bluuebunny/crossref_metadata_2025 huggingface dataset:
SYMPOSIUM ON TEACHER STRESS
Authors: Pithers R. T. , Fogarty G. J.
Published: May 2011

There is a widespread belief that work related stress among teachers is serious, with implications for teachers' health status and performance. The difficulty with interpreting data on teacher stress is that the measuring instruments used are often neither standardised nor sometimes focused on stressors pertinent to the occupational roles of teachers. This study, therefore, uses a recently developed test instrument called the Occupational Stress Inventory (OSI) which concisely measures occupational stress, strain and coping resources. Data were obtained, using the OSI, from a group of vocational teachers and compared to a group of professional non‐teachers. Overall the results showed a significantly higher level of teacher stress, although only one of 10 stress and strain measures contributed to this effect. The implications for teachers, in terms of occupational role, are discussed.
Burnout and coping among Chinese secondary school teachers in Hong Kong
Authors: Chan David W. , Hui Eadaoin K. P.
Published: May 2011

The tripartite components of burnout and eight coping strategies were assessed in a sample of 415 Chinese secondary school teachers in Hong Kong. While emotional exhaustion and depersonalisation were relatively undifferentiated among these teachers, a reduced sense of accomplishment as a distinct component of burnout was generally reported. The findings that avoidant coping strategies were consistently related to all three aspects of burnout suggested that teachers employing escape‐avoidance to cope with stressors might be more prone to burnout. Implications for promoting certain patterns of coping to combat burnout were discussed.
Conventional wisdom is a poor predictor of the relationship between discipline policy, student misbehaviour and teacher stress
Authors: Hart Peter M. , Wearing Alexander J. , Conn Michael
Published: May 2011

Will an effective discipline policy improve student misbehaviour and result in a reduction of teacher stress? It is commonly believed that student misbehaviour is a major cause of teacher stress, and that the degree of student misbehaviour is reflected in student suspension rates. Moreover, it is believed that student misbehaviour can be reduced by improving a school's discipline policy through the collaborative efforts of whole school communities. As a result of growing concern about student misbehaviour and teacher stress, a Whole School Approach to Discipline and Student Welfare programme was implemented throughout the Australian state of Victoria. This paper reports on the evaluation studies that were conducted to assess the effectiveness of the programme and examine the assumptions which underpinned its implementation. Data were obtained from 4,072 primary and secondary school teachers. Although longitudinal analyses suggested that the programme was effective in reducing teacher stress, there was no mean change in student misbehaviour. Structural equation analyses showed that there was little relationship between a school's discipline policy and the perceived level of student misbehaviour. It was also found that student suspension rates were not related to student misbehaviour, but could be predicted on the basis of a school's discipline policy and the self‐esteem of teachers. Two and three wave causal analyses also demonstrated the problems associated with using cross‐sectional research to support major policy decisions. Overall, these studies showed that there is little point in trying to reduce teacher stress by reducing student misbehaviour. Rather, it is more appropriate to develop a supportive organisational climate that enables teachers to cope with the student misbehaviour that confronts them.
Improving access to knowledge: the effect of strategy training for question answering in high school geography
Authors: Watson Kenneth L. , Lawson Michael J.
Published: May 2011

Senior high school students were trained to use a strategy to improve the application of knowledge in answering geography short‐answer test questions. The strategy focused on strategic behaviours ranging from procedures for activating knowledge to use of executive strategies. This training was found to be effective in improving test performance. Analysis of think‐aloud protocols of cognitive behaviour while answering test questions snowed that training was effective in encouraging the target strategic behaviours.
Characteristics of ego‐ and task‐oriented students: a comparison of two methodologies
Authors: Seifert Timothy L.
Published: May 2011

A motivation questionnaire was completed by 79 grade five students. Responses were subjected to a factor analysis which was followed by a series of Pearson correlations between the resultant factor scores and measures of ability perceptions, self‐worth, self‐efficacy, success and failure attributions, positive and negative emotions, and preference for challenge. Responses were also subjected to a cluster analysis followed by a series of between‐group contrasts with each of the aforementioned motivational constructs as the dependent variable and cluster membership as the independent variable. Factor analytic‐correlational methodology was compared to cluster analysis with between‐groups contrasts to determine the agreement between the two methods. While there was agreement in interpretation of the data, several discrepancies appeared. The conclusion is that cluster analysis may be a useful way to refine goal theory.
The revised Causal Dimension Scale: a confirmatory factor analysis with Hong Kong students
Authors: Watkins David , Cheng Christopher
Published: May 2011

