Engaged to learn pedagogy : theoretically identified optimism-building situations

Associations between resilience or optimism (Seligman, 1995) and the inclination to explore unfamiliar challenging problems in mathematics have been identified (Williams, 2005, 2008). This raised questions about how to build optimism to enhance mathematical performance. In this study, a theoretical framework was formulated to study optimism-building situations (Seligman, 1995; Csikszentmihalyi, 1992). By interrogating ‘Engaged to Learn’ pedagogy (Williams, 2000) through a video-stimulated interview study, situations theoretically expected to be optimism building were identified.

Intention to claim a Medicare rebate among women receiving private Victorian pregnancy termination service

Objectives: To determine the proportion of women who have pregnancy terminations as private patients in Victoria who do not intend to claim a procedure fee rebate from Medicare, to compare characteristics of women who intend to submit a Medicare claim with those who do not and to compare the findings to the results from a similar study conducted in NSW in 1992.

Design, setting and participants: This was a cross-sectional observational study over a 12-week period. Women having a pregnancy termination service in eight large Victorian private clinics were invited to complete a brief written questionnaire.

Outcome measurer: The proportion of women who did not have a Medicare card or who had a Medicare card but did not intend to use it to claim from Medicare.

Results: Of the 1,329 women who responded, 13.1% either did not have a Medicare card or did not intend to use their card to claim a Medicare rebate. A further 20.7% of respondents were not sure about whether they would submit a claim. Women who intended to claim a Medicare rebate were different from women who did not according to age, language spoken at home, residency, citizenship and distance travelled to the service. These results are very similar to the findings from the 1992 NSW study.

Conclusion: Between 13.1% and 33.8% of private Victorian pregnancy terminations were estimated to not be recorded at the Health Insurance Commission. Health Insurance Commission records of Medicare rebate claims for pregnancy terminations are an incomplete and somewhat biased record of the services that are provided and are likely to have been so for some time.

When do children begin to learn mathematics? Views of preschool practitioners in regional and rural Australia

Preschool directors, teachers, and assistants from regional and rural eastern Australia were interviewed in the autumn of 2008 to discover their knowledge and beliefs concerning whether young children had the capacity to solve mathematical problems, when young children begin to think mathematically, and their observations of children’s mathematics learning. Respondents overwhelmingly agreed that preschool children were capable of mathematical activity and thought. Fifty eight (88%) respondents believed that children had begun to exhibit mathematical thinking by age 3; 30 (46%) by their first birthday. Practitioners interviewed were able to provide examples of both incidental and planned mathematical activities across a breadth of content, including number and operations, measurement, geometry, and fundamental classifying and ordering activities. The practitioners also demonstrated a creditable awareness of children who seemed to have a good grasp of mathematics. Many practitioners realized that mathematical proclivity could be shown in the processes children use as they engaged in mathematical activity and solved mathematical problems.

Motivating children to learn : the role of technology education

Design and technology education provides children with opportunities to create solutions to specific needs in innovative ways. This paper reports on research that focused on the language that the children used when they were involved in a design and technology activity. In accessing the results of the language study, the findings suggest that the children’s motivation was high and played a significant role in children’s task engagement and persistence. Analysis revealed that there were several key ideas that the children focused on, namely: the fun experienced by participating in the activity, the difficulty of doing the task, the satisfaction of completing the task, the importance of social interaction and the frustrations surrounding aspects of the task. These affective factors that are related directly to motivation will be demonstrated through the children’s language responses to their participation in design and technology education.

Drawing to learn in science

Should science learners be challenged to draw more? Certainly making visualizations is integral to scientific thinking. Scientists do not use words only but rely on diagrams, graphs, videos, photographs, and other images to make discoveries, explain findings, and excite public interest. From the notebooks of Faraday and Maxwell (1) to current professional practices of chemists (2), scientists imagine new relations, test ideas, and elaborate knowledge through visual representations (3–5).

An examination of psychological contracts, careerism and intention to leave

Purpose - The aim of this paper is to investigate the relationships between elements of the psychological contract (i.e., type and fulfilment) and an employee’s intention to leave (ITL) their current organisation. The role of careerism as a potential mediating and moderating variable is also explored.

Design/methodology/approach - Allied Health Professionals (N=202) completed a questionnaire containing measures of the psychological contract, careerism and ITL.

Findings - As predicted, path analyses conducted via structural equation modelling demonstrated that careerism partially mediates the relationship between contract types and ITL. These findings suggest that employees with transactional contracts are more careerist, resulting in higher ITL, while employees with relational contracts are less careerist, resulting in lower ITL. Contrary to expectation, a hierarchical multiple regression analysis revealed that careerism failed to moderate the relationship between perceived contract fulfillment and ITL. However, a strong positive association between contract fulfillment and ITL was found.

Research limitations/implications - The data were collected cross-sectionally, which limits the ability to make causal inferences.

Practical implications - Results were consistent with the proposition that contract type and fulfillment predict employee ITL. It appears that employees with relational contracts are more likely to remain with their organization on a longer-term basis, compared to employees with transactional contracts, due to differences in career motives. Organizational awareness and understanding of employee psychological contracts and career motives is needed.

Originality/value - This paper provides new theoretical and practical insights on how psychological contracts and careerism can influence Intention to leave among Allied Health Professionals.

Learning to think, learning to learn : super teaching for super success

The early childhood years are a busy, exciting time. New discoveries, skills and competencies are a regular part of life for a young child. Early childhood teachers have the opportunity to optimise these amazing and important years. In this paper, I will discuss teaching strategies that can turn children’s possibilities into realities. The practices that will be discussed involve expanding thinking, problem-solving and developing hypotheses. These teaching strategies can build on children’s learning dispositions and their strengths and interests to put the ‘wow factor’ into learning.

Constructing representations to learn in science

Current research into student learning in science has shifted attention from the traditional cognitivist perspectives of conceptual change to socio-cultural and semiotic perspectives that characterize learning in terms of induction into disciplinary literacy practices. This book builds on recent interest in the role of representations in learning to argue for a pedagogical practice based on students actively generating and exploring representations. The book describes a sustained inquiry in which the authors worked with primary and secondary teachers of science, on key topics identified as problematic in the research literature. Data from classroom video, teacher interviews and student artifacts were used to develop and validate a set of pedagogical principles and explore student learning and teacher change issues. The authors argue the theoretical and practical case for a representational focus. The pedagogical approach is illustrated and explored in terms of the role of representation to support quality student learning in science. Separate chapters address the implications of this perspective and practice for structuring sequences around different concepts, reasoning and inquiry in science, models and model based reasoning, the nature of concepts and learning, teacher change, and assessment. The authors argue that this representational focus leads to significantly enhanced student learning, and has the effect of offering new and productive perspectives and approaches for a number of contemporary strands of thinking in science education including conceptual change, inquiry, scientific literacy, and a focus on the epistemic nature of science.