What is Valuable and Unique about the Educational Psychologist?

This paper describes a small‐scale piece of research identifying which aspects of the EP role are considered valuable by SENCos and by EPs themselves. In addition, both groups were asked to identify whether they felt these aspects were uniquely offered by EPs or whether other professionals offered similar or identical services. The differences between responses from SENCos and from EPs were marked, with SENCos valuing ‘traditional’ EP roles while EPs themselves saw a much wider range of services as valuable to schools. Implications for the EP team in addressing these conflicting perspectives are discussed.     

The non-formal arts learning sector,youth provision,and paradox in the learning city

ABSTRACT

The ‘learning city’ contains a range of non-formal learning economies. In recent years researchers have focused on, what has been termed, the non-formal arts learning sector, to document best practices, the emergence of new literacies and/or cultural practices, and to highlight interventions that support otherwise marginalised and underserved communities. Yet, for all of this attention, the non-formal learning sector has remained an opaque object, defined by hazy boundaries, diverse programme structures, and a presence in cities that is difficult to grasp. In this paper we develop an account of the non-formal arts learning sector for socially disadvantaged youth by treating it as a ‘socio-technical assemblage’ of the learning city. We draw on data from the Youthsites research project and examine the history, priorities, and tensions in the sector between 1995 and 2015, a period when the youth arts sector has become a significant feature of urban space. We trace the emergence of the sector in three global cities, analyse a series of paradoxes linked to income and property, the labelling of youth, and organisation aims, and show how these paradoxes shape the sector’s broader relationship with the state, labour and consumer markets, and related institutions that allocate support for young people.     

Facilitating epistemic fluency through design thinking: a strategy for the broader application of studio pedagogy within higher education

Tomorrow's professionals will require an enhanced capacity for collaboration, cooperation and creative thinking. Markauskaite and Goodyear (Markauskaite, L., and P. Goodyear. 2016. Epistemic Fluency and Professional Education: Innovation, Knowledgeable Action and Actionable Knowledge. Springer) have posited epistemic fluency as the pedagogical approach necessary to prepare graduates for increasingly complex challenges. They have provided a framework for creating epistemic learning environments but not a clear implementation strategy. This paper draws parallels between epistemic fluency and design thinking to position the design studio as a relevant pedagogical model with an established set of strategies for facilitating epistemic fluency. A series of experiments undertaken to optimise the studio environment for the development of epistemic fluency will be drawn on to illustrate its suitability. The intent is to provide guidance for how studio learning could be adapted for use within other disciplines and to highlight the challenges teachers need to address within this process; particularly, that epistemic environments require the continuous exercise of design thinking by both teacher and learner.     

Rethinking Universal Suspension for Severe Student Behavior

Driven by a combination of concern for historically high suspension rates and substantial disproportionalities in suspension use, a recent wave of education reforms encourages schools to reduce their use of suspensions for student behavior management. Both academic and political discourse has focused on the extensive use of suspension for relatively minor behavioral infractions, with an implicit assumption or explicit articulation that suspension could still be used for severe infractions. This article tests that assumption, providing evidence that reductions in suspensions for severe infractions may produce positive impacts without harming school safety.

Using data from high schools in the Chicago Public Schools (CPS), 2007–2014, we examine how declines in school reliance on suspensions for severe infractions are associated with changes in academic performance, attendance, and student reports of school climate for all students in the school. Recognizing the substantial methodological difficulty in obtaining impact estimates, we exploit a series of official and unofficial policy-induced changes to suspension practice, using school and student fixed effects models with extensive controls to reduce potential sources of bias in the estimates.

We find the reduction in out-of-school suspension for severe infractions was associated with small but statistically significant increases in student test scores, consequential attendance improvements (beyond the impact of fewer days suspended), and heterogeneity in changes to students' perceptions of school safety. Test score impacts are concentrated in racially diverse schools and those with low baseline suspension use. Attendance impacts are driven by schools predominantly serving African American students (which also had the highest baseline suspension rates); these schools also had large, significant improvements in perceptions of school climate.     

Is the answer still in the machine: do publishers need digital rights management?

