What do individuals in different science groups within a life sciences organization think about genetic modification?

An assessment was undertaken of the attitudes of individuals within the science community towards a program to produce genetically modified cattle for altered milk composition, expectantly allowing for research into the treatment of multiple sclerosis in humans. The majority of respondents to an electronic survey expressed favorable attitudes to the program, thought it beneficial, respected individual freedom and was fair and just and disagreed that it was harmful. A passion for science and having a suitable lifestyle were the most important motivating factors for individuals. Finally, there were a wide range of responses to a number of cultural beliefs or myths. Science grouping significantly affected the responses. Compared with Systems and Land groups, Plant and Reproduction groups more strongly agreed with the project, thought it less harmful to interest groups, felt that genetic modification of animals was more morally acceptable, and more strongly agreed with the myth statements. These results indicate a diversity of beliefs and attitudes towards genetic modification amongst those within the science community, and highlight the importance of understanding ethics and myths in dealing with them. It is suggested that the diversity of beliefs could be better used to help shape public policy and understanding of biotechnology.     

From spontaneous to instrumental behavior: kinematic analysis of movement changes during very early learning

3-month-old infants who can activate a mobile with their spontaneous leg kicks increase their kick rate over baseline. Kinematic analyses of the temporal and topographic characteristics of reinforced leg kicks were compared with those of infants who saw noncontingent mobile movement. In both experimental and control groups, the flexion and extension movement phases of the kick remained remarkably invariant in duration. Pauses between movements varied inversely with rate. Kick amplitude increased with increasing rate except in the extinction phase, where in some infants, kicks became less frequent but more forceful. Movement duration was unaffected by reinforcement condition. By varying amplitude and frequency domains, infants adjusted movement by neuromuscular mechanisms similar to those of mature humans. The experimental imposition of a voluntary component on spontaneous kicking did not alter the modifiability of the movement control parameters.     

The “Autodidact”, the Pursuit of Subversive Knowledge and the Politics of Change

This paper contrasts two types of “autodidact” located in the UK in different historical periods, which utilised different learning/research technologies to different ends. From the 1920s to the 1960s some working-class activists committed to the Communist Party of Great Britain became “educated” in Marxism (and more) through the processes intrinsic to their politics. This radical acculturation was undertaken outside the universities in consequence of both an absence of access to higher education and because of the relatively enclosed social world of British Communism. The widening of educational opportunities and the decline of political Marxism effectively extinguished this kind of autodidact. New technologies have meant that the 21st century is witnessing individuals and cyber-communities that are creating knowledge-based challenges to professional and institutional power in the face of personal/family “medical” crises. The paper outlines the characteristics of these two categories of autodidact and a new terrain of counter-hegemonic learning.     

Intelligence and Neurophysiological Markers of Error Monitoring Relate to Children's Intellectual Humility

This study explored developmental and individual differences in intellectual humility (IH) among 127 children ages 6–8. IH was operationalized as children's assessment of their knowledge and willingness to delegate scientific questions to experts. Children completed measures of IH, theory of mind, motivational framework, and intelligence, and neurophysiological measures indexing early (error-related negativity [ERN]) and later (error positivity [Pe]) error-monitoring processes related to cognitive control. Children's knowledge self-assessment correlated with question delegation, and older children showed greater IH than younger children. Greater IH was associated with higher intelligence but not with social cognition or motivational framework. ERN related to self-assessment, whereas Pe related to question delegation. Thus, children show separable epistemic and social components of IH that may differentially contribute to metacognition and learning.     

Progress and performance in National Literacy Strategy classrooms

This paper presents evidence from an ESRC funded research study into the implementation of the Literacy Hour in small rural schools in England. It supports evidence from national UK data that progress in literacy was made during the first year in which the Literacy Hour was operative. However, evidence from this small‐scale study shows progress being different in each class. Evidence is also presented to show that reading scores provide only a partial picture and that progress in writing may be evident in different classes. It is argued that following the Literacy Hour is not enough but that how teachers teach and the tasks they set during this classroom time have implications for the kind of progress made.     

