Classroom-based programs of retrieval practice reduce middle school and high school students’ test anxiety

When retrieval practice is applied in classroom settings, do K-12 students experience changes in test anxiety? To answer this question frequently asked by educators, we surveyed 1408 middle school and high school students about their study strategy preferences and their reactions to a classroom-based program of retrieval practice. For classes in which retrieval practice occurred, 92% of students reported that retrieval practice helped them learn and 72% reported that retrieval practice made them less nervous for unit tests and exams. This study is the first to examine the relationship between retrieval practice and classroom test anxiety, and self-reported study strategy use in pre-college students. In light of our results, we encourage K-12 teachers to use retrieval practice in their classrooms to reduce test anxiety and improve learning.     

Why did freud choose medical school?

Abstract

After demonstrating the unsatisfactory nature of the reasons Freud gave us for his choice of medical school, the author shows how it is possible to throw new light on it on the basis of his letters to his adolescent friend Emil Fluss. This relationship played a crucial role in forcing Freud to come out of his isolation and the defensive dissection of his feelings that he used to practice, and thus experience an intimate relationship as a better source of self-knowledge and growth. This is the context in which his choice of medical school took place, which can consequently be conceptualized in terms of his unconscious—and self-concealed—pursuit of a growth-promoting and self-healing agency and experience. It thus was an interpersonal event which compelled him to deviate from his original purpose, i.e. the study of law or the humanities, and take up the “unconscious plan” to soften his defensive apparatus. This is consequently the new meaning we can attach to the experience of “rest and full satisfaction” he made in Brücke's laboratory between 1876 and 1882. What he defines as the “triumph” of his life thus also acquires a new meaning: the possibility to take up again his original interest in psychology not on an exclusively defensive basis any more, but eventually in a constructive way. Such a personal itinerary also represented one of Freud's most convincing experiences of the power of the unconscious, as he formulated it in his book on dreams—and as he articulated it in the new field of psychoanalysis. Since, in the author's opinion, the attempt at self-cure lies at the root of our own choice of our profession, this must have been also Freud's case, at a much earlier time than what is traditionally referred to as his self-analysis. At variance with what Freud himself used to claim, the study of his life remains one of the best keys to the understanding of his intellectual legacy.     

How much can the school house control?

Conflict between school systems and their communities is part of American history. Much of the conflict is symbolic, the school being the stage for the acting out of deeper clashes. Several hundred teachers in the north Florida area were polled in 1977 and 1978 to identify areas of conflict between schools and community. The issue which evoked the greatest dissension was the question of responsibility for the children of the new American underclass. Data were tabulated and analyzed in the light of historical patterns developed by the author, and the conclusion drawn that school-community conflict will persist with regard to the teaching of underclass children because the public has no clear perception about who is responsible.     

Informal situated counselling in a school context†

The institutional regulation of counselling conversations does not always provide optimal conditions for counselling. Many teachers experience that some “normal” conversations develop into conversations which are of a counselling nature. Conversations which resemble counselling can be optimal counselling opportunities. In this paper we describe and develop these counselling conversations, which we call Informal Situated Counselling.     

Primary school teachers’ perceptions of school children coping with changing family situations – a hybrid Hong Kong experience

The personal beliefs of teachers and the cultural traditions of society can have significant effects on the adjustment of children in changing family situations. This paper explores primary school teachers’ perception of children coping with difficult family situations and family changes in the hybrid context of Hong Kong, where Westernization meets with Chinese culture. A qualitative case study methodology was used. Thirty one teachers of different ages, experience, and roles at school were interviewed. The finding shows that teachers were on the whole quite traditional in their perception of children in difficult family situations despite the co-existence of modern ideas of marriage with traditional family values. Implications of the study for teacher education are discussed.     

Is school bullying really on the rise?

Whether bullying in schools is increasing, as is widely believed, was investigated drawing upon empirical studies undertaken in a wide range of countries in which findings had been published describing its prevalence at different points in time between 1990 and 2009. Results do not support the view that reported bullying in general has increased during this period; in fact, a significant decrease in bullying has been reported in many countries. However, there are some indications that cyber bullying, as opposed to traditional bullying, has increased, at least during some of this period. The reported decreases in the prevalence of school bullying are consistent with reports of significant but small reductions in peer victimisation following the implementation of anti-bullying programs in schools world-wide.     

The legalization of the school psychologists’ world

Discusses the increasing tendency of legal rules to shape school psychologist's conduct. Court cases, legislation, and empirical studies treating with this issue are analyzed. The article suggests that “the legalization of the school psychologist's world” may afford an opportunity to reshape, in more “non-formal” and collegial ways, relationships with other school professions, students, and parents.     

Should a school honor a student's DNR order?