Has the challenge of unauthorized digital reproduction and distribution of copyright works been met by the use of so‐called ‘digital rights management’ (DRM) technology – and what role will DRM play in publishing, including scholarly journal and learned publishing? This article explores the legal and commercial issues surrounding DRM from its analogue origins through to the latest market developments. It argues that the implementation of DRM in other media sectors provides valuable lessons to publishers. Acknowledging the practical challenges that DRM has faced, the article suggests that whilst DRM will offer an answer to ‘the machine', it must form part of a flexible solution that adapts to the requirements of electronic publishing.     

Development and evaluation of the organic chemistry-specific achievement emotions questionnaire (AEQ-OCHEM)

Affect is associated with success and persistence in STEM courses and degree programs. Measurement tools that produce valid and reliable data are essential to capturing the impact of evidenced-based instructional practices and reformed curricula on learning. We report the development of the Achievement Emotions Questionnaire for use in postsecondary organic chemistry courses (AEQ-OCHEM). Instrument development was based on the control-value theory of achievement emotions and included a revision of the seminal Achievement Emotions Questionnaire (AEQ) used to measure institutional-level learning. A thorough psychometric evaluation of the AEQ-OCHEM was conducted including alternative measurement models and an extensive investigation of the nomological framework. All AEQ-OCHEM subscales were determined to be coherent and distinct. Implications for future research using the AEQ-OCHEM are offered. A call for the development of more discipline- and course-based instruments is made. Finally, tools that measure achievement emotions in the context of instructional laboratories and undergraduate research are needed for more robust considerations of affect in STEM contexts.     

Polymerase chain reaction: It’s diagnostic application

The development of the Polymerase Chain Reaction (PCR) has been a major technical milestone in molecular genetics with the greatest impact on research, in rapid medical diagnosis and in studying the pathogenesis of disease. This study highlights the practical applications of polymerase chain reaction in diagnosis and includes a recent application of PCR in differentiating polio from other nonpolio enteroviruses.     

Remembering as discrimination in delayed matching to sample: Discriminability and bias

Task difficulty in delayed matching-to-sample tasks (DMTS) is increased by increasing the length of a retention interval. When tasks become more difficult, choice behavior becomes more susceptible to bias produced by unequal reinforcer ratios. Delaying reinforcement from choice behavior also increases both task difficulty and the biasing effect of unequal reinforcer probability. Six pigeons completed nine DMTS conditions with retention intervals of 0, 2, 4, 6, and 8 sec, in which reinforcer delays of 0, 2, and 4 sec were combined with ratios of reinforcer probabilities of .5/.5, .2/.8, and .8/.2 for correct red and green responses. Discriminability (logd) decreased with both increasing retention interval duration and increasing reinforcer delay. Sensitivity to reinforcement, the tendency for ratios of choice responses to follow unequal reinforcer probabilities, also increased as a function of both increasing retention interval and increasing reinforcer delay. The result is consistent with the view that remembering in DMTS tasks is a discriminated operant in which increasing task difficulty increases sensitivity to reinforcement.     

Simultaneous discrimination reversal learning in pigeons and humans: anticipatory and perseverative errors

Pigeons were trained on a two-choice simultaneous discrimination (red vs. green) that reversed midway through each session. After considerable training, they consistently made both anticipatory errors prior to the reversal and perseverative errors after the reversal, suggesting that time (or number of trials) into the session served as a cue for reversal. In Experiment 2, to discourage the use of time as a cue, we varied the location of the reversal point within the session such that it occurred semirandomly after Trial 10, 25, 40, 55, or 70. Pigeons still tended both to anticipate and to perseverate. In Experiment 3, we required 20 pecks to a stimulus on each trial to facilitate memory for the preceding response and sensitivity to local reinforcement contingencies, but the results were similar to those of Experiment 2. We then tested humans on a similar task with a constant (Experiment 4) or variable (Experiment 5) reversal location. When the reversal occurred consistently at the midpoint of the session, humans, like pigeons, showed a tendency to anticipate the reversal; however, they did not show perseverative errors. When the reversal location varied between sessions, unlike pigeons, humans adopted a win–stay/lose–shift strategy, making only a single error on the first trial of the reversal.