Self-regulatory climate: A positive attribute of public schools

This study contributes to the development of a positive framework for effective public schools in 2 ways. First, it advances the construct self-regulatory climate as consisting of 3 generative school norms—collective faculty trust in students, collective student trust in teachers, and student-perceived academic emphasis. The authors argue these norms signal a school climate supportive of student psychological needs. Second, they test the predictive validity of self-regulatory climate by empirically examining its relationship with school performance. Results of structural equation modeling support the theory that collective faculty trust in students, collective student trust in teachers, and student-perceived academic emphasis combine to form a self-regulatory climate that has positive consequences for urban school performance.     

Predicting students' epistemological orientation from demographic,ability, and learning style variables

Although college students' epistemological orientation largely determines how they approach, interpret, and learn in higher educational contexts, little is known about the student characteristics which reliably predict the orientation. Thus, the aim of this study was to determine the relative potency of different student characteristics potentially salient to differentiating epistemological view. The student variables evaluated were demographic (major and sex), verbal ability, and learning style (four scales from the Inventory of Learning Processes). Results of correlational and multiple regression analyses reveal that only students verbal skill accounted for a significant percent of the variance in epistemological orientation. The results are discussed in terms of the meaning of the orientation, its relevance to practitioners, and implications for further investigation.     

In Partnership with Industry: The Educational — Industrial Interface

The paper discusses the long-term strategic approach to collaboration between education and industry initiated by Glasgow School of Art's Department of Product Design, and examines the opportunities and benefits of the investment in the post of an Industrial Liaison Officer (ILO) over a four year period which furthered this partnership. The paper shows the need for a professionally and adequately resourced approach to provide mutual benefits to industry and education, and to the economy in general     

“Science of the singular”: an explanatory single case study of whole school guidance counselling in Ireland

This article will discuss the findings of a single explanatory case study on the model of whole school guidance counselling in the Irish secondary school system, which was carried out during a turbulent period of policy and practice changes in the delivery of guidance counselling services to students from 2012 onwards. Although the case study is positioned within a single voluntary school, the findings may be typical of similar secondary schools settings in Ireland and abroad. Particular focus is given to explicating the key findings of the case study through the specific themes of: concepts of whole school guidance counselling, the Irish integrated model of guidance counselling, stakeholder roles and responsibilities, and the effect of resource re-allocations by policy makers funding guidance school services.     

Using kindergarten number sense to predict calculation fluency in second grade

Children's number sense in kindergarten was used to predict their calculation fluency in second grade (N = 198). Using block entry regression, usual predictors of age, reading, memory, and verbal and spatial cognition were entered in the first block and number sense measures were added in the second block. Number sense measures contributed a significant amount of variance over and above the more general predictors (26%-42%). Uniquely predictive subareas were active memory for numbers, number knowledge, and number combinations, with number combinations standing out as the strongest single predictor. Number sense screening in kindergarten, using "at-risk" versus "not-at-risk" criteria, successfully ruled out 84% of the children who did not go on to have calculation fluency difficulties and positively identified 52% of the children who later showed fluency difficulties. The relation of early number skills to later calculation fluency has important implications for math screening and intervention.     

Novice Supervisees' Self‐Evaluations and Their Perceptions of Supervisor Style

Multiple regression analyses of data obtained for 36 counseling supervision dyads indicated that attractiveness, an aspect of supervisory style, was negatively associated with supervisees' self‐evaluations and positively associated with the difference between trainees' and supervisors' evaluations of counseling competence at the end of the 1st practicum experience. Supervisors' interpersonal sensitivity and task orientation were not found to contribute significantly to either of the criterion variables.