Designing informal learning experiences for early career academics using a knowledge ecosystem model

This article presents a ‘knowledge ecosystem’ model of how early career academics experience using information to learn while building their social networks for developmental purposes. Developed using grounded theory methodology, the model offers a way of conceptualising how to empower early career academics through (1) agency (individual and relational) and (2) facilitation of personalised informal learning (design of physical and virtual systems and environments) in spaces where developmental relationships are formed, including programmes, courses, events, community, home and social media. It is suggested that the knowledge ecosystem model is suitable for use in designing informal learning experiences for early career academics.     

Multiple Dimensions of Instructional Effectiveness in Reading: A Review of Classroom Observation Studies and Implications for Special Education Classrooms

The purpose of this study was to review and analyze effective classroom reading practices for early graders, using information gathered from the existing content-general and content-specific observation protocols measuring teachers’ classroom reading practices. Dimensions and constructs from 28 observation studies were synthesized to identify classroom instructional practices that have positive impacts on student achievement. Findings revealed that (a) instructional support, emotional support, and classroom management have positive impacts on student achievement, (b) the degree to which instructional practices are effective depends on students’ particular learning needs, and (c) students’ entering skills and primary language are associated with instructional effectiveness in reading. Challenges and implications for future research on effective instructional strategies for special education and the development of an observational protocol for special education teacher effectiveness are discussed.     

Predicting first-time-in-college students’ degree completion outcomes

Higher Education - About one-third of college students drop out before finishing their degree. The majority of those remaining will take longer than 4 years to complete their degree at...     

‘Go over there and look at the pictures in the book’: an investigation of educational marginalisation,social interactions and achievement motivation in an alternative middle school setting

The middle years of school represent a time of educational turbulence, serving to marginalise some students from educational opportunities. Much research has focussed on individual cognitive factors influencing educational engagement, with less attention directed towards social interactions. Theoretically positioned within an expectancy–value model of achievement motivation, this study draws on the lived experience of a 12-year-old student within an alternative school in South Australia, Australia, to explore how social encounters may contribute to educational marginalisation. Findings from a narrative case study employing a semi-structured interview suggested that connections exist between social influences, such as interactions with teachers and peers, and subsequent achievement motivation. This study suggests that social interactions are critical determinants to an individual's educational engagement, affecting educational ability, expectancy and value beliefs.     

Rapid Response Skills Training

Mississippi Gulf Coast Community College's (MGCCC) long-term commitment to providing workforce training in a post-Katrina environment became a catalyst for designing short-term flexible educational opportunities. Providing nationally recognized skills training for the recovery/rebuilding of communities challenged the college to develop innovative, rapid response programs for the construction and health care industries.     

The association of childhood sexual abuse with depressive symptoms during pregnancy, and selected pregnancy outcomes.

OBJECTIVES: The objectives were: (1) to investigate the association during pregnancy of sexual abuse before the age of 18 on depressive symptomatology in pregnancy, controlling for the presence of negative life events and challenges; and (2) to investigate the association of selected pregnancy outcomes (maternal labor and delivery factors, infant birth weight and gestational age) with sexual abuse before age 18. METHODS: Three hundred fifty-seven primiparous women aged 18 years and older were interviewed between 28-32 weeks gestation with reference to current functioning and past history (Objective 1). Medical record information was abstracted after delivery for pregnancy, labor and delivery factors, and pregnancy outcomes (Objective 2). RESULTS: Thirty-seven percent of the women reported past sexual abuse. Prevalence was not associated with ethnic background, educational level, or hospital payment source. Previously sexually-abused pregnant women reported significantly higher levels of depressive symptomatology, negative life events, and physical and verbal abuse before and during pregnancy. There were no significant associations found between past sexual abuse and labor or delivery variables or newborn outcomes. CONCLUSIONS: Previously sexually-abused pregnant women reported a wider constellation of past and current functioning problems than nonabused women although past sexual abuse was not associated with pregnancy outcome. Prenatal care provides a unique opportunity to evaluate the impact of life history and current life events during pregnancy, and to develop a coordinated intervention plan.