Learning transformation with technology: a question of sociocultural contexts? 1

There is currently strong interest among policy‐makers internationally in the idea of transformative learning, and considerable evidence that existing educational institutions are not equipped to provide this kind of learning experience for young people. Definitions of transformative learning are problematic, however, and few take full account of the radical sociocultural changes resulting from the introduction of digital technologies such as the Internet, wireless connectivity and digital imaging. This paper derives from research carried out collaboratively between university‐based researchers, teachers and students in four schools, spanning the age range 8–16. A working definition of transformative learning is the starting point for an investigation into new ways of planning learning events using a generic pedagogic framework derived from activity theory. The paper explores the implications of the outcomes of this empirical work, and develops a theory of transformative learning, grounded in sociocultural theories including the work of Turkle, McLuhan and Wartofsky.     

Measuring zoo visitor learning and understanding about orangutans: evaluation to enhance learning outcomes and to foster conservation action

Despite the endangered status of the orangutan, very little research has sought to understand what people know about this species or the conservation challenges they face. As zoos are well placed to influence such understandings, the present study sought to explore knowledge following a visit to orangutan exhibits at three Australian zoos (N?=?240). Two learning assessments were utilised, capturing (1) self-reported learning and (2) understandings in relation to the information zoos prioritise for inclusion on exhibit signage. The relationship between the latter, attitudes toward orangutans and intentions for future conservation behaviour were also explored. Higher knowledge scores were significantly (indirectly) associated with intentions for future conservation behaviour through higher attitudes (indirect effect?=?0.15, std. error?=?.05, z?=?3.12, p?R²?=?20.3). The importance of enhancing visitor understandings (e.g. through improved exhibit design and signage displays, and through encouraging repeat zoo visits) for conservation action is discussed.     

Women's path into science and engineering majors: a structural equation model

The intent of this study was to investigate the adequacy of Weidman's (1985 Weidman, J. C. 1985. “Undergraduate socialization: A conceptual approach”. In Higher education: Handbook of theory and research, Edited by: Smart, J. C. Vol. V, 298–322. New York: Agathon Press.  [Google Scholar], 1989 Weidman, J. C. 1989. “The world of higher education: A socialization-theoretical perspective”. In The social world of adolescents: International perspectives, Edited by: Hurrelmann, K. and Engel, U. 87–105. New York: W. de Gruyter.  [Google Scholar]) theoretical undergraduate socialization model as an empirical-based causal model pertaining to women's career path choice into a science or engineering (SE) major via structural equation modeling. Data were obtained from the Beginning Postsecondary Students Longitudinal Study (1996–2001) from the U.S. Department of Education. Results indicate that Weidman's model was somewhat supported. Results from the evaluation of the causal model suggest that women's path into an SE major was influenced by both collegiate and non-collegiate factors, with 1st-year college grades and high school math grades being the dominant indirect influences.     

Modeling question-answer relations: the development of the integrative inferential reasoning comic assessment

Reading and Writing - We constructed a new taxonomy for inferential thinking, a construct called Integrative Inferential Reasoning (IIR). IIR extends Pearson and Johnson's (1978) framework of...     

The identity of SENCos: insights through images

Stimulated by special educational needs co-ordinators' (SENCos) reactions to a published image, the researchers used photovoice methodology to explore SENCos' images of themselves in relation to the perceptions of three groups of their colleagues: senior management team, teachers and teaching assistants. The analysis of the images involved the application of Activity Theory, which has the capacity to illuminate and explore the social context.
The results demonstrate the complexity of the role of the SENCo and the need to negotiate different perceptions. The authors argue the case for policies and procedure to fully take into account these differences. The adoption of this methodology helped to provide a deeper understanding of these issues.     

Measuring Bilingual Children''s Receptive Vocabularies

Receptive vocabulary of Hispanic children in Miami was tested in both English and Spanish with complementary standardized tests, the Peabody Picture Vocabulary Test (PPVT-R) and the Test de Vocabulario en Imágenes Peabody (TVIP-H). 105 bilingual first graders, of middle to high socioeconomic status relative to national norms, were divided according to the language(s) spoken in their homes. Both groups, whether they spoke only Spanish in the home (OSH) or both English and Spanish in the home (ESH), performed near the mean of 100 in Spanish receptive vocabulary (TVIP-H means 97.0 and 96.5); in contrast, ESH group children scored more than 1 SD higher in English than OSH group children (PPVT-R means 88.0 and 69.7, respectively). It appears, therefore, that learning 2 languages at once does not harm receptive language development in the language of origin, while it does lay the groundwork for superior performance in the majority language. Furthermore, an analysis of translation equivalents, items shared by both tests, shows that a statistically significant portion of bilingual children's lexical knowledge does not overlap in their 2 languages and is therefore not reflected in single-language scores.     

Transformational Leadership: The Nexus Between Faith and Classroom Leadership

Transformational leadership is well documented in organizational and business literature. Classroom and faith-based applications are more recent phenomena. The authors of this mixed-methods study explored professor behaviors and characteristics perceived as transformational in students' faith and focused on transformational leadership in the classroom at a faith-based institution. Thirty-four undergraduate students completed surveys containing open-ended and forced-choice questions; the findings highlighted the importance of compassion, optimism, encouragement, and openness as behaviors that facilitated faith transformation.