The Causal Dimension Scale II (CDS II) is a conceptually important instrument for attribution research as it taps directly the subjects' own views of the dimensions underlying their causal ascriptions. However, this research based on the responses of 167 Hong Kong tertiary students to the CDS II indicates that the internal consistency reliability of the External Control scale is of doubtful adequacy and that the best fitting model combines the Locus and Personal Control scales. It is suggested that this latter finding may be due to cultural differences in causal attributions rather than a failing of the CDS II itself.
The nexus of social and literacy experiences at home and school: implications for primary school oral language and literacy
Authors: Pellegrini A. D. , Galda Lee , Shockley Betty , Stahl Steven
Published: May 2011

This study examined the relations among the diversity of the social groupings in which children participated in home literacy events, and the social groupings, oral language, and literacy in primary school literacy events. We found that diversity of experiences in home literacy events related to diversity in social groupings in school literacy events. Varied school social groups were contexts in which children generated ‘literate’ oral language; talk about language and talk about mental states, in turn, related to measures of reading and writing. Results indicated an inter‐relation among measures of oral language, reading, and writing in first grade. Results are discussed in terms of diverse social network theory and the influence of cognitive decentration on language and literacy.
The impact of goal orientation on self‐regulation and performance among college students
Authors: Bouffard Thérèse , Boisvert Jacques , Vezeau Carole , Larouche Claudette
Published: May 2011

The first objective of this study was to examine whether a relationship exists between types of goal orientation, self‐regulatory processes and school performance and the second was to examine how students' self‐regulation and academic performance differ according to their profiles resulting from combining learning and performance goals orientation. A total of 702 college students (463 females and 239 males) was administered a questionnaire assessing their orientation toward learning and performance goals, and reported their self‐regulatory strategies for studying. Results showed that both for males and females there exist systematic relations between learning goal and self‐regulation and academic achievement. Relations were also found for performance goal, but for boys only. Results also showed that, among the four profiles of goal orientation, more self‐regulatory strategies were reported and higher academic performance was achieved by students having high concern with both learning and performance goals than by the others. More girls were classified in this profile, but in each profile girls were found to report more self‐regulatory strategies and to achieve higher academic performance than did boys. Overall, these findings are consistent with those of previous studies conducted with younger students. Although adhesion to learning goal has a positive impact on self‐regulation both for girls and boys, for the latter adhesion to performance goal can also be helpful. In view of the role of goal orientation on self‐regulation in academic activities, research is needed to identify and understand the nature of the determinants of both the adhesion to these profiles and the gender differences.
Academic locus of control in British undergraduate students
Authors: Millar Rob , Irving Pauline
Published: May 2011

Based on a reconceptualisation of Rotter's (1966) construct of locus of control Palenzuela (1988) derived an operational domain‐specific measure for use with undergraduate populations. This study attempted to explore the transferability of the Multidimensional Academic Locus of Control Scale (MALOCS) to a British higher education context. Based on findings from 192 first year social science/humanities students, only partial support was obtained for Palenzuela's proposed structure of the locus of control domain. Evidence obtained from correlational, regression and discriminant function analyses indicated that reliability and validity of the extracted locus of control factors were relatively weak. The results indicated that further research and possibly more development would be necessary if the MALOCS is to be employed with British undergraduate students as a means of contributing to the identification of students deemed to be at risk of underachieving and likely to benefit from remedial support.
Effects of accuracy and plausibility in predicting results of research findings on teaching
Authors: Townsend Michael A. R.
Published: May 2011

The status of research in education and in the social sciences generally suffers in comparison with the natural or physical sciences. One reason for this is that social science research findings are often regarded as obvious, and hence trivial. In this study, 220 students of educational psychology, including a sample of student‐teachers and experienced teachers, judged the predictability of 16 research findings concerning teaching in classrooms. Half of the research findings were based on actual findings in the research literature and half of the findings were false. Each finding was presented alone or was accompanied by a plausible statement of support. Participants were as likely to predict false findings as to predict actual findings. The addition of a supporting explanation tended to increase the likelihood of agreement with the research finding. The responses of teachers were not markedly different from those of non‐teachers. These results indicate that the feeling of obviousness is untrustworthy, and is thus not a legitimate basis for judging the merits of research in education.
Projection systems and X‐ray strategies in children's drawings: a comparative study in three cultures
Authors: Andersson Sven
Published: May 2011

