Girls’ participation in formal education: a case of Maasai pastoralists in Tanzania

Educational Research for Policy and Practice - The study explores the participation of girls in primary education among the pastoralist community of Tanzania, and the way formal education...     

Individual differences in achievement goals: A longitudinal study of cognitive, emotional, and achievement outcomes

Within achievement goal theory debate remains regarding the adaptiveness of certain combinations of goals. Assuming a multiple-goals perspective, we used cluster analysis to classify 1002 undergraduate students according to their mastery and performance-approach goals. Four clusters emerged, representing different goal combinations: high mastery/performance (i.e., multiple goals), dominant mastery, dominant performance, and low mastery/performance (i.e., low motivation). In a longitudinal analysis over one academic year, the clusters were compared on cognitive appraisals (expected achievement, perceived success), achievement-related emotions (enjoyment, boredom, anxiety), and objective measures of academic achievement (final grade in Introductory Psychology, GPA). The low-motivation cluster demonstrated the least adaptive profile across all outcomes. The multiple-goals, mastery, and performance clusters showed equivalent levels of achievement; however, students in the performance cluster were more psychologically and emotionally vulnerable than the multiple-goals and mastery clusters. Our discussion focuses on the immediate and potentially long-term implications of specific goal combinations for students and educators, with particular attention to understanding the cognitive and emotional vulnerabilities of students in the performance cluster which appear despite satisfactory achievement levels.     

Effects of organizational pictures and modality as a feedback strategy on learner comprehension and satisfaction

One of the strongest instructional interventions documented in educational literature is the use of feedback to influence learning outcomes. However, there is lack of empirical research specifically pertaining to the use of multimedia in the feedback message. The purpose of this research was to test whether organizational pictures and modality as a feedback strategy had an effect on learner comprehension and satisfaction. The research design was a 2 Multimedia (Picture Present vs. Picture Absent) × 2 Modality (Narration vs. On-screen Text) × Trial (Trial 1 vs. Trial 2) with Multimedia and Modality serving as between-subject conditions and Trial serving as a repeated measure. One-hundred fifteen university students participated in the study. Findings show statistically significant increases in comprehension scores from Trial 1 to Trial 2 assessments for all four treatment conditions. Learners in the Picture present conditions were statistically more satisfied with the learning experience. Additionally, we used eye-tracking to verify the extent to which the pictures were used in the feedback message. A discussion and recommendations for future research and feedback design are provided.     

Effect of sport education on students’ perceived physical literacy,motivation, and physical activity levels in university required physical education: a cluster-randomized trial

Higher Education - Originating from the field of physical education, physical literacy is an individual disposition that accentuates the importance of lifelong physical activity. Sport education is...     

Integrating positive psychology into schools: Implications for practice

Traditional approaches for working with children and families in the schools focus on problems and disturbance. The concept of positive psychology as a way to change this focus is offered through exploration of its integration within school psychology. Specifically, the application of positive psychology can form the basis of preventive practices within the school setting. Examples of this application are provided within common roles of the school psychologist (consultation, direct work, educational assessment and planning). © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 163–172, 2004.     

Collaborative action research on the learning and teaching of algebra: a story of one mathematics teacher's development

This paper presents the story of a mathematics teacher's transformation that resulted from her engagement in collaborative action research. The collaborative research, conducted by a university mathematics educator and an eighth-grade mathematics teacher (Marylin), centered on investigating the outcomes of implementing a Hands-On Equations approach to teaching algebra. This algebraic study, which is briefly reported herein, serves as a vehicle for examining the questions, reflections, and changes brought forth by Marylin throughout the collaborative process. Thus, the project of investigating the teaching and learning of algebra can be viewed as the sub-study within the broader study of the effects of collaborative action research on the mathematics teacher involved in the investigation. Within this paper, issues related to the broader study of collaborative action research in the mathematics classroom, that are connected to Marylin's transformation, are discussed. These issues include the characterization of and goals for collaborative action research as well as the challenges for collaborative action research in mathematics classrooms.This revised version was published online in September 2005 with corrections to the Cover Date.     

Treating abused children: Some clinical and research aspects of work carried out by the national advisory centre of the National Society for the Prevention of Cruelty to Children in the United Kingdom

A study of the initial phase of intensive work with families indicated that whilst outreach techniques had dramatically reduced physical injury there was long-term distortion in the child's relationship with mother (parent) less amenable to change. The most recent phase of work has concentrated on direct treatment for the abused child, using a multidisciplinary team that includes a play specialist and child psychotherapist in addition to the social workers involved. Out of a total number of 66 children seen between April 1977 and December 1979 it was alarming to find that almost all were emotionally disturbed; even if the abuse did not reoccur they remained with considerable problems. The study highlights the degree of emotional disturbance suffered by these abused children and how they can be helped by focusing on their particular treatment needs. It is important to assess all children in the family situation and not to miss the quiet, depressed, withdrawn child who might not have been the subject of the initial referral. In some instances the needs of the child may outweigh those of the family and the focus of treatment must be on the child.