Clarifying Values in Schools

This article defends an approach to the clarification of values by schools which involves ‘reflexive evaluative enquiry or action research’ rather than an abstract or ‘armchair’ approach. An analysis is offered of the implications for this activity of the context of ‘market choice’ in which it must now be undertaken.     

Fine body movements and the cardiac cycle in archery

This study examined the relationships between postural sway, aiming time, the cardiac cycle time and the placement of the first finger movement within the electrocardiac cycle, with the quality of the arrow shot. A small group of elite male and female archers who shot either the recurve or the compound bow, freestyle or bare bow was used in this study. A total of 240 arrows were shot, classified as being of good, average or bad quality and analysed in detail. The analyses were undertaken over two occasions up to 100 days apart. The area of postural sway, as measured by the movement of the centre of pressure coordinates, varied significantly (P less than 0.05-0.001) both within and between trials for all archers and for all quality of arrows shot. There was a tendency for the area of postural sway to increase as the quality of the arrow shot decreased. This increase in postural sway exceeded, for arrows of bad quality, that exhibited as normal postural sway when standing relaxed and addressing the target with the hands at the side. Aiming time was variable within the quality of arrow shot, although it was consistent for each archer. In some cases the aiming time increased as the quality of the arrow decreased, whereas in the case of bare bow archery the aiming time tended to decrease as the quality of the arrow deteriorated. The cardiac cycle time increased significantly (P less than 0.05-0.01) as the archers approached the loose of the good quality arrows but there was no significant increase in cardiac cycle time when arrows of average or bad quality were shot. The most consistent parameter related to the quality of the shot was the placement of the first finger movement within the ST phase or the mid-cycle phase of the electrocardiogram for arrows of good quality (P less than 0.0001).     

The role of ethnicity in choosing and leaving science in highly selective institutions

This study sought to assess the role of ethnicity in both initial choice of, and persistence in, science majors. Standardized test scores, high school records, initial concentration preference, college grades, and final majors of all the white, Asian, black, and Hispanic students who enrolled in 1988 at four highly selective institutions provided the database. Despite relative deficits in scores on measures of preparation and developed ability, blacks entered college with a strong interest in majoring in science. Black students interested in science also suffered the highest attrition from it; Asians were lowest, with whites and Hispanics near the average attrition of 40%. Ethnicity did not add significantly to ability and achievement variables in predicting attrition from science. The results are discussed in terms of two main issues: first, the effect of different standards of selection for the various groups on their success in science curricula; and second, the relevance of various well-known intervention strategies to the problems of minority attrition in science in highly selective institutions.     

Using Adjustments to Support the Learning and Assessment Needs of Students with Disabilities: Macau and Mainland China Teachers’ Report

Adjustments are considered necessary for students with disabilities to be fully included in classroom instruction, classroom assessment and external accountability tests. The 67 item Checklist of Learning and Assessment Adjustments for Students (CLAAS), translated for the Chinese community, was used by 74 teachers from Macau and Mainland China to document their application of adjustments for 319 students with special educational needs across these three settings. Results indicated consistently large gaps between adjustment use in classrooms compared with national tests, with the allowable adjustments for public testing reportedly used very little. Findings also provided evidence for the content validity of the checklist for teachers of students with disabilities in China and its utility in documenting applied adjustments. This study also indicates the potential for CLAAS to provide teachers across China with a comprehensive list of adjustments, to reflect on and review adjustment decision-making and assessment protocols for all students.     

Progress in the inductive strategy-use of children from different ethnic backgrounds: a study employing dynamic testing

This study investigated potential differences in inductive behavioural and verbal strategy-use between children (aged 6–8 years) from indigenous and non-indigenous backgrounds. This was effected by the use of an electronic device that could present a series of tasks, offer scaffolded assistance and record children’s responses. Children from non-indigenous ethnic backgrounds, starting at a lower level, profited as much from dynamic testing as did indigenous children but were unable to progress to the standard of this latter group. Irrespective of ethnic group, dynamic testing resulted in greater accuracy, fewer corrections, and reduced trial-and-error behaviour than repeated practice. Improvements in strategy-use were noted at both the group and individual level. After dynamic training, children from both ethnic groups showed a superior capacity for inductive reasoning although indigenous children subsequently used more inductive strategies. The study revealed individual differences between and within different ethnic groups and variability in the sorts of help required and subsequent strategy progression paths.     

Young Women and Science: do we need more science?

This article considers some of the implications of women's absence from science and technological fields at all levels of the education system. The authors consider whether the greater participation by women in scientific and technological studies would influence significantly their position in society. The discussion is placed in the context of the ‘needs of the economy’, and the question as to whether or not there is an economic ‘need’ for a workforce which has received a high level of scientific and technological training. There is an examination of the educational case for encouraging young women to study within scientific and technological fields. The authors express concern at the high status attributed to scientific knowledge, and suggest that in focusing on the issue of young women and science, some feminists are legitimising that status.     

Perceptions of Zimbabwean trainee/educational psychologists regarding the training on their support roles and responsibilities in inclusive education

The study used focus group interviews at three administrative offices (provinces) that house trainee/educational psychologists in order to explore their experiences on how they learn about their support roles and responsibilities regarding the implementation of inclusive education. 13 trainee/educational psychologists from these provinces volunteered to participate in the study. The study used a qualitative design based on a phenomenological perspective and inductive thematic content was used to analyse data. The results indicate that trainee/educational psychologists had known their support roles through master's degree programmes, a single 2016 workshop, personally guided reading and collaborative work with workmates. Their views indicated inadequate training and supervision, and negative feelings towards internship after master's programme, payment of supervisors, continuing professional development points, lack of degree programmes in Master of Science in educational psychology, and location of conferences. The results provide important information about educational psychology in Zimbabwe with important implications for training and policy making.