Academic Self‐Perceptions,Effort, and Strategy Use in Students with Learning Disabilities: Changes Over Time

This study investigated changes in teachers' and students' perceptions of students' effort, strategy use, and academic difficulties when strategy instruction was infused into the classroom curriculum. The sample consisted of 201 students with learning disabilities, 210 average achievers, and 57 teachers from Grades 4–9 in two urban and suburban communities. After six months of classroom‐based strategy instruction, students with learning disabilities reported more consistent use of strategies with their schoolwork and perceived themselves as struggling less in reading, writing, and spelling. Teachers perceived the students with learning disabilities as more strategic and as applying more effort to their schoolwork. Teachers also perceived their students as showing significant improvements in spelling, regardless of whether they had learning disabilities. These findings extended the results of previous investigations and indicated the small, positive impact of classroom‐based strategy instruction. Further investigations are critical to evaluate the generalizability of these findings.     

Politics,religion and social connections: pillars for progression among primary teachers in Jamaica

Perceptions about teacher progression among Jamaica's primary schoolteachers should force society to stop and ask itself several questions. Are these perceptions accurate? If not, how did these perceptions emerge and what can national leaders and those in positions of authority do to ‘manage’ if not resolve these perceptions? If there is any truth to them, a different set of questions need to be asked. How did things come to be like this? How can the perception of corruption and mistrust be minimised? What will be done differently going forward? Either way, there is a more fundamental question: Do the current perceptions among teachers mirror perceptions in other areas of public service? The answers to these questions are not easy. The main aim of this small-scale qualitative exploratory study was to identify and understand the perceptions of primary schoolteachers in Jamaica as regards progression to the rank of principal. The findings point to a number of perceived barriers including religious affiliation, political affiliation, ministry- and school-level politicking, social connections and predetermined outcomes. This study concludes that promotion on any basis other than merit is problematic and does not promote trust, openness and transparency, nor does it build confidence in those who are part of the system but themselves do not have such connections and/or affiliations.     

Noticing and weighing alternatives in the reflection of regular classroom teaching: Evidence of expertise using mobile eye-tracking

Instructional videos are widely used to study teachers’ professional vision. A new technological development in video research is mobile eye-tracking (MET). It has the potential to provide fine-grained insights into teachers’ professional vision in action, but has yet been scarcely employed. We addressed this research gap by using MET video feedback to examine how expert and novice teachers differed in their noticing and weighing of alternative teaching strategies. Expert and novice teachers’ lessons were recorded with MET devices. Then, they commented on what they observe while watching their own teaching videos. Using a mixed methods approach, we found that expert and novice teachers did not differ in the number of classroom events they noticed and alternative teaching strategies they mentioned. However, novice teachers were more critical of their own teaching than expert teachers, particularly when they considered alternative teaching strategies. Practical implications for the field of teacher education are discussed.

     

Destined to Design? How and Why Australian Women Choose to Study Industrial Design

Despite over three decades of legislation and initiatives designed to tackle the traditional gender divide in the science, technology and design fields, only a quarter of the registered architects in Australia are women. There are no statistics available for other design disciplines, with little known about why women choose design as a career path and who or what influences this decision. This qualitative research addresses this knowledge gap, through semi‐structured in‐depth interviews conducted with 19 Australian women who completed an industrial (product) design degree. Thematic analysis revealed three key themes: childhood aptitude and exposure; significant experiences and people; and design as a serendipitous choice. The findings emphasise the importance of early exposure to design as a potential career choice, highlighting the critical role played by parents, teachers, professionals and social networks.     

Peer relationships in adolescent competitive soccer: Associations to perceived motivational climate,achievement goals and perfectionism

The aim of this study was to examine the relationship between the perceived motivational climate, achievement goals, perfectionism and indices of peer relationships in a sample of young male and female Norwegian soccer players. The sample consisted of 1719 experienced soccer players (1231 males, 488 females) aged 12?–?19 years (mean = 14.9 years) participating in the Norway Cup international youth soccer competition. The players responded to a questionnaire measuring perceived peer acceptance and quality of friendship in soccer, perceived motivational climate, achievement goals and perfectionism in soccer. Canonical correlation analyses revealed that young female players who perceived the motivational climate as predominantly mastery oriented, and who were moderately task oriented and scored negatively on maladaptive perfectionism, reported better relations with their peers in soccer. Constructive peer relations were evident in that they scored positively on companionship with their best friend in soccer; they perceived this friend as being loyal and of allowing free discussion, and they reported being socially accepted by their peers in soccer. Mirroring these findings, young male players who perceived the motivational climate as predominantly performance oriented, who had a moderately negative score on task orientation but a quite strong positive score on maladaptive perfectionism, reported negative relationships with peers in terms of these aspects. They also reported being in conflict with their best soccer friend. The findings suggest that the qualities of motivation have a systematic relationship with peer acceptance and the quality of friendship in male and female youth soccer.     

Temporal integration in second-order conditioning and sensory preconditioning

Lick suppression experiments with rats revealed that the magnitude of both second-order conditioning (Experiment 1) and sensory preconditioning (Experiment 2) was superior when that conditioning was based on backward (US→CS) relative to forward (CS→US) first-order pairings of a CS and US. The superiority of backward relative to forward first-order conditioning on suppression to the higher order cues can be understood by assuming that the magnitude of higher order conditioning was determined by a memory representation of the higher order cues that provided information about the expected temporal location of the US. The results suggest that temporal information such as order between paired CSs and USs was encoded, preserved, and integrated with memory for the higher order stimuli. The relevance of these findings to memory integration in Pavlovian learning, the temporal coding hypothesis (Barnet, Arnold, & Miller, 1991; Matzel, Held, & Miller, 1988), backward excitatory conditioning, and the associative structure that underlies second-order Pavlovian fear conditioning are discussed.