This comparative study analyses projection systems and transparency (X‐ray) elements in children's drawings. In total, 584 children (9–12 years old) were recruited from three settings: a Tanzanian town, (N=293) a refugee settlement of the African National Congress, Tanzania (N=130); a Swedish small town (N=161). Children were asked to make drawings of ‘When I am working in my classroom’ and ‘My future family’. In Piagetian theory, X‐ray strategies are related to the period of intellectual realism, whereas advanced projection systems are related to the period of visual realism. The results of the two tasks indicated that both African groups employed X‐ray strategies to a greater extent than the Swedish children. On the other hand, and quite contradictory if seen from stage type theorising, African children simultaneously employed advanced projection systems to a greater extent than the Swedish children. Moreover, the children in the two African settings would in many cases combine these theoretically incompatible drawing strategies. The findings are discussed in relation to the universality of stage‐type models and in terms of children's social scaling; that is, their drawing strategies for focusing on elements of personal interest.
Academic subjects and pupils' constructive learning processes in the primary school
Authors: Desforges Charles , Bristow Steve
Published: May 2011

The design of curricula on the basis of academic subjects rests in part on the assumption that different subjects are associated with different modes of knowing, that is to say, with different forms of constructive activity. This study set out to examine this assumption in regard to young learners. A sample of 48 children aged 7–11 years was presented with learning materials in the domains of English, mathematics and science and required to provide verbal protocols of their intellectual engagements with the experiences. The protocol data were analysed using a scale of constructive activity the categories of which had been grounded in think‐aloud responses. No differences were found in levels of constructive activity between the academic subjects. Each subject was associated with low levels of intellectual engagement. The implications of these conclusions are discussed in terms of theories of classroom work.
Perceptions and experiences of bullying in younger pupils
Authors: Smith Peter K. , Levan Sara
Published: May 2011

A pictorial questionnaire was devised to explore definitions and experiences of bullying with Year 2 pupils (6–7 years). The questionnaire was given individually to 60 pupils from two schools, balanced by sex. Various indicators suggested that the children responded reasonably consistently to the questions; they had an understanding of what bullying meant, irrespective of questionnaire format, which included indirect as well as direct forms; and they had some understanding of the time frame of reference. The reports of being bullied were quite frequent, consistent with an extrapolation from the age trend reported by Whitney & Smith (1993), to younger pupils. However, despite evidence for general consistency in responses, many children extended their definition of bullying to include fighting behaviour and aggressive behaviour, which was not necessarily repeated, or qualified in other ways. The implications of this for possible age changes in definitions of bullying, and hence for interpretations of the apparent decline in experiences of bullying with age, are considered.
The stability of goal orientations in grade five students: comparison of two methodologies
Authors: Seifert Timothy L.
Published: May 2011

Seventy‐six grade five students completed a questionnaire on two occasions separated by a five months interval. Responses were subjected to a factor analysis which was followed by a series of pairwise t‐tests and Pearson correlations between time 1 and time 2 scores on measures of ability perceptions, self‐worth, self‐efficacy, success and failure attributions, positive and negative emotions, and preference for challenge. Time 1 mastery and performance orientation scores were also subjected to a cluster analysis followed by a series of repeated measures ANOVAs with time 1 and time 2 scores as the repeated measure and cluster membership as the independent variable. Factor analytic‐correlational methodology was compared to cluster analysis with between‐groups contrasts to determine the agreement between the two methods. Results indicated that while there was considerable stability in motivational constructs over time, the two methodologies yielded slightly different interpretations of the data.
Significant others' contribution to early adolescents' perceptions of their competence
Authors: Trent Lynette M. Y. , Cooney George , Russell Graeme , Warton Pamela M.
Published: May 2011

This study measures perceptions of competence in the scholastic and athletic domains and also examines gender differences in these areas. It explores the relative contributions of significant others (namely, parents, teachers, classmates and close friends) for an Australian cohort of early adolescents. A total of 264 children (average age, 11.7 years; 40% female) in Grade 6, their parents and their classroom teachers were surveyed using six modified Harter scales. Analyses supported the notion that the sources related to early adolescents’ perceptions were different and that the relative predictive utility of the five sources varied as a function of gender and the domain type. Scholastic competence for males is related to external (father and teacher) perceptions as well as internal (child's) perceptions whereas for females, scholastic competence is related entirely to internal (child's) perceptions. In contrast, athletic competence for males is related only to external (teacher) perceptions, whereas for females athletic competence is related to external (mother) perceptions as well as internal (child's) perceptions. The findings are discussed in terms of their theoretical and practical implications in educational practice.
Perceptions of mathematics ability versus actual mathematics performance: Canadian and Hong Kong Chinese children
Authors: Kwok David C. , Lytton Hugh
Published: May 2011

