A taxonomy of clinical reasoning for pre-service teachers on professional experience

Clinical reflection with a focus on student impact is now a mandated attribute for graduate teachers across Australia via the capstone teacher performance assessment task. This policy move is forcing teacher educators to examine their programs to find space for activities that help pre-service teachers to develop the skills and dispositions required for the teacher performance assessment. Some of the best opportunities for clinical reflection occur after pre-service teachers teach lessons during their professional experience in schools. The data for this study were generated during the trial of a lesson feedback and reflection form for pre-service teachers in NSW, Australia. This study examined 13 pre-service teachers’ responses in 134 lesson feedback and reflection forms. A phenomenographic analysis was conducted on the responses to produce an inclusive and hierarchical four-level taxonomy of clinical reflection. These data showed that although all levels of the taxonomy were present in post lesson feedback and reflection forms, clinical reflection was less frequent than other categories of reflective practice such as causal. These findings have clear implications for the precision of the learning protocols deployed in professional experience experiences in teacher education for the purpose of fostering clinical reflection

Variability of Students’ Responses to Assessment Activities: The Influence of Achievement Levels

The effect of assessment on student learning is often reported using performance data from the entire cohort rather than the growth of individual students. This practice is inconsistent with the theoretical and empirical evidence that individual students respond differently to assessment strategies. The variance observed in students’ responses to assessment tasks is commonly attributed to their learning needs and characteristics, but little is understood about the influence of their achievement levels. This study explores how secondary English students from different achievement levels respond to different assessment activities aimed at developing their skills in writing a persuasive essay and how these responses influence their further engagement in learning. An interpretivist approach was used to analyse the transcripts of semi-structured interviews conducted with five high performing, three average and three underperforming students. The findings revealed that students’ responses are influenced by their learning goals and their perceived benefits of assessment strategies. High performing students selectively engage in assessment activities that best improve their learning, whilst underachieving students disengage when the activity overwhelms them. The average performing students engage only to a certain extent to meet only the average expectation or performance required. Interestingly, some of these responses did not reflect the teacher’s intent in using the assessment strategy. The implications of this study suggest that effective teacher assessment practices would benefit from a recognition of the concept of stimulus-response compatibility. An adaptive teacher disposition is critical in the provision of appropriate stimuli as well as a constructive response to students to ensure their ongoing learning engagement

It's a question of balance: Reconsidering learning partnerships through genuine teacher mentoring conversations

In Australia, and internationally, mentoring is proffered as a powerful professional learning experience for both early career teachers (ECTs) and their mentors alike. However, authentically beneficial learning partnerships have proven challenging to achieve. This paper provides a theoretical and practical response to this issue, arguing the criticality of genuine conversations cultivated through balanced, non-hierarchical questioning to position ECTs and mentors as co-learners. Drawing on positioning theory in conjunction with the concept of genuine conversations, the contents of five recorded mentoring conversations involving Australian ECTs and mentors were analysed. These findings have important implications for mentoring practice across educational contexts

Teacher wellbeing in rural, regional, and metropolitan schools: Examining resources and demands across locations

Teachers’ work conditions impact their wellbeing. However, it is currently not well-known what role school location plays in these associations. The current study used a multigroup structural equation model to identify similarities and differences in the associations between job demands/resources, self-efficacy, and teacher wellbeing in rural, regional, and metropolitan locations in Australia. Workload and student behavior stress (negatively) and teacher collaboration (positively) were predictive of teacher wellbeing in all locations. In contrast, professional development irrelevance had unique associations with wellbeing for rural teachers. The findings suggest the importance of considering what demands/resources are most salient for teachers in specific contexts

Balancing the demands of validity and reliability in practice: case study of a changing system of primary science summative assessment

Teacher summative judgements of children’s attainment in science, which are statutory at age 11 in England, require consideration of both valid sampling of the construct and reliable comparison of outcomes. In order to develop understanding of the enacted ‘trade off’ between validity and reliability, this three-year case study, within the Teacher Assessment in Primary Science (TAPS) project, was undertaken during a period of statutory assessment change in England. The case demonstrates an ongoing balancing act between the demands of reliability and validity, and resulted in the development of a teacher assessment seesaw, which provides a model for both interpreting and supporting practice, within and beyond primary science

Connectome architecture shapes large-scale cortical alterations in schizophrenia: a worldwide ENIGMA study

Schizophrenia is a prototypical network disorder with widespread brain-morphological alterations, yet it remains unclear whether these distributed alterations robustly reflect the underlying network layout. We tested whether large-scale structural alterations in schizophrenia relate to normative structural and functional connectome architecture, and systematically evaluated robustness and generalizability of these network-level alterations. Leveraging anatomical MRI scans from 2439 adults with schizophrenia and 2867 healthy controls from 26 ENIGMA sites and normative data from the Human Connectome Project (n = 207), we evaluated structural alterations of schizophrenia against two network susceptibility models: (i) hub vulnerability, which examines associations between regional network centrality and magnitude of disease-related alterations; (ii) epicenter mapping, which identifies regions whose typical connectivity profile most closely resembles the disease-related morphological alterations. To assess generalizability and specificity, we contextualized the influence of site, disease stages, and individual clinical factors and compared network associations of schizophrenia with that found in affective disorders. Our findings show schizophrenia-related cortical thinning is spatially associated with functional and structural hubs, suggesting that highly interconnected regions are more vulnerable to morphological alterations. Predominantly temporo-paralimbic and frontal regions emerged as epicenters with connectivity profiles linked to schizophrenia's alteration patterns. Findings were robust across sites, disease stages, and related to individual symptoms. Moreover, transdiagnostic comparisons revealed overlapping epicenters in schizophrenia and bipolar, but not major depressive disorder, suggestive of a pathophysiological continuity within the schizophrenia-bipolar-spectrum. In sum, cortical alterations over the course of schizophrenia robustly follow brain network architecture, emphasizing marked hub susceptibility and temporo-frontal epicenters at both the level of the group and the individual. Subtle variations of epicenters across disease stages suggest interacting pathological processes, while associations with patient-specific symptoms support additional inter-individual variability of hub vulnerability and epicenters in schizophrenia. Our work outlines potential pathways to better understand macroscale structural alterations, and inter- individual variability in schizophrenia

