Mind the Gap: Appropriate Evolutionary Perspectives Toward the Integration of the Sciences and Humanities

Although Darwinism has gained a foothold in the social sciences, in the humanities, with a few exceptions, it is still largely rejected—not, as some would claim, because humanists are all radical poststructuralists who deny that material reality exists, but rather because, with notable exceptions, Darwinists who work within the humanities have adopted a trenchant “us against them,” in-group/out-group mentality that has done a good deal more harm than good. In order for evolution to be effectively taught as part of a humanistic approach to literature and art, a more productive, truly “two way” approach is necessary, and must do more than impose the scientific method on the humanities. When this kind of imposition occurs, the humanities are treated only as subject matter, thereby discounting historical and interpretive research that is invaluable to scientists and claims they might make in these areas. This paper claims that for evolution to function as a paradigm with true explanatory power across disciplines, scientifically oriented evolutionists need training in humanistic methodologies just as much as humanistically oriented evolutionists need training in the scientific method. Evolution, in this context, becomes not the paradigm that can explain everything from a scientific point of view but rather the beginnings of a conversation about lower and upper level questions, and how these questions might inform and enrich each other’s research.     

Developing critical professional judgement: the efficacy of a self-managed reflective process

This study investigated the efficacy of a reflective process designed to enhance novice professionals’ capacity to critically reflect on their practice. One hundred and eighteen (118) final-year behavioural science students participated in an action learning based subject that simulated the roles (e.g. client–consultant) and demands of professional practice. Student consultants completed, and evaluated the effectiveness of, a self-managed reflective workbook process designed to scaffold their critical reflection on a self-nominated critical incident. Findings suggest that the process facilitated metacognitive learning and that students experienced all stages of the structured process as personally and professionally valuable and psychologically safe. Students reported the greatest value from the aspects of the process that linked insights from the critical incident to wider patterns of behaviour.     

Expecting the unexpected: engaging diverse young people in conversations around science

The issue of limited engagement with science for young people from Indigenous, minority and lower socio-economic groups in Australia appears to have been sidelined from the mainstream debate around falling rates of engagement with science at the secondary schooling level. The ‘closing the gap’ mantra of education policy in Australia has seen an extraordinary focus on improving literacy and numeracy outcomes for Indigenous students, which, while valuable, has subsumed the importance of other key learning areas including science. Teachers are soon to be expected to incorporate Indigenous Perspectives within the science subjects of the new Australian National Curriculum yet appear to be under-resourced to meet this challenge to traditional approaches to science teaching. The purpose of this paper is to explore the pedagogy of a teacher working at an alternative secondary schooling site in North Queensland Australia who volunteered to modify his teaching of science to explicitly incorporate Indigenous Perspectives. The qualitative data collected through classroom observation and teacher interviews demonstrates the complex and multi-faceted nature of the science education experience when traditional pedagogical boundaries are dismantled to allow for a drawing upon of the lived experiences of diverse young people. The teacher’s ability to embrace this broader vision of science is linked to the inclusive culture of the alternative school environment that is brought into being through a ‘common ground’ philosophy of mutual respect and democratic relations.     

THE IMPACT OF A GERONTOLOGICAL INTERVENTION ON OSTEOPATHIC MEDICAL STUDENTS

In order to evaluate the impact of adding a brief unit on aging to the first‐year curriculum of a school of osteopathic medicine a quasiexperimental design was employed. The educational experience involved three hours of classroom material, a visit to a nursing home, and a visit to a congregate housing facility for the well elderly. Over one semester the entire first‐year class was scheduled for the program. Analysis of pretest and posttest data revealed a mild but significant improvement in knowledge and attitudes with respect to the elderly. Subjective responses to the program were very positive.     

The teacher work sample: A tool for scaffolding and assessing preservice teachers' early field experiences

Abstract

This article describes adapting teacher work sample methodology from the student teaching level to a 4‐week, 25‐hour field experience occurring relatively early in a teacher education program. The goals of the project were twofold: (a) to examine whether an adapted version of the teacher work sample would promote planning and reflection in preservice teachers, and (b) to explore the potential of an adapted teacher work sample as an assessment tool. Adaptations to the original, such as emphasizing formative over summative assessment, are briefly described. Survey and focus group data from a pilot combined with survey data from a semester of full implementation with 270 teacher candidates indicate the teacher work sample is useful for promoting reflection and an understanding of student assessment. The advantages of the teacher work sample are maximized when teacher candidates are engaged in whole class instruction.     

Academic progress in the 16–19 curriculum: some senior staff perceptions of current monitoring systems and operational procedures

In outlining its programme of target-setting for post-16 provision in 1997, the DfEE sought to promote the monitoring of academic progress in order to raise achievement both at institutional level and also at the individual student level. This article, based on research conducted in schools and colleges in North and West Yorkshire, focuses on the latter and examines senior staff perceptions of current monitoring systems and operational procedures. The article gives an overview of the main systems used and how these are adapted to suit the circumstances of a particular institution. The authors suggest that in general the implementation of target-setting has been viewed positively, largely due to the current flexibility for senior staff to adapt whatever system best suits their needs. It recommends that this should be seen as a strength of the current situation and that the introduction of more uniform systems should be avoided if it is at the expense of meaningful procedures adapted to local requirements.     

An Attachment Model of University Connectedness

Students with high levels of connectedness to the university have been found to be more likely to complete their college degree than are students with low levels of university connectedness. This study examined the role of parental and peer attachment as distal predictors of school connectedness. As predicted, it was found that attachment style to parents predicted attachment style to peers. An avoidant attachment style to peers predicted negative perceptions of peer support and support services. An anxious attachment style to peers predicted negative perceptions of faculty support. Perceptions of peer support, support services, and faculty support then predicted feelings of connectedness to the university. Classroom comfort also predicted university connectedness, although it was not found to be related to attachment style to parents or peers. Implications for college students and college/university administrators are discussed.