Teleconferencing in student teacher supervision

Demands for accountability, tighter fiscal policies and political pressures required many post-secondary institutions in the early 1980s to seek new strategies for improving their cost efficiency. Advances in communication technology were perceived by some institutions as a means of maintaining and even diversifying services at minimal cost. Although positive economic returns often appeared attractive, educational benefits were frequently less than anticipated. Misunderstanding, poor communication and insufficient information, as well as professional conservatism, resistance to change and support for traditional practices, tended to prevent contemporary communication systems from being applied extensively in higher education.     

A Motivated Exploration of Motivation Terminology

The purpose of this review was twofold. First, we wanted to identify fundamental terms within the motivation literature associated with the study of academic achievement or academic development. Having identified these terms with the help of experts in the field of motivation, we wanted to document how motivation researchers defined and used these terms within their programs of research. To accomplish these purposes, over 120 achievement motivation articles were reviewed, and 68 met the criteria for inclusion. Various aspects of these studies, including definitions of terminology, framing variables (e.g., age/grade or domain/task), as well as patterns in language use were charted and analyzed. Based on these analyses, we derived several interpretations, extracted conceptual definitions, and overviewed specific conceptual issues relevant to emerging trends in motivation terminology. Finally, implications for future research and practice are forwarded. Copyright 2000 Academic Press.     

Feed-forward: students gaining more from assessment via deeper engagement in video-recorded presentations

Presentation feedback can be limited in its feed-forward value, as students do not have their actual presentation available for review whilst reflecting upon the feedback. This study reports on students’ perceptions of the learning and feed-forward value of an oral presentation assessment. Students self-marked their performance immediately after their presentation, after reviewing a video recording of their presentation and wrote a reflection relating to their experience. Survey data revealed that most students viewed all aspects of the assessment task positively and they rated the process as providing substantial learning value. They also indicated that the video review and overall assessment exercise provided valuable feed-forward information that would assist them to improve future presentations. These data were further supported by content analysis of the qualitative data. Students noted that they perceived the video review task as self-enabling. They also noted that the self-reflection and self-marking exercise provided time for thought although it was personally challenging. Therefore, via carefully designed assessment, it is possible to provide a deep learning opportunity from oral presentations that can feed-forward to enhance students’ future presentations.     

Cortisol in Neonatal Mother's Milk Predicts Later Infant Social and Cognitive Functioning in Rhesus Monkeys

Milk provides not only the building blocks for somatic development but also the hormonal signals that contribute to the biopsychological organization of the infant. Among mammals, glucocorticoids (GCs) in mother's milk have been associated with infant temperament. This study extended prior work to investigate rhesus monkey (Macaca mulatta) mother–infant dyads (N = 34) from birth through 8 months postpartum. Regression analysis revealed that cortisol concentrations in milk during the neonatal period predicted impulsivity on a cognitive task, but not global social behaviors, months later. During this time period, sex‐differentiated social behavior emerged. For female infants, milk cortisol concentrations predicted total frequency of play. Collectively, these findings support and extend the “lactational programming” hypothesis on the impact of maternal‐origin hormones ingested via milk.     

A GLIMPSE INTO THE FUTURE: PROFESSIONAL DEVELOPMENT IN THE 21ST CENTURY

Various experiments in distance continuing professional education via satellite in the Canadian province of British Columbia are described. The great distances separating the small scattered communities of the province make such a means of educational delivery’ essential; however, many professional educators have expressed doubts as to the real effectiveness of distance education programmes. The conclusion of the authors is that distance education degree programmes, backed by the latest communication technologies, are pedagogically effective and a major means to democratize access to higher education in difficult environments. These programmes definitely represent the wave of the future.     

Bottling fog? The quest for instructional management

Elsewhere, the authors have unpacked instructional leadership and have documented that such leadership is associated with more effective schools. Indeed, there has been for a considerable time nearly universal acceptance that learning-centered leadership should provide the central platform on which leadership is enacted. In this paper, a less sanguine narrative is provided on instructional management. Specifically, it documents that for all the evidence and recognition of importance, learning-focused leadership remains a small domain of action for leaders at the school and district levels. It then focuses on both the culture of the profession of school administration and the nature of schooling to explain why in the face of considerable energy and effort only marginal improvements have been realized in deepening instructional leadership. It closes with an analysis of possible paths going forward.     

Orientations to research higher degree supervision

This study examines the beliefs of supervisors and PhD candidates about higher degree supervision and three other academic domains: research; teaching; and learning. Interview data from 34 participants were categorised into four distinctive orientations to supervision, each consisting of a network (plexus) of beliefs about the four domains. Although each orientation comprised many beliefs, the orientations clearly differed in terms of two broad distinctions: whether the supervisor should direct and take responsibility for the research (controlling beliefs) or should guide the process (guiding beliefs), and whether the focus of supervision should be more upon the research tasks to be completed (task-focussed beliefs) or upon the development of the candidates (person-focussed beliefs). These distinctions, plus the types of interconnections between the beliefs comprising each orientation, support the conclusion that beliefs about teaching are central to each orientation, even though supervision is intimately concerned with research.