Peter Hallinan

The effect of contracted grades on self-efficacy and motivation in teacher education courses

Summary The use of criterion‐referenced assessment in a course within an initial teacher education degree programme allows students to contract for particular grades, which are differentiated by the application of specific criteria. The impact of this target‐setting assessment method on student self‐efficacy and motivation was gauged by means of two instruments: a statistical comparison of the previous grade point averages, contracted grades and achieved grades for students who completed the course; and extended, open‐ended interviews with four of those students. The link among perceived control over assessment, self‐efficacy and motivation was confirmed. Implications for teacher educators and teachers are also considered.

Special life skills for community living: A pilot course

This study reports and reflects on a trial course of ten weeks designed to assist adults of Aboriginal or Torres Strait Islander descent with profound developmental disabilities to function more effectively in society. The opinions of teaching and residential staff were surveyed near the beginning of the course, again in the middle, and finally after the course concluded. Notable issues to emerge concerned the lack of lead-time to set the course up, the inappropriateness of the curriculum, and communication and logistical difficulties that became apparent throughout. These issues are discussed in the light of developing a more effective long-term approach to this area of life skills education.

Guidance on the Internet

The Internet has revolutionised communication around the globe, and Australia is no exception (Goodheart & Crawford, 1995). At this stage, only a few school guidance counsellors are fortunate enough to be able to “surf the Net”, although this is rapidly changing, with some Australian schools already connected and others about to join up shortly. The pace of change is rapid indeed, with developments like EdNA and OpenNet offering further possibilities. Those who do “get wired” will know just how deep a source of riches this can be. The purpose of this article is to outline some of the relevant discussion groups of interest to counsellors.

School‐based Senior‐school Curriculum Studies for Preservice Teachers

Abstract Preservice teachers usually place very high value on those parts of their courses which are based in schools. We extended the school‐based component of the Graduate Diploma of Teaching (Secondary) course at Central Queensland University to include curriculum studies in Year 11 and 12 subjects. Questionnaires were administered to participants to explore their perceptions and reactions to this extension of school‐based studies. The findings suggest that school‐based development of the senior curriculum has significant advantages for school students, teachers and student teachers. However, the data also suggest that there is need for a professional‐development programme for teachers acting as mentors to preservice teachers.

Mastery Learning: The Achievement of Excellence

This paper examines and critically evaluates the concept of mastery learning, ranging from its early development by such writers as Bloom and Keller, through to its various applications from preschool to tertiary levels of education, concluding with some speculation about future developments.