Physicians first present the case of a sixteen-year-old cardiac patient who has refused a heart transplant and cardiac resuscitation. Her family and physicians accept the decision. The family has asked the school system to honor her do not resuscitate order if she goes into cardiac arrest in school The school system has refused to do so. Following the case presentation, a lawyer, a physician/ethicist, and an educator consider the important issues raised by this ongoing case.     

Middle school students’ perceptions of quality of life

Data are reported on 2278 public middle school students in South Carolina, U.S.A. Levels and demographic effects on their satisfaction with their overall lives as well as five specific domains (family, friends, self, school, and living environment) were assessed. Similar to findings with adults and high school students, most middle schoolers reported positive levels of global and domain-specific life satisfaction. Although statistically significant in some cases, the practical significance of the demographic variables was limited. Many middle schoolers reported particular dissatisfaction with their school experiences.     

Trends in school psychology research: 1974–1980

Research articles appearing in five major journals from 1974 to 1980 were categorized in 1 of 16 categories as determined by the major theme of the paper. A chi-square analysis was used to determine whether years differed in relative distribution of observations across the categories. Spearman's rho correlation coefficients were calculated for the rank order of categories between each pair of years, allowing for comparison of the current data with O'Callaghan's (1974) data. Results indicate a significant change in content of articles published over the 7-year period. Articles concerning instrument development and validation account for the relatively largest percentage of total articles published in the 1974–1980 period and have continued to increase since the 1967–1973 period examined by O'Callaghan. Schools and agencies primarily contributing to this research are identified across the 7-year time span. Results are discussed in terms of the professional literature's potential reflection of the role of the school psychologist.     

The Italian school of ‘history of religions’

This study sets out to cast light on the most significant theoretical and methodological aspects of the Italian School of History of Religions, a school that owes its particular character to the cultural commitment of Raffaele Pettazzoni, Ernesto de Martino and Angelo Brelich. Since these scholars are not well known internationally, this article aims at providing some keys to their interpretation for the purpose of a wider circulation. The thought of Pettazzoni, de Martino and Brelich has not exhausted its potential and can make a far from negligible contribution to today's discussions on subjects such as the role of the history of religions in contemporary culture, the meaning of the secular approach to the religious phenomenon, and the search for new conceptions of the comparative method. The most pregnant image of the history of religions provided by an analysis of the works of these Italian scholars is that of a discipline committed to tackling the problems of our time.     

Dissertation research in school psychology: 1967–73

Reports the results of a categorical analysis designed to ascertain the kinds of dissertation research completed for the doctoral degree in school psychology during the years 1967–1973. Major areas of research emphasis were delineated although trend analysis revealed no significant trends over the seven-year period.     

Dissertation research in school psychology, 1978–1980

Programs granting doctoral degrees in school psychology were surveyed to ascertain the nature of the dissertation research completed during the years 1978–1980. Dissertations were classified by program directors or the authors as to subject area of study, type of research methodology, and types of subjects. Trends in each of these areas of classification were examined by comparing the data from the present study with data from the previous efforts of Tindall (1968) and Ysseldyke and Pickholtz (1975). Also, a comparison was made between dissertation content and the professional literature, as well as an examination of the difference between PhD and EdD school psychology dissertations.     

Inclusion practices with Special Educational Needs students in a Hong Kong secondary school: teachers’ narratives from a school guidance perspective

Schools in Hong Kong are concerned about the growing enrolments of students with special educational needs (SEN) and how these students could be included in school guidance. This study examines teachers’ narratives of the inclusivity of school guidance. The study was qualitative, being a case study of a Hong Kong secondary school. School documents were collected for textual analysis and semi-structured interviews with 13 teachers were conducted, including nine guidance teachers and four other teachers who worked closely with these guidance teachers. Four dimensions for the inclusivity of school guidance were identified: the development of inclusive practices of guidance, the adoption of a proactive approach, the promotion of inclusive discipline, and the clear definition of the partnership between school guidance and professional organization offering specialised services for students with SEN. The study provides insights into contextual influences of Hong Kong education on school guidance and the development of an inclusive approach to guidance.     

Muting,filtering and transforming space: Autistic children's sensory ‘tactics’ for navigating mainstream school space following transition to secondary school

Mainstream school spaces provide significant sensory challenges to children with Autism Spectrum Disorder (ASD). In this paper, we provide in-depth qualitative insight of the ‘sensory tactics’ developed by children to navigate neurotypical spaces following transition to secondary school. Informed by work in sensory geography, and de Certeau's ‘strategies’ and ‘tactics’ concepts, we demonstrate that through muting, filtering and transforming space, children find ways to navigate the sensorially demanding environments of mainstream secondary school, e.g. finding quiet, orderly spaces - albeit in ways that do not entirely negate the sensory challenges the school environment presents. The paper concludes with several recommendations regarding ways that mainstream school spaces can be designed and/or existing spaces altered so as to be more sensitive to the sensory diversity of children with ASD.