Children's understanding of psychogenic bodily reactions

One hundred twenty-eight children in preschool through fifth grade (range = 4,3-11,4) and 76 adults serving as a comparison group participated in two studies that examined how children reason about psychogenic bodily reactions, that is, ailments or nonconscious physiological responses with origins in the mind (e.g., stress-induced headache). Psychogenic bodily reactions provide an opportunity to study how children integrate knowledge between the domains of bodily response and psychology. In Study 1, participants were asked whether various familiar psychogenic bodily reactions were possible (e.g., can someone get a tummyache from worrying?). In Study 2, participants were presented with a novel domain (hypothetical "aliens" from outer space) and were asked whether various unfamiliar bodily conditions (e.g., toes swelling) could arise from various physical or psychological causes. As predicted, adults typically reported that psychogenic bodily reactions were possible, and that unfamiliar bodily conditions could result from either psychological or physical causes. In contrast, young children typically denied that psychogenic bodily reactions could occur and predicted that unfamiliar bodily conditions resulted from physical causes only. The results support a developmental path: younger children view psychogenic bodily responses as wholly physical, but with age, view them as both physical and psychological phenomena.     

Teachers' perceived usefulness of strategy microanalytic assessment information

The current study examined special education teachers' ratings of the usefulness of strategy microanalytic assessment (SMA) (i.e., self‐regulation, strategy use) and standardized norm‐referenced assessment information (SNRA) (i.e., cognitive and academic skills). Ninety‐six participants separately rated the frequency with which SMA and SNRA are used in schools and the usefulness of each report [i.e., Teacher Rating Questionnaire (TRQ)] for intervention planning about a case study. A mixed model experimental design revealed that even though SNRA information is more typical of the data provided in evaluation reports/Individualized Educational Programs, the SMA data were rated significantly more helpful than the SNRA for enhancing important school‐related outcomes (e.g., test performance) as well as teacher‐related roles (e.g., developing instructional plans). Despite the participants' consistent preference for SMA information, their overall TRQ ratings of the SNRA were positive. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 149–155, 2006.     

Students’ Perceptions of Learning in an Online Multiround Business Simulation Game: What Can We Learn from Them?

Multiround business simulation games have been gaining popularity in higher education. However, certain aspects of experiential learning of individual students in the game remain unaddressed in research literature. Team assessments, such as team papers, appear a common, “natural” choice given the team‐based nature of the games but may potentially mask individual learning outcomes. In this study we use a qualitative method to glean from individual students’ papers a deeper understanding of the process of learning of individual students in a team‐based, multiround business simulation game. Our findings indicate that individual and timely assessments are necessary to identify cases of not meeting the expected individual learning outcomes for the instructor's corrective intervention. This study contributes to the understanding of the process and outcomes of student learning in a multiround business simulation game, methods of teaching a supply chain and operations class with a simulation, and methods for better aligning course goals and assessments.     

Time to go back to the drawing board: organisation of primary school reading development in South Africa

The Progress in International Reading Literacy Study (PIRLS) 2006 findings highlighted concerns about reading literacy teaching quality in South African primary schools (Howie et al., 2007 Howie, S.J., Venter, E., Van Staden, S., Zimmerman, L., Long, C., Scherman, V. and Archer, E. 2007. Progress in International Reading Literacy Study (PIRLS) 2006 summary report. South African children's reading literacy achievement, Pretoria, South Africa: Centre for Evaluation and Assessment, University of Pretoria.  [Google Scholar]). In response, the national Department of Education (DoE, 2008a, 2008b, 2008c, 2008d) has emphasised instructional practice improvement. However, little emphasis has been placed on the role of school organisation in learners’ reading success or failure. This article presents school organisation findings from a mixed methods study that explored South African Grade 4 teachers’ instruction practices and schooling conditions for reading literacy development. The analysis considered is based on the reclassification of the PIRLS 2006 sample according to class achievement levels on the PIRLS benchmarks and instructional language profiles. Findings from the PIRLS 2006 school questionnaire data are reported together with findings from case studies to illustrate differences and similarities in school organisation for reading literacy across a range of low- and high-performing schools.     

ANOPTIMAL DELIVERYFORMATFORPRESENTATIONS TARGETINGOLDER ADULTS

Thirty-four African-American, Hispanic, and Caucasian community-dwelling elders were invited to attend three ten-minute informational sessions. Following the sessions, participants were invited to take part in focus groups to determine the best format for presenting information. Flip charts, transparencies on an overhead projector, and Microsoft PowerPoint presentation software were used to present the material, one format for each topic. Individuals were then asked to rate the different formats, and to provide open-ended feedback about accessibility, novelty, visual preferences, and efficacy of material presentation. Participant feedback was tape recorded and later transcribed. Participants overwhelmingly preferred the PowerPoint presentation on every dimension. Participants were paid $10.00 for their time.     

Relationship between perceived and observed student-centred learning environments in Qatari elementary mathematics and science classrooms

Recently, Qatar established educational reform in charter (independent) schools focusing on curriculum standards, student-centred teaching, standards-based assessment, English as the language of instruction, and extensive professional development. A primary area of emphasis was the creation of student-centred mathematics and science classrooms characterised by inquiry and active student participation. The purpose of this study was to investigate differences in the learning environments of Qatari mathematics and science classrooms at two levels: in higher- and lower-performing Qatari schools implementing the recent Education for a New Era reform elements; and in classes of teachers who experienced professional development focused on student-centred teaching strategies and those who did not. Participants included teachers and students in 47 grade 3 and 4 mathematics and science classrooms. Classroom observations were conducted and student learning environment surveys were administered at the beginning and end of the semester. Results indicated low levels of student-centred instruction, despite significant improvement over time. Few differences by level of school performance or professional development participation existed. However, Personalisation emerged as a key learning environment variable related to teachers’ implementation of student-centred instruction.     

Test Reliability When Error Scores Consist of Independent and Non-Independent Components

To assess the effects of logical support, the Smith, Meux, Coombs, and Nuthall (12) system for the analysis of teaching strategies was used to construct four passages for each of two topics, fluoridation and the use of pesticides. The four passages varied in degree and kind of support or justification for the negative value judgments used. The passages were administered to 303 eleventh grade students. The group which received the passages having the most support for the negative value judgments reacted negatively as much or more than the other three groups, while the group which received the passages having the least support reacted negatively as little or less than the other three groups. There was also a topic-by-passage interaction.     

From Cognitive Modeling to Self-Regulation: A Social Cognitive Career Path

My career path to understanding the source and nature of human learning started with an interest in social processes, especially cognitive modeling, and has led to the exploration of self-regulatory processes. My investigation of these processes has prompted the development of several social cognitive models: a triadic model that synthesized covert, behavioral, and environmental sources of personal feedback, a multilevel model of training that begins with observational learning and proceeds sequentially to self-regulation, and a cyclical phase model that depicts the interaction of metacognitive and motivational processes during efforts to learn. Empirical support for each of these models is discussed, including its implications for formal and informal forms of instruction. This self-regulation research has revealed that students who set superior goals proactively, monitor their learning intentionally, use strategies effectively, and respond to personal feedback adaptively not only attain mastery more quickly, but also are more motivated to sustain their efforts to learn. Recommendations for future research are made.