This study compared levels of mathematics achievement between Canadian and Hong Kong Chinese children and explored the relations between perceptions of children's competence and mathematics achievement. The Canadian sample was made up of 125 4th‐grade children who were randomly selected from five schools in Calgary. A comparative sample of 128 children was drawn from five Chinese‐speaking schools in Hong Kong. Parents, teachers and children rated children's competence and a mathematics achievement test was given to the children. Hong Kong Chinese children outperformed their Canadian peers in the mathematics test. However, ratings of children's scholastic/mathematical abilities by Canadian respondents were significantly higher than those by Hong Kong Chinese informants. The Harter Self‐Perception Profile Scale revealed that the aspects of themselves considered most important for sense of general self‐worth were for Canadian children: physical appearance and social acceptance, for Hong Kong children: behavioural conduct and scholastic competence. Discussion centres on the contributions that expectations and evaluations of competence and self‐worth make to the large difference in the mean levels of mathematics achievement between children in the two cultures.
Changes in control beliefs in Portuguese primary school pupils as a consequence of the employment of self‐assessment strategies
Authors: Fernandes Margarida , Fontana David
Published: May 2011

Previous findings suggest that a move towards internality in control beliefs is positively associated with academic success. The present study set out to explore the extent to which the use of self‐assessment techniques by Portuguese primary school children is positively associated with increased internality, and to establish whether the presence of these techniques together with enhanced internality correlate with improved academic (mathematical) performance. A sample of Portuguese primary school teachers was coached in how to teach self‐assessment techniques to their children, and these children were then monitored by the researchers over an eight‐month period. Results on the Control, Agency and Means‐End Interview Questionnaire (Skinner, Chapman & Baltes, 1988a, 1988b) indicated that at the end of the experimental period the children showed significantly less dependence upon external sources of control (perceived externality), and upon luck and unknown control as explanations for school academic events when compared to a matched control group of children who were not using pupil self‐assessment. In addition, the children regularly using self‐assessment strategies significantly increased their relative internality over the period concerned, and showed significant improvements in academic performance (as measured by mathematics scores) relative to the control group.
Phonological awareness as a predictor of recoding skills and syntactic awareness as a predictor of comprehension skills
Authors: Demont E. , Gombert J. E.
Published: May 2011

This study was designed to investigate the relations between two metalinguistic abilities (phonological awareness and syntactic awareness) and two components of reading (recoding abilities and comprehension). In order to study these connections, a four‐year follow‐up study comprising 23 children was set up. These children had been tested repetitively during their first years of learning to read. Results were analysed with fixed‐order regression in which the dependent variable was either recoding abilities or comprehension performances; the first steps were extraneous variables (intelligence and vocabulary levels) and the final step was that of metalinguistic measures. Stepwise regressions were performed including all the measures (metalinguistic performances and extraneous variables). Results indicated that children's phonological awareness predicts later recoding abilities, while syntactic awareness predicts later reading comprehension after effects of extraneous variables have been ruled out.
Technical note What is structured learning theory?
Authors: Cattell Raymond B.
Published: May 2011

Structured Learning Theory is a radical departure from the current Pavlov‐Watson‐Skinner system. The latter represents learning change as a scalar quantity: structured learning represents learning gain as a vector quantity. The vector is the difference of loadings on a series of ability, personality and motivation factors between a pre and a post learning behavioural equation obtained by factor analysis.

A glance at the post‐learning factor pattern matrix, which represents the dynamic lattice (Cattell, 1979), is sufficient to show how the learning has affected not only the given attitude strength but the whole dynamic lattice. That is to say, learning is represented by a complete change in the dynamic lattice, including the use of primary abilities.

Thus, Structured Learning Theory links up with the equations in the dynamic calculus—equations dealing with conflict, decision theory and the internal readjustments of subsidiations to primary instincts (Murray, 1938).

It is obvious that the complete description of an individual change through a learning experience requires not only a change in the loadings but also in the magnitude of the ability, personality and dynamic factors. This latter is obtainable by the usual estimations of factor magnitudes from the magnitudes of variables. The calculation of two vector changes may seem very demanding to experimenters, but this is the truth of what life learning does. It needs the use of matrix calculations because an individual is normally simultaneously experiencing exposure to several life‐path learnings.
How do Finnish students prepare for their future in three school types? The relation between content of plans, information gathering and self‐evaluations
Authors: Malmberg Lars‐Erik
Published: May 2011

The effect of gender and school type on Swedish speaking Finnish students' information gathering for the future and self‐evaluation was investigated in a study, in which 15‐year‐old comprehensive school students and 18‐year‐old upper secondary school and vocational school students (N=460) served as samples. It was observed that girls generally reported more information gathering than boys did, about three content areas, mostly concerning future education and occupation, and less concerning family life. Girls also reported more information gathering in all contexts except formal education, than boys. Home was reported as the most used source of knowledge, next came peers and school friends; mass media and formal education were the least used source. Formal education was emphasised by comprehensive school students, and mass media by upper secondary school students. Generalisation of more reported information gathering across contexts was more typical of girls, while generalisation of less information gathering was more typical of boys. Limited relationships between self‐evaluation, measured as self‐esteem, certainty of goal realisation and school achievement, and information gathering were found. It is suggested that informal learning of cultural knowledge is a more powerful mediator of future preparation than formal education.
Counting and cardinality in English nursery pupils
Authors: Fluck Michael , Henderson Lynne
Published: May 2011

This study examines the development of counting and cardinality in a structured sample of 60 English 3 1/2–41/2 year‐olds attending local education authority nursery classes in socially mixed areas of Portsmouth. Children were given two types of task: counting sets of animals, and giving specified numbers of items from a pile. Three measures of cardinal understanding were used: spontaneous repetition of the last word on completion of a counting trial, repetition of the last word in reply to a question, and use of counting vs. grabbing when asked to give a specific number of items from a heap. In line with research on other populations the results indicate a pronounced developmental discrepancy between procedural and conceptual knowledge of counting, but cardinality appears to develop six months later in this population than in other populations studied. There were marked individual differences, however. Proficiency with object counting was found to be necessary, but not sufficient, for cardinal understanding. Children rarely repeated final count words spontaneously. Last word repetition in response to a verbal prompt depended on the nature of the prompt. Contrary to previous research, the present results indicate that last word repetition elicited by the prompt ‘how many?’ is not merely a conventional reply but generally implies an understanding of cardinality. The findings also indicate that an understanding of cardinality emerges relatively suddenly, consistent with the discovery or construction of a principle. Whether nursery pupils treat counting simply as a conventional routine without cardinal significance appears to depend on the situation as well as on their understanding of cardinality. The findings are discussed in relation to Karmiloff‐Smith's Representational Redescription model.
Reasoning with Raven — with and without help
Authors: Roberts Maxwell J. , Stevenson Nicola J.
Published: May 2011

Richardson (1991) showed that children's performance at items from Raven's Standard Progressive Matrices could be boosted by converting the elements to real‐life objects and setting them in a realistic context. From this, he concluded that people reason exclusively by using context dependent schemas and hence that measures of abstract reasoning ability may give a misleading impression of children's skills and potential. However, each realistic context item also had a cover story that was read to the child (ostensibly to activate the necessary schema), and this study investigated the possibility that these cover stories were giving the children additional help, perhaps by focusing their attention or by inadvertently giving clues as to the rules.

Three factors were investigated; whether the items were abstract or set in context, whether each item was given with or without a commentary, and whether each commentary gave weak or strong guidance as to the rules. It was found that although items set in context were easier than abstract items their advantage was reduced when like was compared with like, and that the strong guidance commentaries were responsible for the greatest facilitation. It is concluded that the existence of domain‐free reasoning processes cannot be ruled out, and that it is unlikely that people reason exclusively by using knowledge.
Putting Raven into context: a response to Roberts & Stevenson
Authors: Richardson Ken
Published: May 2011

In this response to Roberts & Stevenson I question their claims about the nature of the information in the commentaries to socio‐cognitive items; question the distinction between ‘strong’ and ‘weak’ guidance in those commentaries; argue that their results actually support my earlier findings; and challenge their arguments about the existence of domain‐free reasoning processes.
Putting context into context: a rejoinder to Richardson
Authors: Roberts Maxwell J.
Published: May 2011

Richardson (1996) criticises Roberts & Stevenson (1996) on two counts: that their classification of the commentaries used by Richardson (1991) is in error, and that this is also confounded with item difficulty. Both claims are refuted here: the first by a demonstration of the validity of the classification, the second by using published norms on item difficulty. It is concluded that Richardson has not supplied evidence that disproves the existence of domain‐free reasoning processes, and it is suggested that he is attempting to resolve a false dichotomy: context‐specific knowledge and domain‐free reasoning processes are not mutually exclusive.
Three methods for the assessment of communication skills
Authors: Smit G. N. , van der Molen H. T.
Published: May 2011

Assessment of students' communication skills after a course in problem‐clarifying skills requires an assessment method different from the traditional written examination. In this article we describe the construction and evaluation of simulations, video tests and paper‐and‐pencil tests. The results of an investigation into the quality of the tests show that they all have their advantages and disadvantages. The simulation is valid, but students' scores on one simulation are not reliable in the sense of generalisable. In order to achieve generalisable scores, i.e., scores which indicate how well a student will perform in problem‐clarifying interviews in general, five simulations have to be administered. Furthermore, the simulation is time‐consuming. The video test is a reliable and a reasonably efficient instrument. Its validity is also reasonable. The paper‐and‐pencil test is reliable and very efficient. It is, however, questionable to what extent students' proficiency in conducting a problem‐clarifying interview can validly be assessed by the paper‐and‐pencil test.
Classroom goal structures, social satisfaction and the perceived value of academic tasks
Authors: Townsend Michael A. R. , Hicks Lynley
Published: May 2011

Background. Perceptions of academic task value are affected by positive factors such as the intrinsic value of the task, and negative factors such as the loss of opportunities to engage in other desired activities. Previous research has shown that students' pursuit of social activities may be a negative factor that reduces the task value given to mathematics and language activities. However, the desire to meet social goals may be influenced by the degree to which classroom instruction provides opportunities for peer involvement and affiliation.

Aims. This study examined the relationship between academic task values (for mathematics and language) and perceptions of personal social satisfaction for children in classrooms using a cooperative, interactive learning structure or in regular classrooms.

Samples. Participants were 162 children (aged approximately 12–13 years) in six Form 2 classes at two intermediate schools. Three classes were taught by teachers using cooperative learning strategies.

Methods. Children in each of the six classrooms were administered a Social Satisfaction Scale (to assess satisfaction with peer social relationships), the Academic Task Values Scale for mathematics and language, and the Competition and Task Orientation subscales of the Classroom Environment Scale.

Results. Task values for engagement in mathematics and language activities were higher, and perceived costs lower, in classrooms using a cooperative goal structure. Higher task values and lower perceived costs were also associated with higher social satisfaction in students. These effects were mediated by gender.

Conclusions. Research in achievement motivation needs to examine the coordination of multiple goals which extend beyond the academic domain.
Spontaneous study strategies and the quality of knowledge construction
Authors: Lahtinen Virpi , Lonka Kirsti , Lindblom‐Ylänne Sari
Published: May 2011

Background. Previous research indicates that generative study strategies (e.g., summarising, concept mapping) produce qualitatively better learning as compared to reproductive strategies (e.g., verbatim notetaking, underlining). In the present study it was assumed that the more generative study strategies used the better the learning outcomes would be.

Aims. This study considered the role that spontaneously used study strategies play in knowledge construction, that is, learning the content matter from text and writing answers to short essay‐type tasks on this basis.

Samples. The study was conducted among 502 applicants to a medical school during an entrance examination.

Methods. One‐way multivariate analysis of variance (MANOVA) was used to examine the relationship between spontaneous study strategies and learning the content matter and writing performance.

Results. As expected, it appeared that summarising and concept mapping were related to high scores in learning the content matter in most tasks. However, any type of overt notetaking activity was related to the good quality of written expression, measured as coherence in essay‐type answers. The subjects who did not produce any physical records while reading the text obtained the lowest scores on all measures.

Conclusions. It was shown that generative study strategies were useful while learning from text, especially when application of knowledge was called for. Yet, more research on situations in which spontaneous study strategies are effective is needed in the future.
Relations between perceptions of the teaching environment and approaches to teaching
Authors: Prosser Michael , Trigwell Keith
Published: May 2011

Background. Previous research has established substantial relations between students' approaches to study in higher education and their perceptions of the learning environment. More recently, there has been a growing body of research into teachers' approaches to teaching and conceptions of teaching. There has, however, been little research into their perceptions of the teaching context.

Aims. This study aimed to develop an inventory of university teachers' perceptions of their teaching environment (PTE) and how those perceptions related to their approaches to teaching.

Samples. The interview sample comprised 13 teachers of first year university physics and chemistry courses in two Australian universities, and the survey sample comprised 46 teachers from several Australian universities.

Methods. In the qualitative study teachers were interviewed about the things they thought affected their teaching. The interviews were content analysed, and an inventory was produced. In the quantitative study, the results of the administration of the Approaches to Teaching Inventory and the PTE were analysed by correlational, factor and cluster analyses.

Results. This exploratory study found systematic relations between the perceptions and approaches. The relations observed suggest that the adoption of a conceptual change and student focused approach to teaching is associated with perceptions that the teacher has control over what is taught and how it is taught, as well as perceptions that the department values teaching and that class size is not too large.

Conclusions. The paper concludes by arguing that if we are to improve the quality of teaching and learning in higher education we will need to take account of the perceptions teachers have of their teaching context.
Bully/victim problems and their association with Eysenck's personality dimensions in 8 to 13 year‐olds
Authors: Mynard Helen , Joseph Stephen
Published: May 2011

Background. Previous research which has investigated the association between bully‐victim problems and Eysenck's personality dimensions has shown an association between victimisation and introversion and an association between bullying and psychoticism (Slee & Rigby, 1993).

Aims. The aim of the present study was to replicate these findings and to extend the investigation of the association between bully/victim problems and personality to children who are classified as both bullies and victims.

Sample and method. One hundred and seventy nine children ranging in age from 8 to 13 years (mean age = 11 years) completed the Bullying‐Behaviour Scale and the Peer‐Victimization Scale (Austin & Joseph, 1996), the Self‐Perception Profile for Children (SPPC: Harter, 1985), and the Junior Eysenck Personality Questionnaire (EPQ Junior: Eysenck & Eysenck, 1975).

Results. Forty‐nine per cent of children were classified as involved in bullying either as bullies (11 per cent), victims (20 per cent), or bully/victims (18 per cent). Bullies scored lower on the lie scale, victims scored lower on the extraversion scale, and bully/victims scored higher on the neuroticism and psychoticism scales than children who were classified as not involved in bullying.

Conclusion. These data provide evidence that bully/victims are a distinct group from either bullies or victims and that they may be the group of children who are most readily distinguished in terms of personality.
Student teacher anxieties related to class management, pedagogy, evaluation, and staff relations
Authors: Morton L. L. , Vesco R. , Williams N. H. , Awender M. A.
Published: May 2011

Background. Anxiety is an important consideration in teaching, with implications for classroom success.

Aims. We investigated the nature of anxiety in student teachers.

Samples. Approximately 1000 student teachers in Canada were involved in four studies to explore education‐related anxieties.

Methods. Incorporating a cross‐cultural focus, student teachers were tested on an anxiety measure designed for British student teachers, then examined for (1) the impact of practice teaching, (2) the value of instructional preparation, (3) demographic variables, and (4) models that predict anxiety.

Results. Anxiety factors (i.e., evaluation, pedagogical, class management, and staff relations), similar to those for British participants, emerged with evaluation anxiety being highest. A practice teaching experience generated reduced anxiety for both sexes, but more so for females, with the greatest reductions for evaluation and pedagogical anxiety. In one study, participants reported anxieties prior to instruction (PRETEST), following instruction (POST‐INSTR) and following practice teaching (POST‐TEACH). Females showed higher anxiety ratings than males (PRETEST and POST‐INSTR) but were comparable to males after practice teaching. Females in the lower grades division showed higher anxiety scores. Anxiety decreased between PRE‐TEST and POST‐INSTR for all four scales, and between POST‐INSTR and POST‐TEACH for evaluation, pedagogy and staff relations; however, class management anxiety did not decrease after practice teaching. Also, anxiety increased as placement grade level decreased. All models (demographic, experiential, and dispositional) were predictive but the best predictor was the psychological disposition to feel overwhelmed.

Conclusions. Student‐teacher anxieties are related to demographic variables, experiential variables, and dispositional variables.
Spelling with apostrophes and understanding possession
Authors: Bryant Peter , Devine Michael , Ledward Andrea , Nunes Terezinha
Published: May 2011

Background. Many spelling patterns are determined by the grammatical status of the words that contain them. An interesting example, which has been neglected in research till now, is the use of the apostrophe to denote possession.

Aims. The aims of the two studies were (1) to find out how well children know that apostrophes can denote possession, before and after they have been taught this at school, (2) to see how sensitive this knowledge is to intervention, and (3) to explore the relations between this knowledge and grammatical awareness.

Samples. We report two intervention studies on British school children aged from 9 to 11 years.

Methods. In both studies the children were given pre‐ and post‐tests of their knowledge that genitive, but not plural nominative and accusative words, should contain apostrophes. An Experimental and a Taught control group received a 10‐trial intervention between pre‐ and post‐tests. In the second study contracted words were introduced in these tests as well and the children were also tested for grammatical awareness before and after intervention.

Results. We found (1) that children of this age have striking difficulties over the use of the apostrophe in genitive words, (2) that it is possible to improve the children's use of apostrophes, and (3) that there is a connection between children's grammatical awareness and the use of apostrophes.

Conclusions. We conclude that there are two main constraints on children's learning about apostrophes: (1) the extent of their explicit knowledge of grammar, and (2) the emphasis that is put on this aspect of spelling at school.
Relationships, individual differences, and children's use of literate language
Authors: Pellegrini A. D. , Galda Lee , Flor Douglas
Published: May 2011

Background. Research in children's oral language and early literacy learning currently stresses the facilitative role of social context. Social context in this literature is typically treated on a macro‐level, e.g., mother‐child interaction or peer interaction. We present a more differentiated model of peer influences on children's learning one oral language register, ‘literate language’. Literate language, which predicts school‐based literacy, is defined as talk about language and literacy.

Aims. We suggest that children's temperament and their close relationships, in the form of friendships, play important roles in literate language learning. We present separate models for friends and nonfriends and posit that literate language is learned more effectively between friends because of the emotional tenor of this relationship. When they are with friends children, even those that might be considered ‘difficult’, disagree, resolve disagreements, then express emotions indicative of social understanding. Reflection upon emotion states, in turn, leads to literate language.

Sample. The sample comprised 33 males and 23 females attending American kindergarten classes, with a mean age of 65 months.

Methods. Dyads of same gender and race were observed 12 times across the school year during which time samples of oral language were taken. Measures of children reading and writing were also collected.

Results. The data support our model, and the friendship model accounting for more of the variance in literate language (R2=.69) than did the nonfriend model (R2=.43).

Conclusions. Children with friends engage in the sort of conceptual conflict and resolutions which maximise use of literate language. This context seems particularly important for ‘difficult’ children. Future research should continue to examine the interface between individual and group levels variables.
Dramatic play: a format for ‘literate’ language?
Authors: Vedeler Liv
Published: May 2011

Background. Research literature discussing the possibility of a relationship between dramatic play and literacy development in school beginners has evoked interest in the context of the formalisation of early years curriculum, particularly relationships between oral syntactic competence in preschool children and later reading ability.

Aims. The aim of the present study was to investigate possible differences in syntax between sociodramatic play and other play activities in small play groups. It was predicted that the language in sociodramatic play would be more ‘literate’, i.e., more decontextualised, explicit and linguistically elaborated. The hypothesis tested was that sociodramatic play elicits more advanced syntactic language in children.

Samples. Six children (six‐year‐olds) in groups of three girls and three boys were observed in 11 free play episodes (five sociodramatic play episodes and six other group play episodes). Approximately 100 utterances from each child in each play category were analysed. The children had normal intelligence and language ability, and had a middle class background.

Methods. The play groups were observed during indoor free play in a playroom equipped for family play and with different toys. No instructions were given. The observations were video‐ and audiotaped and the children's utterances transcribed and analysed syntactically, i.e., utterance types (complexity and completeness), sentence adverbials and expansions. Chi‐square was used to test for statistically significant differences in children's use of syntax.

Results. The children's language turned out to be significantly more advanced and ‘literate’ with more syntactically complete and complicated utterances, use of explicit references and elaborated nominal groups in sociodramatic play than in any other play activity.

Conclusions. The demands of conveying meaning to peers in dramatic play contexts seem to provide children with opportunities to practise ‘literate’ language, language that is similar to what is demanded when writing for an absent audience.
Examination‐induced distress in a public examination at the completion of secondary schooling
Authors: Hodge Glenda M. , McCormick John , Elliott Robert
Published: May 2011

Background. The context for this study was the Higher School Certificate examination in New South Wales, Australia.

Aims. The main research aim was to investigate the association between the Higher School Certificate, the reported distress and anxiety levels of the adolescent students who prepare for and sit for the examination, and various other internal and environmental variables.

Sample. The random sample consisted of 445 students in their last two years of secondary schooling, with approximately equal numbers of males and females from a diverse range of ethnic backgrounds.

Methods. Analysis was carried out using principal components analysis and multiple regression.

Results. The most significant contribution to distress associated with the examination was made by the personality trait, anxiety proneness. Lower socio‐economic status, self‐confidence, academic and verbal self‐concepts and perceived ability to cope were also found, to a lesser extent, to be associated with increased distress. The interactions sex with ethnic background and year with ethnic background were of particular interest. Students who were male and had an English speaking background, and students in year 11 who had an English speaking background were least likely to experience distress than others in the context of the examination.

Conclusions. Whilst results must be treated with caution, particular groups of students potentially vulnerable to distress were identified and directions for future research indicated.