Katrina L Barker

Performance Approach, Performance Avoidance and Depth of Information Processing: A fresh look at relations between students' academic motivation and cognition

This study examines the effects of motivational approach on the recall of verbal information processed at shallow and deep levels. Two hundred students attending the same primary school were randomly assigned to either a mastery focused condition, performance approach condition, performance avoidance condition, or a control group. The participants were motivationally manipulated prior to receiving 12 stimulus words designed to be encoded at either shallow or deep levels of processing. A free recall test followed, then a cued recall test. Results indicate that students remembered more stimulus words during cued recall than free recall. Recall of verbal information was superior when processed according to the deeper (category and sentence) levels of processing. Performance approach and avoidance goals resulted in superior recall during free and cued recall, compared with a mastery goal or with the control group. The usefulness of these findings for promoting greater clarity among motivational frameworks and ideas for further research are discussed.

Inclusion of Children with Special Needs in Early Childhood Education: What Teacher Characteristics Matter.

Whereas the inclusion of children with special needs in regular classrooms has gained increasing advocacy, teachers’ attitudes vary. Previous studies examining teacher attitudes have focused on primary and secondary schools in the Western world, and little is known about early childhood settings in Eastern countries. This study used MANOVA to examine preschool teachers’ attitudes in Hong Kong (N = 410). Teachers reported only modest support for inclusion. Teachers with training in special education were stronger advocates of inclusion, irrespective of their professional roles (administrator or class teacher), for children with intellectual disability, or visual, hearing, and speech and language impairments. However, neither teacher training nor professional role made a significance difference to teachers’ support of including children with physical disability, autism spectrum disorder (ASD), attention-deficit/hyperactivity disorder (ADHD), specific learning difficulty, and the gifted and talented. Implications for practice and further research are explored.

2, 6, heave! : sail training’s influence on the development of self-concept and social networks and their impact on engagement with learning and education : a pilot study

It is difficult to provide disengaged youth, who are at risk of not fulfilling their potential, with the social support necessary to remain active contributors to society. They are more likely to fail and drop from education greatly reducing the prospect of becoming constructive, productive community members. Consequently strategies to promote engagement with learning and education need to be investigated. This study explores the impact on an individual’s self-concept and social networking skills through participation in an experiential learning program at sea conducted in Australia’s national sail training ship STS Young Endeavour and how this may influence student engagement with learning and education. Using qualitative interviews, engagement with learning and education of five participants from different educational backgrounds was examined pre and post voyage. The results suggest participation in the Young Endeavour program had a positive effect on development of social relationships, general self-concept, motivation to study, and sense of purpose for learning. Key contributing factors appear to be experiential learning activities specifically designed to support the development of greater self-concept and social skills such as climbing aloft, working together as a ‘watch’ and taking control of the vessel.

Influences on students’ assistive technology use at school: the views of classroom teachers, allied health professionals, students with cerebral palsy and their parents

Abstract Purpose: This study explored how classroom teachers, allied health professionals, students with cerebral palsy, and their parents view high-tech assistive technology service delivery in the classroom. Methods: Semi-structured interviews with six classroom teachers and six parents and their children were conducted. Additionally, two focus groups comprising 10 occupational therapists and six speech pathologists were carried out. Ethical and confidentiality considerations meant that the groups were not matched. Results: Results revealed that it is often untrained staff member who determine students’ educational needs. The participants’ experiences suggested that, particularly in mainstream settings, there is a need for support and guidance from a professional with knowledge of assistive technology who can also take a lead and guide classroom teachers in how to meet students’ needs. Students’ motivation to use the technology was also found to be critical for its successful uptake. Conclusions: The study points to the need for classroom teachers to be given sufficient time and skill development opportunities to enable them to work effectively with assistive technology in the classroom. The participants’ experiences suggest that such opportunities are not generally forthcoming. Only in this way can it be ensured that students with disabilities receive the education that is their right. Implications for Rehabilitation Classroom teachers, allied health professionals, students, parents need ongoing support and opportunities to practise operational, strategic and linguistic skills with the assistive technology equipment. System barriers to the uptake of assistive technology need to be addressed. To address the lack of time available for training, programing and other support activities around assistive technology, dedicated administrative support is crucial. Professional development around the use of the quality low cost ICF-CY checklist is recommended for both school and allied health staff.