Implementation of an innovative teacher education field experience : a study of dissonance

Interactions between participants were concluded to be a critical determinant of the level of implementation of curriculum innovations. The continuation of the traditional school experience emphases on gaining practical classroom teaching and curriculum knowledge was attributed to the congruency between student teacher and school staff perspectives towards teaching and teacher education,

Dissonance-based interventions for health behaviour change : a systematic review

Purpose Increasing evidence suggests that various health behaviours are amenable to change following the induction of cognitive dissonance. This systematic review sought to evaluate the effectiveness and methodological quality of dissonance-based health behaviour interventions and to explore identified sources of heterogeneity in intervention effects.

Methods Bibliographic databases were searched for relevant articles from inception to March 2012. Only studies targeting non-clinical health behaviour in non-clinical populations were included in the review. One author extracted data and assessed quality of evidence and a second author verified all content.

Results Reports of 20 studies were included. A variety of health behaviours and outcome measures were addressed across studies. Most studies produced one or more significant effects on measures of behaviour, attitude or intention. Across studies, methodological risk for bias was frequently high, particularly for selection bias. Gender and self-esteem were identified as potential moderator variables.

Conclusions The evidence for the effectiveness of dissonance-based interventions was generally positive. The hypocrisy paradigm was found to be the most commonly applied research paradigm and was most effective at inciting change across a range of health behaviours. There was no observable link between type of target behaviour and positive outcomes. Researchers are encouraged to minimize potential for bias in future studies and explore moderators of the dissonance effect.

Leading as emotional management work in high risk times: the counterintuitive impulses of performativity and passion

This paper explores, through a case study of educational restructuring in Victoria, Australia, how school leaders in a public education system in Australia mediate reform discourses emphasizing managerial and market accountability and the emotional and messy work of teaching and leading. These accountability exercises were often seen by teachers and principals to be distractions; more about reporting and recording, rather than addressing substantive educational issues. They simultaneously distanced teachers and leaders from the 'real' and 'passionate' work of education while appropriating and commodifying teachers' and leaders' emotions and desires to do well. School leaders were expected to manage the emotional performances of their students, parents and colleagues as well as themselves. They also managed the emotions arising from the dissonance between teachers' professional and personal commitment to making a difference for all students based on principles of equity and the performativity requirements based on efficiency and narrowly defined and predetermined criteria of effectiveness and success that often undermined improvement for many students. In that sense performativity ('being seen to be good') and passion (for 'doing good') often produced counterintuitive impulses.

Neutrosophic information fusion applied to the options market

In this paper we basically make two propositions - firstly a non-linear process that is primarily fuelled by mass cognitive dissonance could generate systematic deviations between the theoretical and market prices of long-term options, and secondly such deviations are best reconciled in terms of neutrosophic rather than ruled-based reasoning, especially in the context of the users of automated trading systems designed to generate trading signals based on analysis of information  from conflicting sources.

Consumer complaint behaviour in sport consumption: a theoretical model

In this study, traditional consumer complaint behaviours (CCBs) are re-examined in an experiential context; specifically, the consumption of live sport. It is proposed that these behaviours are not motivated by the “traditional” antecedents, and further, that they are not enacted with the purpose of reducing dissonance. Instead, it would appear that traditional CCBs, such as private responses, direct voicing and third party action take on a more functional role in the sport consumption experience. The possibility exists that for some spectators, these CCBs, which have been traditionally classified as negative, actually contribute to overall enjoyment of, and satisfaction with, a sport consumption experience. A review of literature in the area is presented, and a theoretical model of CCB in the experiential context is offered.

Consumer complaint behaviour in sport consumption

While consumer complaint behaviour, and specifically voicing, has been extensively investigated from the perspective of goods (see Volkov et al., 2003, for a review), there have been fewer studies investigating consumer voicing with regard to services (Andreasen, 1984, 1985; Singh, 1988, 1990; Zeithaml, Berry, & Parasuraman, 1996). Further, no research can be identified in the extant literature with respect to experiential consumer voicing. This research proposes an examination of voicing behaviour of consumers in an experiential consumption setting and uses sport consumption as the context. A review of literature in the area is presented and a proposal for experiential research is offered.

In experiential consumption settings, consumers are more likely to experience emotional reactions to, and be actively involved in, the experience than in traditional consumption episodes (Addis & Holbrook, 2001; Hoffman, Kumar, & Novak, 2003; Lofman, 1991). Further, experiential consumption episodes
involve greater emotional processing, more activity, more evaluation, but less overall cognitive processing than traditional episodes (Lofman, 1991), which in turn is likely to result in different consumer behaviour in these experiential settings.

