Mechanisms of the relation between perinatal problems, early childhood illness, and psychopathology in late childhood and adolescence

Data on perinatal and early childhood somatic and psychological risk factors of a random sample of children were gathered in early to middle childhood and employed to examine the long-term risk of emotional and behavioral problems of late childhood and adolescence. 3 issues were addressed: First, can syndromic specificity of such effects be identified on scaled and diagnostic measures of syndromes? Second, are these effects attributable to excess risk of low-income children for both perinatal and later childhood problems? Third, are the intervening mechanisms identifiable as intellectual impairment, vulnerability to poor health, poor maternal caretaking, maternal rejection, or maternal stress associated with marital problems? Findings indicated that elevated risk was present for all syndromes, both at the scale level and at the diagnostic level. None of the examined intervening mechanisms fully accounted for the effects of early risks.     

A sociocultural perspective on mediated activity in third grade science

This ethnographic study of a third grade classroom examined elementary school science learning as a sociocultural accomplishment. The research focused on how a teacher helped his students acquire psychological tools for learning to think and engage in scientific practices as locally defined. Analyses of classroom discourse examined both how the teacher used mediational strategies to frame disciplinary knowledge in science as well as how students internalized and appropriated ways of knowing in science. The study documented and analyzed how students came to appropriate scientific knowledge as their own in an ongoing manner tied to their identities as student scientists. Implications for sociocultural theory in science education research are discussed. John Reveles is an assistant professor in the Elementary Education Department at California State University, Northridge. He received his Ph.D. from the University of California, Santa Barbara in 2005. Before pursuing his Ph.D., he worked as a bilingual elementary school teacher for 3 years. His research focuses on the development of scientific literacy in elementary school settings; sociocultural influences on students' academic identity; equity of access issues in science education; qualitative and quantitative research methods. Within the Michael D. Eisner College of Education, he teaches elementary science curriculum methods courses, graduate science education seminars, and graduate research courses. Gregory Kelly is a professor of science education at Penn State University. He is a former Peace Corps Volunteer and physics teacher. He received his Ph.D. from Cornell in 1994. His research focuses on classroom discourse, epistemology, and science learning. This work has been supported by grants from Spencer Foundation, National Science Foundation, and the National Academy of Education. He teaches courses concerning the uses of history, philosophy, sociology of science in science teaching and teaching and learning science in secondary schools. He is editor of the journal Science Education. Richard Durán is a Professor in the Gevirtz Graduate School of Education, University of California, Santa Barbara. His research and publications have been in the areas of literacy and assessment of English Language Learners and Latino students. He has also conducted research on after school computer clubs, technology and learning as part of the international UC Links Network. With support from the Kellogg Foundation, he is implementing and investigating community and family-centered intervention programs serving the educational progress of Latino students in the middle and high school grades.     

Learning styles in engineering education: the quest to improve didactic practices

This article discusses a dilemma that engineering educators encounter when attempting to develop pedagogical methods: that of finding efficient and scientifically valid didactic practices. The multitude of methods offered by educational consultants is perplexing. Moreover, the popularity of commercially offered solutions such as learning styles testing makes them appear attractive. The study presents one case of application of learning styles, the consequent problems and evaluation of results. It concludes that the use of learning styles is not supported by current pedagogical theories. Practices to foster interdisciplinary understanding between learning sciences and engineering are proposed in order to improve engineering education, most notably collaborative projects between university departments.     

Promoting technology integration through collaborative apprenticeship

Teachers often learn technology skills and integration strategies in intensive seminars, ineffective means for professional learning because experiences are seldom transferred to instructional practices. Thus, effective technology integration requires teachers to obtain learning experiences within the context of their teaching so they can practice, reflect, and modify their practices. Learning in a teaching community is a social process that involves ongoing, on-site, and just-in-time support. Teachers need avenues to continually interact to provide such support across all members of the community. Collaborative Apprenticeship, a professional development model featuring reciprocal interactions, is one such approach to promoting technology integration. Teachers experienced in technology use serve as mentors of peer-teachers' technology applications aimed at improving instruction. Technology is progressively infused as peer-teachers learn to design technology-rich lessons from their technology-savvy peers through modeling, collaboration, and coaching.     

Learning science through writing: associations with prior conceptions of writing and perceptions of a writing program

Students in a large undergraduate biology course were expected to write a scientific report as a key part of their course design. This study investigates the quality of learning arising from the writing experience and how it relates to the quality of students’ preconceptions of learning through writing and their perceptions of their writing program that led to their report. Closed‐ended questionnaires investigating student conceptions and perceptions of writing, and approaches to writing, were completed by 121 students. Significant associations were found amongst qualitatively different prior and post conceptions of writing, approaches to writing and achievement. The results of the analyses suggest that the effective support of student experiences of writing reports requires teachers to be aware of the type of conceptions that students bring to their course and the perceptions they hold about the purpose of the writing program in which they are engaged.     

Melting ‘Snow’ and Shifting ‘Cultures’: The Strategic Repositioning of Australian Universities' Research and Development

The original C P Snow analysis of intellectual traditions ("the two cultures") highlighted very different world views and ways of proceeding for scientists and non‐scientists and critiqued both cultures for their failure to respond to the challenges of industrialisation and to intersect intellectually. Strong parallels can be drawn with academe today: while new linkages between science and technology have occurred, there has been little intersection with and recognition of the Humanities and Social Sciences and the roles they can play in producing “creative chances” for Australia's strategic development, or of the value of the two cultures “intersecting” in new ways. The future for technological innovation and international competitiveness for Australia lies in melting “Snow” and dissolving the stand‐off between the two “cultures”.     

Student Teachers Meet Ethnic Families

Sixty preservice teachers participated in a program which allowed them to research one ethnic culture, to spend one day as a participant observer in the life of an ethnic family, and to explore the similarities and differences between cultures and within cultures based on their own experience and the feedback of experts. Students self‐reported quantitative gains in empathy, self‐development, understanding of the relevance of multiculturalism in education and confidence to teach the culturally different. Qualitative change in attitudes indicated a decrease in stereotypic thinking, greater understanding of ethnic parents and children and a willingness to make further contact with people from diverse cultures. Benefits to participating hosts are also discussed.