The Louisville Twin Study: developmental synchronies in behavior

The Louisville Twin Study includes nearly 500 pairs of twins and their siblings who have participated in a longitudinal study of mental development, beginning in infancy and extending to adolescence. The results show that individual differences beginning in infancy and extending to adolescence. The results show that individual differences in intelligence progressively stabilized by school age, and each child followed a distinctive pattern of spurts and lags in mental development. Monozygotic twins became increasingly concordant over ages and matched each other closely for developmental trends. By contrast, dizygotic twins regressed to an intermediate level of concordance, comparable with that found for siblings and parent-offspring sets. A comprehensive home assessment was performed to identify the home/family variables that contributed to mental development. The overall results pointed to a strong developmental thrust in the growth of intelligence, which was principally guided by an intrinsic genetic ground plan. Qualitative features of home and family did, however, add significantly to prediction of offspring IQ. The results are interpreted in the context of Waddington's developmental model, and some recent advances in neurobiology and genetics are surveyed for their implications for developmental behavior genetics.     

午餐饭盒短笺

寂静的深夜,孩子们都已经上床睡了。洗碗机正在刷洗着碗碟;烘干机正烘干第二堆衣物。我终于有了独处的时间,我想真该感谢上帝,难得有这片刻的闲暇。坐在厨房里的桌子旁边,我看见桌上有几张素描草图。7岁的女儿哈莉一直在画素描。我拿起这几张素描仔细看,嗯。有一张素描画的是我丈夫马克和哈莉在一起的样子。由于勾画他们脸部的线条有点弯曲,他们的笑容显得不太自然。“爸爸爱我,”上面写道。另外一张是哈莉和她的哥哥尼古拉斯在一起玩耍的情景。他们正从一片浅绿色的草地跑过,空中棉花糖般的云彩下面一轮昏黄的太阳。“哥哥在跟我玩,”哈莉…     

Learning from children’s voice in schools: Experiences from Ireland

In Ireland there is progressive legislation on children’s participation in the education system. The Education Act 1998 advocates that school boards should involve students in the school and establish student councils in second-level schools. Since the publication of this legislation progress on realising students’ participation in schools has been slow. In 2006 the UN Committee on the Rights of the Child recommended that Ireland strengthen its efforts to enable children to express their views in schools and other educational institutions. The National Strategy on Children and Young People’s Participation in Decision-making (2015), the first to be produced internationally, commits to facilitating children and young people’s voice in the development of education policy, the running of schools and in other areas of school policy. This paper presents and discusses the results of qualitative participatory research with children and young people aged between 7 and 17 years, teachers and school principals, and parents, on their attitudes towards and opportunities for participation by students in schools in Ireland. The data reveal that students are keen to participate in school but recognise that their opportunities to do so are inadequate, that teachers understand participation very differently from students, and that parents have little knowledge of their children’s participatory experiences in school. It concludes that effective participation in schools requires policy, practical and cultural change.     

Teacher motivation to implement an educational innovation: factors differentiating users and non-users of cooperative learning

This study applied expectancy theory to integrate the numerous and disparate explanations that researchers and educators have proposed to account for teacher resistance to implementing cooperative learning as an educational innovation. The cooperative learning implementation questionnaire (CLIQ) contained 48 items grouped under three broad motivational categories: perceived value of the innovation, expectancy of success, and perceived cost. These items accounted for 42.3% of the total variance in self-reported use of cooperative learning among 933 teachers. Expectancy of success issues were most important in differentiating users and non-users, suggesting that increased emphasis on professional development should be used to enhance teachers' beliefs that they can succeed in implementing an innovation in their own context. This may require both follow-up support and adaptation of the innovation.     

