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Descriptors:
Philosophy; Departments; Higher Education; Surveys; Change; Tenure; Financial Support; Grants; Interdisciplinary Approach; Foreign Countries

Abstract:
The academy is widely reported to be going through a period of transformation: not just changes to what is taught, but threats to tenure and internal funding, perhaps balanced by new possibilities for external funding and interdisciplinary projects. This article discusses a recently conducted survey of US and Canadian Philosophy departments, in an effort to understand one discipline's perspective on and reaction to these changes. The survey found that, for the majority of departments, Philosophy has largely not changed over the last decade in terms of shifts in subfields, tenure and tenure criteria, internal funding and external grant awards. However, a minority of departments are demonstrating potentially transformative possibilities, especially as related to interdisciplinarity. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Classroom Environment; Communities of Practice; Programming; Expertise; Knowledge Level; Grade 6; Social Status; Role; Change; Group Dynamics; Teacher Student Relationship; Peer Relationship; Recognition (Achievement)

Abstract:
Changing an established role in a classroom is difficult. It involves constructing a new set of relations within a community. In this article we investigate how students with newly developed interest and experience in programming developed outside the classroom pick up and establish their roles as experts in programming within the classroom community. More specifically, we focus on how two 11-year-old software designers shifted their established roles in their classroom to gain status as expert programmers. We use an identity lens to understand how peer expertise was established in the context of a classroom community, adopting a multifaceted perspective of identity by focusing on an individual's narrativization of self, full, or peripheral participation among a group of people, and individuals' social recognition by others. Our findings point to the importance of both positive positioning by authority figures in the classroom and activities and roles that provide opportunities to establish intersubjectivity among peers in facilitating students' identities as experts in the classroom. Students' willingness to take up a new position in the established activity system also played a role. We consider implications of how making roles flexible within classroom stratification may provide opportunities for more students see themselves as experts. (Contains 3 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Business Administration Education; Psychology; Cognitive Style; Change; Undergraduate Students

Abstract:
Knowledge on general or discipline-specific changes in the learning styles of university students can be utilised in the design and execution of courses, but little is known of such changes. The study examined the changes in the learning styles of three year groups of BSc Business Administration and Psychology students from admittance to one, two and three years later for the three year groups respectively. Learning styles were measured using the Danish Self-Assessment Learning Styles Inventory, which is an adaptation of Sternberg's MSG Thinking Styles Inventory within the theory of mental self-government. The Hierarchic and Oligarchic learning styles decreased significantly for all three year groups. The Judicial learning style increased significantly for the year groups who had studied for two and three years. The Global learning style increased significantly for the year group who had studied for one year. The findings are discussed in relation to comparable research. (Contains 7 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Student Development; Learning Strategies; Change; Profiles; Preservice Teachers; Pretests Posttests; Multivariate Analysis

Abstract:
Research regarding the development of students' learning approaches have at times reported unexpected or lack of expected changes. The current study explores the idea of differential developments in learning approaches according to students' initial learning profiles as a possible explanation for these outcomes. A learning profile is conceived as the degree to which students use aspects of deep and surface approaches in their learning process and taking into account the dynamic interrelations between these aspects. Two cohorts of students in a teacher-training course-module completed questionnaires measuring their learning approaches, in a pre-test post-test design. Analyses on the whole sample indicated few significant changes in students' learning approaches during the course-module. Only a significant decrease in the deep motive subscale was found. Hierarchical cluster-analysis revealed four groups of students with specific initial learning profiles: a deep approach profile, a surface approach profile, an all-low profile and an all-high profile. Using a regressor variable approach, significant differences in growth were found for the initial learning profiles on the surface approach to learning and the deep strategy scale, even after controlling for other significant background variables such as students' academic discipline and gender. These results suggest that unexpected developments in students' learning approaches, or lack of significant changes at a whole-group level, may be partially due to dynamic (contradictory) tendencies at the sub-group level. Findings point towards the need of looking at approaches to learning at a more fine-grained level. (Contains 4 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Learning Strategies; Change; Higher Education; College Students; Secondary School Students; Longitudinal Studies; Comparative Analysis; Statistical Analysis; Hierarchical Linear Modeling

Abstract:
Change in learning strategies during higher education is an important topic of research when considering students' approaches to learning. Regarding the statistical techniques used to analyse this change, repeated measures ANOVA is mostly relied upon. Recently, multilevel and multi-indicator latent growth (MILG) analyses have been used as well. The present study provides details concerning the differences between these three techniques. By applying them to the same dataset, we aim to answer two research questions. Firstly, how are findings on the average trend complementary, convergent or divergent? Secondly, how are results on the differential growth over time complementary, convergent or divergent? Data originates from a longitudinal study on the change in learning strategies during the transition from secondary to higher education in Flanders (Belgium). 425 students provided complete data at each of the three waves of data collection. Results on the significance of average trends are convergent while the strength of the growth over time diverges across analysis techniques. Regarding the differential change, the MILG seems more able to detect variance in growth over time. Recommendations for future research on the changeability of learning strategies over time are provided. (Contains 5 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Institutional Research; Higher Education; Change; Information Technology; Politics of Education; Skills; Politics; Familiarity

