The Transformational Efficacy of Postgraduate Courses

Abstract

Considerable literature exists pertaining to transformative education and academics seek to provide a transformative educational experience for students. The purpose of this research was to examine the perceptions of graduates from postgraduate teacher education courses concerning transformative efficacy with regard to the stated outcomes of the courses. The participants were Christian teachers and school principals from Christian schools across Australia who had graduated from accredited Master of Education or Master of Education (Leadership) courses. Data collection was by way of an online survey containing Likert scales and explanatory statements. The research found that most of the graduates identified transformation at a personal level, particularly in the theological and philosophical understandings that underpin classroom or school leadership practice in Christian schools. This enabled them to be able to critique the cultural artifacts with which educators must deal in their practice.     

Stimulus exposure and discrimination in rats: A test of a theory for the role of contextual factors

In two experiments rats were trained on a simultaneous discrimination in a jumping stand. On each trial choice always lay between one stimulus (an obliquely striped object in Experiment I, and a plain grey object in Experiment II) and a second that varied from trial to trial. On half the trials this variable stimulus bore horizontal stripes (H) and on the remaining trials it bore vertical stripes (V). It was argued that the solution of this discrimination would be hindered if the animals tended to classify H and V apart (Bateson and Chantrey, 1972). It was found, however, that prior exposure to H and V in the home cage (which has been supposed to promote classifying apart) facilitated learning and that prior exposure to H and V in the apparatus itself (which might be thought to promote classifying together) hindered later learning. Possible alternative accounts for these exposure learning effects are discussed.     

Biases and their impact on opinions of transgender bathroom usage

The relationship between personality traits and biased assimilation, evaluating arguments, and persuasive messages more favorably if supporting pre-existing attitudes, lacks adequate research. Research suggests that higher narcissistic traits are associated with biased reactions. Additionally, research suggests that people with greater scientific reasoning abilities have more biased reactions to information that challenges their attitude, as they more easily locate flaws on topics that oppose their beliefs. Participants (N = 260) completed measures to identify their views on trans bathroom use, as well as other personality and attitude measures. They were randomly assigned to read one of the two articles using fake scientific data that either supported trans people using a bathroom reflecting their gender identity or that they should use a bathroom matching their sex-assigned at birth. Participants rated the quality of the article significantly higher when their opinion on bathroom use was congruent with the article than when it was incongruent. We used regression analyses with participants' perceptions of the quality of the article as the outcome variable and scientific reasoning scores, narcissism personality index scores, open-mindedness scores as predictor variables. In the mismatch group, the higher the scores on scientific reasoning, the lower the ratings of the quality of the opinion incongruent article. In the match group, the higher the scores on open-mindedness, the lower the ratings of the quality of the opinion congruent article. This research suggests that bias reduction is necessary to function in a world where scientific facts are called into question on a consistent basis.     

Infant individuation and identification of objects

Recent studies of the infant's object concept have focused on the role of property information in individuation. We draw a distinction between individuation and identification. By individuation, we mean the setting up of an object representation (OR). By identification, we mean using the information stored in an OR to decide which, if any, previously individuated object is presently encountered. We investigate this distinction in experiments with 12-month-old infants. We find that for infants of this age, a shape difference between two objects has a large effect on both individuation and identification. However, a color difference between two objects has a large effect on individuation, but little or no effect on identification. This suggests that, somewhat surprisingly, information used to establish an OR may not always be incorporated into that representation.     

How Body Asymmetries Determine Accessibility in Spatial Frameworks

Spatial frameworks are a class of spatial mentalmodel that code locations of objects relative to the body axes. Spatial frameworks predict accessibility of spatial relations from memory primarily on the basis of the relative asymmetry of the body axes, such that highly asymmetric axes lead to faster retrieval of information. The present research examined how bodily asymmetries affect retrieval. Experiment 1 contrasted two theoretical accounts. The Salience Account proposes that relative degrees of asymmetry render axes differentially salient, and hence differentially foregrounded in one's mental model. The Direction Decision Account proposes that an explicit decision process is necessary to access specific locations along body axes. The ease of the decision process presumably depends on the degree of asymmetry that exists to discriminate poles along a body axis. The spatial framework pattern of accessibility was observed both when subjects identified specific directions of objects and when subjects identified just the axis to which objects were associated, supporting the Salience Account. Experiment 2 investigated whether lateralization affects accessibility from spatial frameworks. Performance of highly lateralized individuals did not differ from that of weakly lateralized individuals.