Tn this study, traditional consumer complaint behaviours are re-examined in an experiential context; specifically, consumption of live sport. It is proposed that these behaviours are not motivated by the traditional antecedents of anger and involvement and, further, that they are not enacted with the purpose of
reducing dissonance. Instead, it would appear that traditional complaint behaviour concepts such as voicing, overt aggression, and assignment of blame take on a more functional role in the sport consumption experience. The possibility exists that for some spectators these complaining behaviours that have traditionally been cJassitIed as negative, actually contribute to overall enjoyment o( and satisfaction with, a sport consumption experience.

Domestic violence in refugee families in Australia : rethinking settlement policy and practice

It has been identified that immigrant and refugee women are particularly at risk in cases of domestic violence. This article reveals the qualitative research findings from a study into the significance of traumatic history, social and economic context, cultural differences and changed gender identities on the perceptions and experiences of domestic violence in refugee families. The study was undertaken with a sample of refugee men and women from Iraq, Ethiopia, Sudan, Serbia, Bosnia and Croatia. Compounding contextual factors concerning structurally based inequalities, culturally emerged challenges, social dissonance, psychological stress and patriarchal foundations are revealed. Informed by an intersectional framework that recognizes gender oppression as modified by intersections with other forms of inequality, the article argues the case for community-managed projects involving multi-level empowerment-based interventions to prevent domestic violence.

Understanding informations systems outsourcing success and risks through the lens of cognitive biases

Because outsourcing of information systems (IS) is now widespread, it is generally assumed to be successful. It is also often assumed that outsourcing risks are easily managed. In this paper we adopt an “evidence based management” approach to first test these assumptions through a qualitative metaanalysis of academic studies into IS outsourcing outcomes. Our research reveals a shortage of reliable and valid evidence for outsourcing’s benefits, and for the level of risk involved. We then use data from a series of focus groups to explain the paradox of widespread adoption of a strategy with limited empirical support. These focus groups were interpreted through the lens of research on a
range of cognitive mechanisms and biases that are known to affect decision makers. We conclude that cognitive mechanisms that are likely to affect sourcing decisions include framing biases, cognitive dissonance, attribution error, and the “optimism”, “confirmation”, “disconfirmation” and “overconfidence” biases. Given the shortage of supporting evidence, and the potential for these biases to operate, we argue that researchers need to be more critical in their analysis of reports of the success and risks of IS outsourcing.

Understanding the ontological requirements for collaborative web-based experiential learning

The challenge of human-computer interaction forces educationalists to think of new ways to understand the social, historical and contextual nature of learning. Discussion and exchange of ideas enable learners to learn together. However, the granularity of the Webbased learning context is extensive; consequently, e- Courseware design faces new dilemmas. Only through targeted research will it be known with any certainty whether Web-based learning gives rise to a new type of learning dissonance [1]. It has been proposed that converged theoretical paradigms that underpin particular digitised or context-mediated learning systems are forcing learners into new ways of thinking [2]. This paper presents an overview of the plans for an experimental project designed to understand the ontological requirements for experiential instructional environments. This project is a joint research initiative involving three Universities in the Asia/Pacific region. Results will be used to inform educationalists interested in developing instructional strategies for a global community.

A model of student satisfaction : international postgraduate students from Asia

The internationalisation of higher education remains one of the major challenges faced by universities with the increasing mobility and rising expectations of a highly diversified student community worldwide. With the competitiveness of the industry, universities will need to focus on factors influencing student satisfaction to improve service quality where required. This paper draws on the theory of cognitive dissonance dealining with disconformation of expectations that results in customer satisfaction and using structural equation modelling, investigates factors that influence satisfaction of international postgraduate students from Asian countries studying in Australia and concludes with strategic implications for universities.

Computing in a social context : gender difference in participation

The thesis reviews the literature relating to girls and computing within a framework which is structured around three specific questions. First, are there differences between girls and boys in their participation in class computing activities and/or in non-class computing activities? Second, do these differences in participation in computing activities have broader implications which justify the growing concern about the under-representation of girls? Third, wahy are girls under-represented in these activities? Although the available literature is predominantly descriptive, the underlying implicit theoretical model is essentially a social learning model. Girl's differential participation is attributed to learned attitudes towards computing rathan to differences between girls and boys in general ability. These attitudes, which stress the masculine, mathematical, technological aspects of computing are developed through modelling, direct experience, intrinsic and extrinsic reinforcement and generalisation from pre-existing, attitudes to related curriculum areas. In the literature it is implicitly assumed that these attitudes underlie girl's decisions to self-select out of computing activities. In this thesis predictions from a social learning model are complemented by predictions derived from expectancy-value, cognitive dissonance and self-perception theories. These are tested in three separate studies. Study one provides data from a pretest-posttest study of 24 children in a year four class learning BASIC. It examines pre- and posttest differences between girls and boys in computing experience, knowledge and achievement as well as the factors relating to computing achievement. Study two uses a pretest-posttest control group design to study the gender differences in the impact of the introduction of Logo into years 1, 3, 5 and 7 in both a coeducational and single-sex setting using a sample of 222 children from three schools. Study three utilises a larger sample of 1176 students, drawn from three secondary schools and five primary schools, enabling an evaluation of gender differences in relation to a wide range of class computing experiences and in a broader range of school contexts. The overall results are consistent across the three studies, supporting the contention that social factors, rather than ability differences influence girls' participation and achievement in computing. The more global theoretical framework, drawing on social learning, expectancy-value, cognitive dissonance and self-perception theories, provides a more adequate explanation of gender differences in participation than does any one of these models.

