Application of a 10 week coaching program designed to facilitate volitional personality change : overall effects on personality and the impact of targeting

The current study explored the outcomes of a 10 week coaching program designed to facilitate volitional personality change. It also explored the impact of targeting specific personality facets on change. This research builds upon the burgeoning literature challenging the view that personality is fixed. The results of the study indicated that the 10 week program resulted in significant increases in participant's conscientiousness and extraversion and significant decreases in neuroticism. These changes were maintained 3 months post-intervention for neuroticism and extraversion. Targeting of associated facets significantly interacted with time during the intervention period for emotionality and conscientiousness, but not for extraversion

“Today at Playcentre, we ….”: What values underpin narrative assessment in Playcentre?

Narrative assessments are widely used in Aotearoa New Zealand’s early childhood services, especially in the form of ‘Learning Stories’. This sociocultural approach to assessment foregrounds the importance of identifying what is valued learning within a particular context. What does this look like within the context of the parent co-operative Playcentre? A small-scale qualitative study brought together focus groups of Playcentre parents to share what Learning Stories are being written, to explore their experiences in writing and using Learning Stories, and to consider what underlying values shape narrative assessment in Playcentres. A major finding is that adult learning and relationship building are key aspects of Learning Stories in Playcentres. The authors argue that because of the positioning of parents as both learners and Kaiako in Playcentre, assessment in Playcentre is fundamentally different to that in teacher-led services

“Today at Playcentre, we ….”: What values underpin narrative assessment in Playcentre?

Narrative assessments are widely used in Aotearoa New Zealand’s early childhood services, especially in the form of ‘Learning Stories’. This sociocultural approach to assessment foregrounds the importance of identifying what is valued learning within a particular context. What does this look like within the context of the parent co-operative Playcentre? A small-scale qualitative study brought together focus groups of Playcentre parents to share what Learning Stories are being written, to explore their experiences in writing and using Learning Stories, and to consider what underlying values shape narrative assessment in Playcentres. A major finding is that adult learning and relationship building are key aspects of Learning Stories in Playcentres. The authors argue that because of the positioning of parents as both learners and Kaiako in Playcentre, assessment in Playcentre is fundamentally different to that in teacher-led services

Proposed Principles for Promoting Pre-service Teacher Transfer of Group-based Learning to the Classroom: A Discussion Paper

The effective ‘transfer’ of knowledge and skills from university to the workplace is of global interest, yet this area of inquiry lacks research. Teacher educators, for example, require information on how to advance pre-service teachers’ transfer of group-based learning to the primary school classroom (Scott & Baker, 2003). Group-based learning (GBL) is a valued means of developing learners’ group work, personal attributes and interpersonal skills, and in the case pre-service teachers their professional skills.. Graduate teachers do not necessarily generalise GBL pedagogy to the classroom. This discussion paper draws from a qualitative case study that examined this pedagogy in a pre-service teacher education program at a University. The case study revealed three core GBL issues: ‘consistency and coherence’; ‘equity and fairness’; ‘pragmatism and adding value’. This paper proposes four principles of effective transfer and examines how, in relation to these three issues, these principles can promote effective transfer

Towards a strategy for workplace learning: Report to HEFCE by CHERI and KPMG

The study, undertaken between March and November 2005 aimed to inform HEFCE thinking on developing a strategy for workplace learning by: exploring the nature, purposes and outcomes of workplace learning; considering workplace learning within the broader relationships between the worlds of work and learning; exploring emerging changes in higher education which may impact on workplace learning in the future; identifying structural issues that currently enable or inhibit workplace learning, and identify future opportunities

Enabling Group-Based Learning in Teacher Education: A Case Study of Student Experience

“Teacher education ill prepares pre-service teachers for the classroom.” Research conducted in a teacher education program at Edith Cowan University (ECU) responded to this criticism. This longitudinal case study selected group work (i.e., group-based learning) to investigate the quality of its teacher education program. Phase one explored teacher educators\u27 perceptions of group-based learning. Phase two explored preservice teachers\u27 perceptions and experience of group-based learning. This phase used student ‘voice’ (i.e., through focus groups, confirmed field notes, summary sheets) to convey their ideas and experiences when studying in a group and/or implementing group-based learning in the classroom. This paper discusses phase two findings which show the importance of consistency and coherence in understanding group-based learning principles and practices, and the broad ‘conditions’ and ‘actions’ that enable meaningful learning. The research has enabled ECU teacher educators to enhance the quality of the teacher education program

Освітній простір як середовище гуманізації особистості

Мета статті: виявлення та визначення філософських засад гуманізації освіти з точки зору взаємозв‘язку гуманізму, культури та освіти

Enabling Group-Based Learning in Teacher Education: A Case Study of Student Experience

“Teacher education ill prepares pre-service teachers for the classroom.” Research conducted in a teacher education program at Edith Cowan University (ECU) responded to this criticism. This longitudinal case study selected group work (i.e., group-based learning) to investigate the quality of its teacher education program. Phase one explored teacher educators\u27 perceptions of group-based learning. Phase two explored pre-service teachers\u27 perceptions and experience of group-based learning. This phase used student ‘voice’ (i.e., through focus groups, confirmed field notes, summary sheets) to convey their ideas and experiences when studying in a group and/or implementing group-based learning in the classroom. This paper discusses phase two findings which show the importance of consistency and coherence in understanding group-based learning principles and practices, and the broad ‘conditions’ and ‘actions’ that enable meaningful learning. The research has enabled ECU teacher educators to enhance the quality of the teacher education program

PISA 2015 : a first look at Australia’s results

The Programme for International Student Assessment (PISA) is an international comparative study of student achievement directed by the Organisation for Economic Co-operation and Development (OECD). PISA 2015 represents the sixth such study since PISA was first conducted in 2000. Seventy-two OECD countries or partner economies participated in PISA 2015. In Australia, PISA is managed by the Australian Council for Educational Research (ACER) and is jointly funded by the Australian Government and the state and territory governments. The goal of PISA is to measure how well 15-year-olds, who are nearing the end of their compulsory schooling in most participating educational systems, are prepared to use the knowledge and skills in particular areas to meet real-life opportunities and challenges. It also provides comparative perspectives on trends in achievement in the context of different education systems, school organisational approaches and instructional practices; to enable this, PISA collects a rich array of background data from students, schools and teachers. This report is a first look at the results from PISA 2015. This report focuses on the achievement results in scientific, reading and mathematical literacy, and was followed by the full Australian National Report (2017), which examined achievement more fully, and incorporated descriptive and analytical findings based upon the background and demographic data