Images of reflection: a look and a review

The idea of reflection linked with teaching has a wide semantic array in educational enquiry. In the preceding papers, it has been called reflective teaching [Russell] and reflectivity [Bullough & Gitlin]. While neither of these terms has received any great prominence in Australia, the term “reflection” itself has several images. This paper looks at these images of educational enquiry based on reflection and reviews significant issues that have emerged in Australian research, indicating how these are related to the papers in this issue of QSE.     

Social Problems as a Basis for a Vitalized Arithmetic Curriculum

Ninety-six high-achieving fourth-graders performed a memory task before which either positive or negative expectancy statements were made by an adult and after which either positive or negative feedback statements were given. The resulting dissonant or consonant expectancy-feedback combinations were delivered over a four-day period. Results indicated that for high IQ children, performance was higher for those given discrepant rather than consonant combinations of expectancy-feedback statements. However, for low IQ children, performance was higher when given negative rather than positive feedback regardless of expectancy. The results are discussed in light of an uncertainty theory of motivation and arousal.     

A school-based motivational intervention to promote physical activity from a self-determination theory perspective

The authors analyzed the effects of a multidimensional intervention to promote physical activity (PA) in school, based on self-determination theory. The study involved 88 students, between 14 and 17 years old, who were divided into a control group (n = 59) and an experimental group (n = 29). In the experimental group, a 6-month intervention was conducted, applying a teaching unit of fitness and health in physical education (PE) classes, an extracurricular program of healthy PA, and meetings with families. Questionnaires were administered to measure different motivational variables and PA levels at four time points. Significant differences were found in favor of the experimental group in parental and peer autonomy support; integrated regulation in PE; autonomy, intrinsic, and identified regulation in leisure-time PA; moderate, hard, and very hard PA; and physical self-worth. Motivational effects were maintained over time but the effects on PA levels disappeared at 6 months.     

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Books received     

Measurement of television utilization

Summary Measurement of effectiveness and the extent of use are the two principal means of assessing television utilization. Television programs are generally as effective or slightly more effective than regular instruction. The value of increased utilization of television programs has been difficult to assess because of the difficulties of measuring audiences and giving meaning to the values obtained. A proposed audience measurement technique was developed and applied to television installations in New York State. On December 7, 1960, all schools in the State reported on the television programs that they watched on that date. Tables in this article presented utilization figures for all television broadcast programs and closed-circuit installations and for one kinescope utilization activity.