Recovering lost histories of educational design: a case study in contemporary participatory strategies

Past practices shape and limit the design imagination of teachers, pupils, parents, governors, and others concerned with designing modern schools. Bringing histories of education to the table in the participatory design process of new school buildings and curricula is necessary. Schools having an extraordinary past have the potential to draw from that prefigurative practice. This paper reports a case study on how the Kees Boeke School in The Netherlands recently has returned to its own history in addressing the needs of its current and future learners in a redesign project. Through addressing the question of how the redesign might reflect a reconnection with the original vision of education espoused by Boeke—learning in relative freedom, with awareness of responsibilities for own and community’s well-being—the school management, architects, teachers, and students took part in a participatory design process. That process and the resulting school design is discussed. From this case study we argue that past adventures in education can inspire current redesign. Past experiences as well as concerns and beliefs about the future are an inevitable influence on initiatives to realise schools for the future, both for schools with experimental and those with traditional histories.     

From the Didactic to the Dialectic—Intercultural Exchanges in Contemporary Counsellor Education

Within the context of the growing development of intercultural counsellor education, the question of how different cultures reconceptualize and transform Western counselling theories for their own context is an important one. In this intercultural exchange in education, concepts such as ‘globalization’, ‘indigenization’ and ‘universalization’ have an impact on the education process. This paper briefly explores these terms and movements and then highlights findings from a research project that took place with a group of counselling graduates in Hong Kong examining how they undertook the processes of reconceptualization and transformation. The dialogical process involved in that enabled participants and researcher to co-explore the process of knowledge development within the counselling education field. Implications for counsellor education are highlighted.

Turning scientific and technological human capital into economic capital: the experience of biotech start-ups in France

This paper examines how scientific and technological (S&T) human capital is transformed into financial capital through the creation of firms by scientists. The analysis is based on a database describing the positions held by 132 founders from 62 French biotech SMEs. It shows that star scientists engage in highly risky but also valuable firms. Less famous scientists must develop their human capital rather than valorising a stock. The paper concludes by pointing to three paradoxes concerning the commitment and compensation scheme of star scientists and the managerial position of less known scientists.     

Attachment,Communication, and Relationship Functioning Among College Student Veterans and Nonveterans

This study examined attachment processes of college student veterans and nonveterans and further examined how veteran status and attachment style directly and indirectly predict relationship functioning. Results indicated that student veterans were more often dismissing in their attachment style but less often preoccupied than nonveteran students. Veteran status moderated the association between attachment style and dyadic consensus. The contributions of attachment and communication processes to overall relationship adjustment differed for student veterans and nonveterans.     

What Does a Modern Anatomist Look like? Current Trends in the Training of Anatomy Educators

Anatomical sciences are foundational to the health professions, yet little is known about the qualifications of anatomy educators at the graduate and professional level in the United States. Moreover, there is concern that the number of qualified anatomy educators being trained may be insufficient to meet the growing demand posed by new and expanded programs in medicine and allied health specialties. The authors surveyed anatomists from across the country to (i) characterize the educational credentials of current anatomy educators and (ii) assess the perceived need for education-focused postdoctoral positions or formal mentorships to prepare anatomists for teaching-intensive faculty positions. To probe the survey responses more deeply, one-on-one interviews were conducted with eight individuals selected to represent a diverse sample of respondents in terms of institution, gender, and academic rank. Results indicate that 30–40% of educators at the graduate level and approximately 60% of those at the undergraduate level lack graduate coursework in histology, embryology, and neuroanatomy. Forty-five percent of respondents had completed a postdoctoral fellowship. Eighty-six percent replied “yes/maybe” to the question of whether an anatomy education postdoctoral fellowship would benefit doctoral graduates. The top 3 reasons for this recommendation were to (i) establish independent educational research, (ii) improve a publication record, and (iii) gain additional teaching experience. Notable weaknesses of education-focused postdoctoral training were related to finances, fear of exploitation, and undervaluing of teaching. Moving forward, postdoctoral fellowships and other forms of postgraduate training may represent a key strategy for training anatomists in the current educational climate. Anat Sci Educ 00: 000–000. © 2018 American Association of Anatomists.