Stock-in-trade valuation in the United Kingdom 1840 to 1959

Commentators have made a number of unsubstantiated claims about why the lower of cost and market rule had become the accepted method of valuation. It is demonstrated that none of these explanations can be substantiated. Leon Festinger's theory of "dissonance reduction" is used to explain why the significant criticisms of the rule have been ignored.

Developing eco-agency through education : capacitating agency through learning

The paper is prompted by startling results from large scale international studies that show the dissonance between young people’s sustainability knowledge and the resistance of young people to put into practice. The studies suggest that while students are aware of what they should be doing, as a result of their education about sustainability, they are reluctant to change their behavior and action in their everyday life. These results raise important issues about current models of education and how sustainability is captured within education. The results suggest that no matter how powerful the ideas and how well intentioned the methods of education for sustainable development, translating those ideas into action, beyond classroom and beyond curriculum strategies remain elusive. In order to re-think some aspects of educational practice, the paper examines the notion of agency as a critical component in the understanding of how behavior and actions are organized and integrated by students. By developing a more refined understanding of agency, and incorporating this into educational practice around sustainability, it may be possible to better develop resonant sustainable actions, or eco-agency, supporting the maintenance our environment.

Cross-Territorial heritage sites : towards a cross-cultural heritage practice

This paper will describe a current research project at Deakin University’s Cultural Heritage Centre for Asia and the Pacific which aims to develop our current understanding of heritage beyond the national frame usually given to it. The project focuses on a number of heritage sites associated with Australia’s war time heritage. However, all of these sites are located on foreign soil, in land which is not owned by the Australian government. Moreover, because of their location, these sites may or may not have significance for the countries where they are located or to other participants in the same war. Their location in another country and in other people’s narratives poses a complex problem for those who want to conserve, manage and interpret these sites in a manner which preserves their significance to Australia. Is it possible to do this while also recognising other people’s investment or lack of, in these sites? What do we need to think about when recognising the existence of dissonant heritage not only within a nation but across nations? And can this dissonance be used to encourage crosscultural dialogue? Using current understandings of heritage as potentially dissonant, and accepting the need to work within a pluralist frame which supports and argues for cultural diversity, this project explores what happens when this dissonance and diversity occurs not simply within a nation but across national borders. The paper will explore these issues by looking at the interpretation of the Thai-Burma railway, one of a handful of sites which Australians use to mark Anzac Day, the national day of remembrance for those who died fighting for their country.

Postgraduate teachers' commitment to teach Aboriginal studies in Australian schools

This study was commissioned by the Department of Education, Science and Training (DEST) under its Education Innovation Program (EIP). The project goals were supported by the NSW Teachers Federation, NSW Primary Principals' Association; NSW Department of Education and Training (NSW DET); NSW Aboriginal Education Consultative Group Inc.; the Aboriginal Studies Association; and the Australian Council of Deans of Education. This paper presents the findings emanating from the qualitative component of the study. The qualitative component of this project followed and elaborated on the quantitative study which aimed to: a) critically evaluate the impact of preservice primary teacher education Aboriginal Studies courses on practising teachers' self-perceived abilities to appreciate, understand and effectively teach Aboriginal Studies, Aboriginal perspectives, and Aboriginal children in Australian schools; b) compare and contrast the self-perceptions of teachers who had undertaken a core or elective course in Aboriginal Studies in their initial teacher education course with the self-perceptions of teachers who had not undertaken such courses; c) characterise participating teachers' initial teacher education courses in relation to the Aboriginal Studies content covered; and d) identify teachers' perceptions of useful structure and content to consider including in future teacher education courses. The responses from telephone interviews with teachers in schools and responses to open-ended questions in surveys are discussed. The findings identify congruence and dissonance in the areas of: the contribution of preservice teacher education; benefits of preservice Aboriginal Studies for students in schools; the place of Aboriginal Studies in schools and the curriculum; Aboriginal Studies and student ethnicity; strategies for teaching Aboriginal Studies; and the content of preservice courses.