The use of motor activity as an index of curiosity in children

The curiosity of 120 elementary school children, aged five through thirteen years, was assessed by three measures: (1) the amount of coordinated sensory-motor activity directed toward designated objects in a waiting room environment during a 10-minute waiting period, (2) the number of unsolicited questions asked within the same time period and environment, and (3) teacher ratings, where classroom teachers estimated children's curiosity based on their normal classroom behavior. In a three-way analysis of variance, the amount of curiosity expressed through motor activity was found significantly related to groups based on racial-ethnic origins, but not to groups based on age or sex. The amount of curiosity expressed through motor activity was negatively correlated with teacher ratings in one class but not significantly correlated in three other classes. Children who asked most questions were rated highest in curiosity by their teachers, but exhibited least curiosity through motor activity in the waiting room.     

Interventions for dyslexia in Brazil: a scoping review discussed within the perspective of international best practice

ABSTRACT

Reading success has a significant impact on social, academic and vocational engagement. While there have been many advances in Brazilian educational policy, and a reduction in rates of absolute illiteracy, low levels of literacy continue to be a significant area of concern. We aimed to scope the literature to identify the types of intervention researched in Brazil for people with developmental dyslexia; map the findings to international theories of dyslexia and draw on these findings to inform future clinical practice and research. Four databases were searched and a total of 13 studies met eligibility criteria. Four key themes were identified: (1) phonological-based intervention, reading and writing; (2) intervention using computerised technology; (3) auditory processing training and (4) training of visuomotor skills. Whilst most interventions were in keeping with current international theory, a number of methodological issues were identified which, if addressed, would strengthen future research and inform clinical practice in Brazil.     

Exploring marine biodiversity through inquiry with primary school students: a successful journey?

In this work, we present a marine ecology inquiry-based activity, implemented with 164 primary school students. The main goal was to evaluate the activity's impact on students’ understanding about biodiversity and scientific procedures. We also aimed to analyse the potential use of personal meaning maps (PMMs) to assess the impact of the activity on students’ ideas about the topics explored. The results revealed that fieldwork and the exploration of real data were the aspects most emphasised by all intervenient. Finally, the PMMs proved to be a good tool to evaluate the impact of activities developed outside classroom, with primary school levels.     

How do different stakeholders utilise the same data? The case of school leavers’ and graduates’ information systems in three European countries

This paper analyses how three European countries produce and use data within a specific educational policy field, that of school leaving and graduation. It compares how stakeholders in England, Finland and the Netherlands know what happens to the leavers from schools and universities. Through gathering evidence about the methodological underpinnings of the school leavers’ and graduates’ information systems (SLGIS) and whose data needs they aim to satisfy, this research provides insight into the discrepancies of data production. Moreover, as stakeholders from the policy and the institutional level are represented to a different extent when SLGIS are set up, the utility of the resulting data in their work is of differing degrees. The paper models the problems of how SLGIS are set up and utilised, thus suggesting some of the possible solutions. Using this particular example, the paper highlights the discrepancies of data production and utilisation in terms of the focus, the timing, the methodology and sampling as well as the processes of dissemination. To provide a wider relevance, the paper outlines key issues around the utility of research evidence.     

Preservice teachers engaged in reflective classroom research

Abstract

During an eight‐week field experience six preservice teachers, under the supervision of their mentor professor, designed and facilitated an integrated inquiry unit for a fifth‐grade class. As a part of their field experience, the preservice teachers investigated their effectiveness in implementing the inquiry approach to teaching based on the children's learning responses. Reflecting on their own teaching behaviors through reflective classroom research challenged the preservice teachers to explore images of teaching that were often less than ideal but always informative.