Nice and kind,smart and funny: what children like and want to emulate in their teachers

In many western countries, government statements about the need to recruit more men to primary teaching are frequently supported by references to the importance of male teachers as role models for boys. The suggestion is that boys will both achieve better and behave better when taught by male teachers, because they will identify with them and want to emulate their behaviour. However, this has not been supported by research evidence. This paper draws on data from an ESRC‐funded project involving interviews with 307 7–8 year old children in England (half taught by male and half by female teachers). Focusing on gender, it analyses children’s responses about their relationships with their teachers and about figures that they would like to emulate (both in school and outside).     

A cross-cultural comparison of instructor communication in American and French classrooms

This study addressed patterns and influence of instructor communication in American (US) and in French classrooms. Significant differences were found for instructor use of power bases, affinity-seeking strategies, and nonverbal immediacy. Significant differences were found in student affective learning, cognitive learning, affect toward instructor, and ratings of instruction between the two cultures. In both cultures, however, student affect toward instructor, cognitive learning, and rating of instruction were significantly correlated with instructor affinity-seeking and instructor nonverbal immediacy. Likewise, instructor use of expert power was significantly correlated with student cognitive learning and ratings of instruction in both cultures.     

Blended inquiry with hands-on and virtual laboratories: the role of perceptual features during knowledge construction

This study examined the characteristics of virtual and hands-on inquiry environments for the development of blended learning in a popular domain of bio-nanotechnology: the separation of different-sized DNA fragments using gel-electrophoresis, also known as DNA-fingerprinting. Since the latest scientific developments in nano- and micro-scale tools are based on molecular movement in electric fields, gel electrophoresis is an excellent model for learning-related concepts and processes. This study employed two environments (a 2D virtual laboratory (VRL) and a hands-on laboratory (HOL)) and documented the benefit of using VRLs to ground students' knowledge construction, before more complex, hands-on investigation. A comparative analysis explored how the perceptual features of the two learning environments supported students in designing experiments, evaluating data from experimental trials and reasoning for the mechanisms by which these data came about. The findings provide evidence for the design of blended inquiry-learning environments that integrate virtual and hands-on laboratories.     

A global perspective on disparity of gender and disability for deaf female athletes

Abstract

Although the significance of gender and disability issues has gradually increased in the global society during the past three decades, there are only few studies with regard to the deaf community and sport. This article examines the level of Deaf or Hard-of-Hearing women’s participation in sports and the factors for their continued underrepresentation. The WomenSport International’s Task Force on Deaf and Hard of Hearing Girls and Women in Sport conducted a world-wide survey to determine and assess the needs of deaf and hard of hearing girls and women in sport. A snapshot of the results and issues and future aspirations are provided.     

Clarity,consistency and communication: using enhanced dialogue to create a course-based feedback strategy

This article examines the outcomes of a study across four discipline areas in order to develop course-based assessment strategies in closer cooperation with students. Second-year students (n = 48) from different disciplines were engaged in two phases of activity-orientated workshops. Phase 1 sought their perceptions of feedback. Phase 2 saw students design a proposed strategy to present to the respective staff teams. We discuss the emerging themes which appeared to be very similar amongst this diverse cross section of students: a lack of faith in marking consistency; the need for clear guidelines and criteria; the greater use of positive feedback language; and a close association with tutors. The emergence of strategies specific to each course is discussed, along with the alignment of the outcomes of this approach with pedagogic knowledge. It is suggested that enhanced dialogue enabled staff and students to develop a common understanding, and gave impetus to improving assessment feedback practices. Outcomes recommended here include changes to practice such as a team approach to feedback development, the content and style of feedback, developing the usefulness of feedback for future work and the need for teams to periodically revisit staff development in this area.     

Using technology to explore mathematical relationships: a framework for orienting mathematics courses for prospective teachers

The technological revolution that has finally permeated K-12 education has direct implications for modern teacher educators whose “Hippocratic oath” is to best prepare future teachers for twenty-first-century classrooms. The goal of this article is to suggest that the heart of sound technological implementation is to encourage students to use whatever tools are available to explain the mathematical relations that underlie what they observe on the screen. We suggest ways in which Mishra and Koehler’s construct of Technological Pedagogical Content Knowledge may be customized to provide a framework for guiding prospective teachers’ efforts to develop and assess lesson plans that use technology in novel and effective ways. Data are presented in the form of two contrasting case studies to illustrate the differing degrees to which prospective mathematics teachers leveraged technology to teach themselves and their future students to explain the mathematics behind various topics.     

The Slosson as a predictor of Wide Range Achievement Test performance

This study investigated the efficacy of predicting academic achievement as measured by the Wide Range Achievement Test, using the Slosson Intelligence Test For Children and Adults as the predictor. Ninety-five children referred for psychological evaluations in a five-county area in southeastern Nebraska were given both instruments, and a regression analysis was conducted where the Slosson IQ scores were separately regressed on Reading, Spelling and Arithmetic standard scores from the Wide Range Achievement Test. The results indicated that the Slosson IQ significantly predicts Wide Range standard scores. Derived regression equations are reported.     

Models of Emotion Skills and Social Competence in the Head Start Classroom

Research Findings: Fostering the social competence of at-risk preschoolers would be facilitated by knowing which of children's emotion skills are most salient to social outcomes. We examined the emotion skills and social competence of 44 children enrolled in a Head Start program. Emotion skills were examined in terms of children's emotional lability and emotion regulation, whereas social competence was measured in terms of three aspects of preschoolers' social relationships: social skills, student–teacher relationships, and peer likeability. Although emotion regulation emerged as an important predictor for social skills and positive relationships with teachers, emotional lability was a significant predictor of student–teacher conflict and peer likeability. In fact, emotional lability mediated the relation between student–teacher conflict and peer likeability. Practice or Policy: The findings are discussed in terms of the complex associations between children's emotion skills and early social relationships.     

Extending an information processing model of language intensity effects

The information processing model of persuasion was used as the basis for a mathematical model of language intensity effects. The model proposes that attitude change is a product of message discrepancy, source evaluation, and message strength. The results show strong support for the model. The salient source evaluation dimension was perceived trustworthiness. Language intensity enhanced attitude change directly, by acting as a multiplier of message strength, and indirectly, by increasing message discrepancy. These effects held for female as well as male sources. Path analysis indicated the presence of source evaluation heuristics. Intensity enhanced source ratings through a positively linked causal chain from intensity to dynamism to expertise to trustworthiness. Intensity also had negative effects on post‐message expertise and trustworthiness unmediated by dynamism.