Abstract:
In reconsidering the three "tiers of institutional intelligence" needed for effective institutional research practice he first offered 20 years ago (Terenzini in "Res Higher Educ" 34:1-10, 1993), Terenzini suggests that those forms of intelligence retain their overall relevance today, but that they also require some important redefinition. The major changes deal with adapting to the dramatic transformations in information technologies and analytical power; greater awareness and responsiveness to the changing state, national, and international educational and political scenes; the need for more extensive familiarity with the research literature, and subtler and more savvy political skills. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Secondary School Teachers; Mathematics Teachers; Teacher Characteristics; Learning; Change; Mathematics Instruction; Teacher Workshops; Faculty Development; Pretests Posttests; Mixed Methods Research

Abstract:
This investigation describes secondary mathematics teachers' learning and instructional change following their participation in a professional development workshop, the Enhancing Secondary Mathematics Teacher Preparation Project (ESP) (2004-2005), specifically focused on the selection and implementation of cognitively challenging mathematical tasks. Data consist of a pre/post-assessment of teachers' knowledge of the cognitive demands of mathematical tasks and videotaped discussions and written artifacts from the professional development sessions. A mixed methods approach was used to identify connections between teachers' learning and their experiences in the ESP workshop. Results indicate that ESP teachers developed new ideas about the influence of mathematical tasks on students' learning. Increases in teachers' knowledge of the cognitive demands of mathematical tasks were closely linked to ideas represented in frameworks and discussions from the ESP workshop and to teachers' experiences in solving challenging mathematical tasks as learners. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Behavioral Science Research; Research Design; Ethics; Federal Regulation; Change; Informed Consent; Adolescents; Children; Youth; Participation; Researchers; Personal Autonomy; Child Development; Risk; Research Administration; Health; Sexuality

Abstract:
For the first time in twenty years the U.S. Department of Health and Human Services (DHHS, 2009) is considering changes to federal regulations governing research. The Common Rule provides the basis for government regulations and Institutional Review Boards (IRB). Proposed changes will have a significant impact on Institutional Review Board evaluation of research involving infants, children and adolescents. For example, such a revision can serve to rectify or exacerbate often observed IRB inconsistencies and over-estimation of probable harms when applying "minimal risk" or "exempt" criteria to research involving minors. Proposed revisions may also affect the feasibility of research on adolescent risk that requires waiver of parental or guardian permission to be successfully implemented. Further, recommendations for a new category of "informational risk" based on current and emerging advances in analysis and storage of bio-specimens and information technologies for archival research will have significant influence on ethical procedures required for collection and storage of longitudinal and cross-sectional data. Given the importance of any rule change to the conduct of science related to children, the Society for Research in Child Development (SRCD) convened the SRCD Task Force on Proposed Changes to the Common Rule. The purpose of this report is to alert policymakers, scientists, and participant groups to proposed changes most relevant to research involving children and to provide recommendations for ensuring the responsible conduct of child and adolescent research in the final regulatory changes. (Contains 1 footnote.) [Commentaries by Kenneth D. Pimple and Noreen Yazejian & Barbara Davis Goldman are included. Commentaries are individually referenced.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Transfer of Training; Adult Education; Change; Models; Adoption (Ideas); Behavior Theories; Resistance to Change

Abstract:
Adult education is about change. Change in knowledge and understanding. Change in attitudes and beliefs. Change in skills and behaviors. The transfer that adult educators and learners often want to achieve is that change. In situations where transfer equals change, models of change can be useful to describe, support, and predict transfer. This chapter will investigate two change models (the concerns-based adoption model and the theory of planned behavior) and how they can be helpful to adult educators. The chapter approaches transfer from the perspective of supporting learners implementing personal change based on their learning experiences. (Contains 1 table and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Cognitive Processes; Adolescents; Secondary School Students; Student Experience; Art Activities; Change; Experiments; Planning; Perception; Intuition; Phenomenology; Case Studies; Foreign Countries

Abstract:
A phenomenological approach was employed in order to record and present the lived experiences of three students during a five-hour art-making activity. Theoretical definitions of cognitive processes pertinent to art and design were compared with the descriptions gathered from the students. The research was intended to portray as accurately as possible individuals' experiences in order to ascertain whether there is a possibility for soundly ascribing cognitive functions to art-making processes. The descriptions of students' thought processes reveal the ways with which the selected students approach learning and also offer insights into the possible links between cognition and artmaking. The findings of the study suggest that intuitive and perceptive processes are utilised by the chosen participants in a variety of ways. The consideration of the ordering of visual elements is a process that all participants describe within their art making. The students' visual judgements appear to be a direct response to the art-work being made. (Contains 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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