The paper focuses on the auditing and accountancy paradigm that has dominated educational measurement of pupil performance for the last 20 years in England. The advocates of this minimum competency paradigm do not take account of the results of its dominance. These results include ignoring the heterogeneous complexity of groups within societies that exist now internationally and the reduction in pedagogy and curriculum experience to a 'one-size-fits-all' model of teaching concentrated on the tested subjects. This is complemented by the 'recitation script' style of pedagogy in schools based on coverage, delivery, completion and measurement rather than interpretation and analysis to support the complexity and diversity of individual learning needs.

No abstract

This article relates a child's development in story writing and the progress that she made in achieving text cohesion, spelling development and ideation through the collaborative process. The case study investigates the integration of major aspects of writing development such as collaboration, the importance of peer interactions through social learning and the fusion of illustrations and writing to assist children's communication and understanding. The authors examine the rationale for the inclusion of collaborative peer-assisted writing and peer interaction as a social writing process, supporting the young writer's affective domain. The case study investigates the integration of major aspects of writing development such as collaboration, the importance of peer interactions through social learning and the fusion of illustrations and writing to assist children's communication and understanding. The authors examine the rationale for the inclusion of collaborative peer-assisted writing and peer interaction as a social writing process, supporting the young writer's affective domain development. The strengths and complexities of peer interaction, the role of illustrations and their positive impact on composition are discussed.

No abstract

Traditionally, psychology has identified and studied three components of mind: cognition, affect, and conation (Hilgard, 1980; Huitt, 2010b; Tallon, 1997). Cognition refers to the process of coming to know and understand; of encoding, perceiving, storing, processing, and retrieving information. It is generally associated with the question of "what" (eg, what happened, what is going on now, what is the meaning of that information.)Affect refers to the emotional interpretation of perceptions, information, or knowledge. It is generally associated with one's attachment (positive or negative) to people, objects, ideas, etc. and is associated with the question "How do I feel about this knowledge or information?"Conation refers to the connection of knowledge and affect to behavior and is associated with the issue of "why." It is the personal, intentional, planful, deliberate, goal-oriented, or striving component of motivation, the proactive (as opposed to reactive or habitual) aspect of behavior (Baumeister, Bratslavsky, Muraven, & Tice, 1998; Emmons, 1986). Atman (1987) defined conation as "vectored energy: i.e., personal energy that has both direction and magnitude" (p. 15). It is closely associated with the concepts of intrinsic motivation, volition, agency, self-direction, and self-regulation (Kane, 1985; Mischel, 1996). Some of the conative issues one faces daily are: