title: Applications of Implicit Praise in the Classroom

authors: Frank, Tenille

subjects: implicit praise

abstract: Sharpley (1985) showed that the use of implicit praise for a behaviour that had previously been praised directly would have extinction effects. To replicate this, the order of the praise given (direct or implicit) was varied, with three groups within a classroom of twenty-seven children aged 7-8 years. Results do not support Sharpley (1985); however, a statistically significant increase in academic performance was produced through the implementation of direct praise. Sharpley's (1985) also predicted that this effect would be observed in classrooms. To further examine this, observations were conducted across classrooms with children of various ages to determine the type of praise used by teachers and the temporal order of this praise. The results show that implicit praise was not typically used for behaviours that had been previously praised directly, and when this order of praise did occur, the results were not negative or extinguishing as Sharpley (1985) argued. The results also show that when implicit praise was used by teachers, it included a description of the behaviour that was being praised. Next the implicit effects of descriptive praise were investigated, with thirty-four children aged 7-8 years across two classrooms. The results suggest that this use of descriptive praise successfully increased the occurrence of a specific novel behaviour in children within close proximity to a target child that was praised for demonstrating that novel behaviour.

text: Applications of Implicit Praise in the Classroom Sharpley (1985) showed that the use of implicit praise for a behaviour that had previously been praised directly would have extinction effects. To replicate this, the order of the praise given (direct or implicit) was varied, with three groups within a classroom of twenty-seven children aged 7-8 years. Results do not support Sharpley (1985); however, a statistically significant increase in academic performance was produced through the implementation of direct praise. Sharpley's (1985) also predicted that this effect would be observed in classrooms. To further examine this, observations were conducted across classrooms with children of various ages to determine the type of praise used by teachers and the temporal order of this praise. The results show that implicit praise was not typically used for behaviours that had been previously praised directly, and when this order of praise did occur, the results were not negative or extinguishing as Sharpley (1985) argued. The results also show that when implicit praise was used by teachers, it included a description of the behaviour that was being praised. Next the implicit effects of descriptive praise were investigated, with thirty-four children aged 7-8 years across two classrooms. The results suggest that this use of descriptive praise successfully increased the occurrence of a specific novel behaviour in children within close proximity to a target child that was praised for demonstrating that novel behaviour.

year: 2009

title: Static virtualization of C source code

authors: Jansen, Samuel Thomas

subjects: computer science

abstract: Many existing systems are written in C and are not re-entrant or thread safe. Sometimes these systems are required in a context for which they were not first designed, possibly meaning they now need to be re-entrant. This article introduces a program that filters C source code, modifying shared resources (the global variables) to make the code re-entrant:  virtualizing  the code. The code is then compiled as normal. This approach allows programmatic virtualization with little cost at runtime. Copyright © 2007 John Wiley & Sons, Ltd.

text: Static virtualization of C source code Many existing systems are written in C and are not re-entrant or thread safe. Sometimes these systems are required in a context for which they were not first designed, possibly meaning they now need to be re-entrant. This article introduces a program that filters C source code, modifying shared resources (the global variables) to make the code re-entrant:  virtualizing  the code. The code is then compiled as normal. This approach allows programmatic virtualization with little cost at runtime. Copyright © 2007 John Wiley & Sons, Ltd.

year: 2007

title: Place responsive and culturally responsive outdoor education in secondary schools: Examining teachers' perspectives and experiences

authors: Skipworth, Andrew James

subjects: place responsive

abstract: Sustainability, place and human connectedness have increasingly become the focus of research and professional dialogue in school-based outdoor education in Aotearoa New Zealand. These developments challenge traditional practices that privilege adventure and individualistic outcomes in outdoor education. At the same time, the implementation of culturally responsive practices within many secondary schools has further challenged teachers of outdoor education to ensure that pedagogical approaches and outcomes meet the needs of their diverse student population. An increasing number of educators appear to have adopted place responsive and culturally responsive pedagogies within their outdoor education programmes or units of work at the senior school level, yet there is limited research examining teachers’ perceptions and experiences in doing so.
Adopting an interpretive framework, and using qualitative research methods, this research focuses on the challenges faced and opportunities presented when secondary school teachers in Aotearoa New Zealand adopt place and culturally responsive pedagogies in outdoor education. Six teachers of senior level outdoor education from schools spread throughout Aotearoa New Zealand shared their stories. An inductive analysis of the interviews identified these teachers faced ongoing challenges with adopting new pedagogies in outdoor education, which was in part because many colleagues held perceptions that outdoor education was less important than other subjects and was primarily about having fun. In addition, the complexities of assessment at the senior level meant that teachers often faced challenges in formally assessing student learning. Teachers also found that undertaking change required shifts in mind-set which were further supported by targeted professional development, engagement in post-graduate study and talking with like-minded teachers. However, teachers’ adoption of place and culturally responsive approaches generated notable opportunities to align to the front end of the New Zealand curriculum, promote the holistic development of students and nurture cultural diversity.
This study highlights that undertaking curriculum and pedagogical change in outdoor education in secondary schools is a complex process, which is greatly influenced by the attitudes and perceptions of others. The potential alignment of place responsive and culturally responsive pedagogies became apparent, as did the need for more targeted professional development for teachers of outdoor education. Teachers’ adoption of these pedagogies also highlighted a greater capacity for authentic outdoor education experiences for students that also strengthened a commitment to their bicultural partnerships in schools. As the nature of education changes in schools, contemporary pedagogies in outdoor education have the potential to enhance the capacity of schools to facilitate learning that will meet the diverse needs of learners in Aotearoa New Zealand.

text: Place responsive and culturally responsive outdoor education in secondary schools: Examining teachers' perspectives and experiences Sustainability, place and human connectedness have increasingly become the focus of research and professional dialogue in school-based outdoor education in Aotearoa New Zealand. These developments challenge traditional practices that privilege adventure and individualistic outcomes in outdoor education. At the same time, the implementation of culturally responsive practices within many secondary schools has further challenged teachers of outdoor education to ensure that pedagogical approaches and outcomes meet the needs of their diverse student population. An increasing number of educators appear to have adopted place responsive and culturally responsive pedagogies within their outdoor education programmes or units of work at the senior school level, yet there is limited research examining teachers’ perceptions and experiences in doing so.
Adopting an interpretive framework, and using qualitative research methods, this research focuses on the challenges faced and opportunities presented when secondary school teachers in Aotearoa New Zealand adopt place and culturally responsive pedagogies in outdoor education. Six teachers of senior level outdoor education from schools spread throughout Aotearoa New Zealand shared their stories. An inductive analysis of the interviews identified these teachers faced ongoing challenges with adopting new pedagogies in outdoor education, which was in part because many colleagues held perceptions that outdoor education was less important than other subjects and was primarily about having fun. In addition, the complexities of assessment at the senior level meant that teachers often faced challenges in formally assessing student learning. Teachers also found that undertaking change required shifts in mind-set which were further supported by targeted professional development, engagement in post-graduate study and talking with like-minded teachers. However, teachers’ adoption of place and culturally responsive approaches generated notable opportunities to align to the front end of the New Zealand curriculum, promote the holistic development of students and nurture cultural diversity.
This study highlights that undertaking curriculum and pedagogical change in outdoor education in secondary schools is a complex process, which is greatly influenced by the attitudes and perceptions of others. The potential alignment of place responsive and culturally responsive pedagogies became apparent, as did the need for more targeted professional development for teachers of outdoor education. Teachers’ adoption of these pedagogies also highlighted a greater capacity for authentic outdoor education experiences for students that also strengthened a commitment to their bicultural partnerships in schools. As the nature of education changes in schools, contemporary pedagogies in outdoor education have the potential to enhance the capacity of schools to facilitate learning that will meet the diverse needs of learners in Aotearoa New Zealand.

year: 2017