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This paper identifies the ways in which the Productive Pedagogies framework has been refined as a research tool for evaluating classroom practice within a current study into issues of school reform in Queensland. Initially emerging from the landmark Queensland School Reform Longitudinal Study (1998-2001), the Productive Pedagogies has been taken up widely in Australia and internationally as both a research tool and metalanguage to support teachers to critically reflect on their practice. In this paper, following a brief description of the model's four dimensions, we detail how we have addressed some methodological concerns in using and modifying the framework for the present study. In response to critiques by other researchers and debates within our own research team, we justify our use of the framework. To these ends, we present a refined methodology that addresses the importance of pedagogical process, substantiates the inclusion of particular items within the framework, supports a critical approach to issues of difference, includes students' perspectives and recognises the significance of content knowledge in the assessment of quality pedagogy. [ABSTRACT FROM AUTHOR]

This paper addresses two problems which are common amongst university students, namely perfectionism and self-handicapping. Perfectionism deals with setting unreasonably high standards for one's own performance, while self-handicapping behaviours provide a possible excuse for poor performance, for example putting tasks off until the last minute. Although they have the potential for many negative outcomes in students, such as anxiety and poor performance, university communities have done little to investigate these problems or reduce their incidence. This paper aims to provide a comprehensive overview of perfectionism and self-handicapping, with particular reference to how they impact upon higher education students, so that universities may become more aware of these problems and their implications. We also discuss a new model, which describes a relationship between these two constructs, and suggests a method for reducing these problems in a university environment. [ABSTRACT FROM AUTHOR]