Differential Contributions of Development and Learning to Infants' Knowledge of Object Continuity and Discontinuity

Sixty infants divided evenly between 5 and 7 months of age were tested for their knowledge of object continuity versus discontinuity with a predictive tracking task. The stimulus event consisted of a moving ball that was briefly occluded for 20 trials. Both age groups predictively tracked the ball when it disappeared and reappeared via occlusion, but not when it disappeared and reappeared via implosion. Infants displayed high levels of predictive tracking from the first trial in the occlusion condition, and showed significant improvement across trials in the implosion condition. These results suggest that infants possess embodied knowledge to support differential tracking of continuously and discontinuously moving objects, but this tracking can be modified by visual experience.     

Determining Gain of Selected Learnings in Science Using a Specific Biological Unit

The purpose of this study was to investigate the factor structure of an inventory designed to sample preservice teachers’ opinions about children’s nature and needs, classroom discipline, subject matter, and appropriate teacher behavior. Image component analysis yielded three interpretable factors. The first two factors, accounting for most of the variance, tend to confirm earlier findings that “progressivism” and “traditionalism” are independent attitudinal dimensions, rather than opposite poles of a single continuum.     

The Mediating Effect of Happiness on the Job Satisfaction of Aging Filipino Workers: A Structural Equation Model (SEM)

Job satisfaction is a frequently studied topic among scholars, but only few have taken into account the job satisfaction of older workers. This study aims to develop a model that describes the mediating effect of happiness on job satisfaction specifically on a select group of aging Filipino workers. This paper utilized structural equation modeling (SEM) for its data analysis to test what impact happiness has on job satisfaction. Three hundred aging Filipino workers, both from public and private organizations in the Philippines, took part in this study by completing a five-part research tool that consists of a Robotfoto (a Dutch term that describes a photo-like picture drawn by police to describe a suspect from a witness's illustration) and adopted questionnaires for physical and mental well-being, employee recognition, happiness, and job satisfaction. The structural equation model revealed that physical and mental well-being and employee recognition significantly affect—and are predictors of—happiness. Moreover, it was found that happiness has an impact on the job satisfaction of older workers. Findings generated in this study cater relevant ideas in developing programs and practices for the aging workforce in the field of Human Resource Management.     

Identities of special needs education in the discourse of Finnish professors of the field

This article examines both the discourses upon which Finnish special needs education professors draw when speaking about their field, and the consequent identities for it. The research material consists of theme interviews with 10 professors of special needs education and is analysed from a socio-constructionist, discourse analytical perspective. The results show that the professors defined special needs education from two separate viewpoints: on the basis of their own personal views, or on the basis of the classical definitions of special needs education. The professors spoke about the field through five different discourses: professional, emancipatory, relativistic, autonomous and critical. The majority of these discourses constructed special needs education as an important part of the science field, although the relativistic discourse problematised its position as an independent discipline.     

Transformative power of the learning object debate

This article examines the significance of how learning objects have come to be conceptualized and utilized, particularly in higher education. While many articles critique the term and its origins, an examination of the role metaphor plays in our conceptualization of ‘data’, ‘information’ and ‘learning objects’ helps us move beyond a fixation on the term to its promise and challenges. Although much has been written about how learning objects should be developed, accessed and stored, much less has been written about how they should be designed and used. This quest for understanding of the role learning objects will play in the future of learning leads to new strategies which encompass such issues as a reusability, knowledge management, efficient infrastructure design and innovative course design.     

Pupil's reactions to open-plan

The article compares first-hand biographical evidence from four generations of one family who attended the same primary school over a period of 85 years (1916–23, 1947–53, 1981–83, 1996-present day). The evidence is used to examine ways in which practice in an English primary school has and has not changed during that period, and considers some of the possible reasons for this apparent regular reversion to older forms of ‘elementary schooling’.     

School Consultation to Counter Stereotype Threat

ABSTRACT

Perceptions teachers have regarding their students are associated with their students’ school performance. Similarly, students’ psychoeducational and psychosocial functioning are partly shaped by their beliefs about teachers’ opinions of them. Psychoeducational performance and psychosocial interactions are linked with perceived stereotype threats. Stereotype threat refers to how a person’s fear or anxiety about confirming a negative stereotype associated with being a member of a stigmatized group undermines their performance in evaluative contexts. This work offers a theoretical and practical prevention and intervention teaching and learning framework to ameliorate stereotype threat. We describe the stereotype threat interruption model (STIM) as a consultation model that delineates stereotype threat and provides teacher-focused, student-centered, and environment-applied consultation strategies to abrogate its effects. STIM is applicable in graduate training and in the professional environment. It highlights a prevention science teaching and learning framework that proactively encourages healthy student development and efficient consultation services.