Teacher–Student Interactions in Korean High School Science Classrooms

This paper provides a preliminary picture of teacher–student interaction in Korean senior high schools. In order to do this, the Questionnaire on Teacher Interaction (QTI) was translated into Korean and administered to 439 students (99 science-independent stream students, 195 science-oriented stream students and 145 humanities stream students). Based on the results from this survey, interviews with some students and teachers were also carried out and three science classrooms were also observed. It was found that the teacher–student interactions in Korean senior high school science classrooms reflect the general image of the youth-elder relationship in society as well as the senior high school's unique nature – portraying a scene of directing teachers and obeying students. It was also found that students experience unique interactions in their science classrooms with their particular teachers. It was considered that this difference comes from the overlapping of a teacher's personal characteristics with the nature of a stream (e.g., curriculum, expectation towards the students in that stream). This article reports part of a larger study conducted with Korean senior high school students and teachers. The aim of the main study was to investigate three different aspects of the high school science classroom environments in Korea, namely, the degree of implementation of constructivism, the pattern of teacher–student interactions, and the learning environment in laboratory classes. Based on the realisation that teacher–student interactions have not been systematically dealt with especially at the senior high school level in Korea, this article pays particularly attention to this aspect. The intention was also to provide useful insights for improving the current situation in senior high school science classrooms in Korea.     

Book Reviews – Buchbesprechungen – Analyses Bibliographiques: BALDACCHINO,GODFREY, and CHARLES J. FARRUGIA (eds.). 2002. Educational Planning and Management in Small States: Concepts and Experiences. London: Commonwealth Secretariat. 305 pp. ISBN0-85092-729-3

International Review of Education -     

School-Level Environment and Student Outcomes in Mathematics

The purpose of this study was to investigate whether a relationship exists between school-level environment and student outcomes. The study involved 620 teachers and 4645 students from 57 Australian secondary schools. Student outcome measures included mathematics achievement, career aspirations and students' attitudes and beliefs about success in mathematics. Teachers' perceptions of their school environment were measured using the School-Level Environment Questionnaire (SLEQ). Because previous research has shown that factors at the school level, such as environment, influence education at the classroom level, data regarding the instructional practices of teachers were included in the analysis in order to investigate this further. The results of these analyses show that various factors of the school-level environment were linked to improved student outcomes. Relationships were also found between teaching practices and student outcomes. This revised version was published online in July 2006 with corrections to the Cover Date.     

Referring and Reporting Research Participants at Risk: Views from Urban Adolescents

Researching developmental risks of urban youth raises ethical concerns when an investigator discovers a participant is in jeopardy. This study collected data on 147 seventh, ninth, and eleventh graders' views of 3 investigator options: (1) taking no action and maintaining confidentiality, (2) reporting the problem to a concerned parent or adult, and (3) facilitating adolescent self-referrals. Participants judged these options within the context of 5 risk domains: substance abuse, child maltreatment, life-threatening behaviors, delinquency, and shyness. Judgments of reporting options were related to grade and ratings of risk severity, but not to moral reasoning. Confidentiality was viewed favorably for risk behaviors of low perceived severity or for which the consequences of adult discovery might introduce greater risk. Confidentiality was viewed unfavorably and reporting to adults favorably for child maltreatment and threats of suicide. Self-referral was viewed favorably across all grades and risk behaviors. Implications of adolescent perspectives for research ethics are discussed.     

Effects of Client Race‐Ethnicity on Perceptions of Counselor Trainees: Study 1 and Study 2

The authors investigated the impact that racial stereotypes have on counselor trainees' perceptions of the attributes and behaviors of ethnically diverse male clients. Two studies were conducted in which participants were counselor trainees (Study 1, N = 58; Study 2, N = 75) who received a case study in which a male student sought counseling for problems affecting his school work. No differences were revealed in Study 1. In Study 2, counselor perceptions of client attributes differed across client race–ethnicity. The results are discussed in terms of their implications for training counselors, particularly regarding multicultural courses and workshops.