Cognitive and social functioning correlates of employment among people with severe mental illness

We assess how social and cognitive functioning is associated to gaining employment for 213 people diagnosed with severe mental illness taking part in employment programs in Andalusia (Spain). We used the Repeatable Battery for the Assessment of Neuropsychological Status and the Social Functioning Scale and conducted two binary logistical regression analyses. Response variables were: having a job or not, in ordinary companies (OCs) and social enterprises (SEs), and working in and OC or not. There were two variables with significant adjusted odds ratios for having a job: “attention” and “Educational level”. There were five variables with significant odds ratios for having a job in an OC: “Sex”, “Educational level”, “Attention”, “Communication”, and “Independence-competence”. The study looks at the possible benefits of combining employment with support and social enterprises in employment programs for these people and underlines how both social and cognitive functioning are central to developing employment models

Caring for Caregivers (C4C): study protocol for a pilot feasibility randomised control trial of Positive Written Disclosure for older adult caregivers of people with psychosis

Background: The caregivers of people who experience psychosis are themselves at risk of developing physical and mental health problems. This risk is increased for older adult caregivers who also have to manage the lifestyle and health changes associated with ageing. As a consequence, older adult caregivers are in particular need of support; we propose a Written Emotional Disclosure (WED) intervention, called Positive Written Disclosure (PWD). Methods/design: This is a pilot randomised controlled trial of PWD compared to a neutral writing control and a no writing condition. We aim to recruit 60 participants, 20 in each arm. This study will utilise a mixed-methods approach and collect quantitative (questionnaires) and qualitative (interviews) data. Quantitative data will be collected at baseline and 1, 3, and 6 months post baseline. Participants who complete a writing task (PWD or neutral writing control) will be invited to complete an exit interview to discuss their experiences of the intervention and study. The study is supported by a patient and public involvement group. Discussion: The results of this trial will determine whether a definitive trial is justified. If so, the quantitative and qualitative findings will be used to refine the intervention and study protocols

Correlations between psychometric schizotypy, scan path length, fixations on the eyes and face recognition.

Psychometric schizotypy in the general population correlates negatively with face recognition accuracy, potentially due to deficits in inhibition, social withdrawal, or eye-movement abnormalities. We report an eye-tracking face recognition study in which participants were required to match one of two faces (target and distractor) to a cue face presented immediately before. All faces could be presented with or without paraphernalia (e.g., hats, glasses, facial hair). Results showed that paraphernalia distracted participants, and that the most distracting condition was when the cue and the distractor face had paraphernalia but the target face did not, while there was no correlation between distractibility and participants' scores on the Schizotypal Personality Questionnaire (SPQ). Schizotypy was negatively correlated with proportion of time fixating on the eyes and positively correlated with not fixating on a feature. It was negatively correlated with scan path length and this variable correlated with face recognition accuracy. These results are interpreted as schizotypal traits being associated with a restricted scan path leading to face recognition deficits

Deficits in Implicit Attention to Social Signals in Schizophrenia and High Risk Groups: Behavioural Evidence from a New Illusion

Background An increasing body of evidence suggests that the apparent social impairments observed in schizophrenia may arise from deficits in social cognitive processing capacities. The ability to process basic social cues, such as gaze direction and biological motion, effortlessly and implicitly is thought to be a prerequisite for establishing successful social interactions and for construing a sense of "social intuition." However, studies that address the ability to effortlessly process basic social cues in schizophrenia are lacking. Because social cognitive processing deficits may be part of the genetic vulnerability for schizophrenia, we also investigated two groups that have been shown to be at increased risk of developing schizophrenia-spectrum pathology: first-degree relatives of schizophrenia patients and men with Klinefelter syndrome (47,XXY). Results We compared 28 patients with schizophrenia, 29 siblings of patients with schizophrenia, and 29 individuals with Klinefelter syndrome with 46 matched healthy control subjects on a new paradigm. This paradigm measures one's susceptibility for a bias in distance estimation between two agents that is induced by the implicit processing of gaze direction and biological motion conveyed by these agents. Compared to control subjects, patients with schizophrenia, as well as siblings of patients and Klinefelter men, showed a lack of influence of social cues on their distance judgments. Conclusions We suggest that the insensitivity for social cues is a cognitive aspect of schizophrenia that may be seen as an endophenotype as it appears to be present both in relatives who are at increased genetic risk and in a genetic disorder at risk for schizophrenia-spectrum psychopathology. These social cue-processing deficits could contribute, in part, to the difficulties in higher order social cognitive tasks and, hence, to decreased social competence that has been observed in these groups