Personal Learning Planning: Can Tutoring Improve Pupils' Learning?

This article explores the impact of a Personal Learning Planning (PLP) initiative on pupils' understanding of, and confidence in, learning. The cornerstone of the initiative was a one–to–one, or small group, discussion between Year 9 students and their class tutor. This resulted in a written personal learning plan. The benefits and weaknesses of the initiative are discussed and the interrelationships between action planning, one–to–one tutoring and learning are explored.     

Links between special schools and mainstream schools: a follow-up survey

This article reports the findings from a survey of special schools in England and Wales regarding their links with mainstream schools. This survey was a follow-up of two previous surveys undertaken in mid-1987 and 1993 respectively. Data were elicited about visits made by pupils, teachers and support assistants both from special schools to mainstream schools and from mainstream schools to the special schools. Over two-thirds of special schools in England and Wales responded, the sample reflecting the distribution of types of special schools nationally. Findings indicated that the degree of link activity has been maintained over the years but it is relatively restricted in terms of the number of pupils and staff involved, and there does not seem to be evidence of the strategic use of placements.     

Simultaneous and successive contrast with delay of reward

In Experiment I, rats showed no evidence of a successive negative contrast effect (NCE) when shifted from immediate reward to a 15-sec delay of reward. Experiment II provided a direct comparison of NCE in both successive and simultaneous paradigms. As in Experiment I, there was no evidence of a successive NCE, but a reliable simultaneous NCE was observed. These results add support for the view that simultaneous and successive NCEs are not due to a single, common process.     

The Thinking Frames Approach: a case study of inclusion using student‐generated multiple‐representations

Many teachers struggle to provide equitable opportunities for students with special educational needs (SEN) to learn science concepts in the inclusive classroom. This study examines the experience of teaching in an inclusive classroom using a conceptual change approach, the Thinking Frames Approach (TFA), incorporating the use of discrepant events, social construction of scientific conceptions followed by the production of multiple student‐generated representations of their understanding. An in‐depth case study is presented of the experience of Wayne, a student with complex SEN and the effect on his behaviour and science learning based on video/audio recordings of lessons, teacher journal entries, student artefacts, questionnaire results and interviews. It was found that there were positive effects for Wayne's learning using this approach including improved behaviour, greater feelings of self‐efficacy, increased participation in small group and class discussions and improved outcomes on the same assessment tasks as peers. It is suggested that the structured approach of the TFA, the communication of understanding in different modalities, particularly drawing, and the support of peers enabled Wayne to more deeply engage in construction of understanding and may provide teachers with an easy and effective approach to authentic inclusion where real conceptual gains are made by all students.     

A Multi‐Institutional Web‐Based Undergraduate Food Product Innovation and Marketing Course

ABSTRACT: Food product development courses at The Pennsylvania State University and Saint Joseph's University were combined into a single course with a common faculty, syllabus, and web‐based course management system. Industry specialists made weekly presentations on critical aspects of the product development and marketing process, via compressed video conferencing and the Web, to students at both locations. Cross‐institutional interdisciplinary student teams completed a comprehensive plan for developing, evaluating, and launching a new product. Assessment of student learning revealed an enhanced understanding of all aspects of the product innovation, development, and marketing processes. The net result is a model learning system transcending disciplines, place, and time.     

A comparison between traditional and constructivist teaching in college biology

Two large sections of introductory biology for nonmajors were given the same course information with two different teaching styles. One group (N=86) was presented material in the traditional teacher-centered manner of lecture and laboratory while course information was given to the second group (N=98) in the student-centered, constructivist format. Learning was assessed in both groups with the same evaluative instruments and the results compared. This analysis revealed that the experimental (constructivist taught) population did significantly better than the control (traditionally taught) population. Furthermore, the students in the experimental group maintained a better attitude throughout the semester and enjoyed the introductory course more than the students in the control population.     

The Nottingham Apprenticeship Model: Schools in partnership with artists and creative practitioners

This article documents the collaborative research and development of an apprenticeship model of learning for the arts. It focuses on teachers working in partnership with artists and other creative practitioners. The model is rooted in theories of social learning and cognitive apprenticeship. It was developed and tested through collaborative research, some of it action research. The aim was to explore and test the model for appropriateness and for its impact on the learning of all participants (children, teachers, creative practitioners). The model was found to be useful as a guide to the organisation of children's learning in the arts. Moreover, using the model had a positive effect on the inclusion of children on the margins into wider school learning. The model was also useful in facilitating the professional development of the adults concerned: teachers, artists and others.