influencing factors. Phase 1 was a systematic secondary analysis of interviews and audio diaries from 52 UK doctors in their first year of foundation training (F1s). Phase 2 involved new narrative interviews with 11 newly qualified teachers (NQTs) from English secondary schools. Phase 3 was a comparative analysis to produce a model of workplace support. Given barriers to accessing senior doctors, F1 doctors drew upon nurses, pharmacists, microbiologists, peers/near-peers and allied healthcare professionals for support. NQTs gained support from allocated mentors and seniors within subject departments, as well as teaching assistants, allied support staff and wider professional networks. Support types for both professions included information and advice on practice, orientation to local settings, collaborative development activities, observation and feedback, and socioemotional support. Influencing factors included variable departmental cultures, limited opportunities for informal contact, sometimes negative inter-group perceptions and the agentic responses of novices. The resulting workplace model of support could underpin future research and evaluations of support in similar ‘hot-action’ environments. In medicine and teaching, greater utilisation of near-peers and allied staff, improved role understanding and communication, increased informal contact and sharing successful strategies across professions could enhance supportive relationships.