Multi-level model of contextual factors and teachers’ assessment practices: an integrative review of research

We present a multi-level model of contextual factors that may influence teachers’ assessment practices, and use this model in a selected review of existing literature on teachers’ assessment knowledge, views and conceptions with respect to these contextual factors. Adapting Kozma’s model, we distinguish three levels of influence on teachers’ practices: micro, meso and macro. We searched for relevant articles in EBSCO, JSTOR and other databases, and review selected articles with a focus on the complex relationships within and across these levels. Findings reveal a large body of research at the micro-level (teacher), such as on teachers’ values, conceptions and knowledge. However, there is relatively less research at the meso-level (school) or connecting it with the micro- or macro-levels. Implications for future research are also discussed.     

The effect of modern standard arabic orthography on speech production by Arab children with hearing loss

This article examined the effect of Modern Standard Arabic orthography on speech production quality (syllable stress and vowels) by 23 Arabic-speaking children with severe or profound hearing loss aged 8-12 years. Children produced 15 one-syllable minimal pairs of words that differed in vowel length (short vs. long) and 20 two-syllable minimal pairs differing in stress pattern. Each word was produced in three tasks: reading partially or fully vowelized words and imitation of aural stimuli. Results showed that fully vowelized words ensured vowel production: high-quality productions appeared on 99%, 74%, and 59% of productions on reading fully vowelized words, partially vowelized words, and on imitation, respectively. Moreover, correct vowel production affected correct consonant production. Correct production of stress was best on reading fully vowelized words, appearing on 54%, 21%, and 33% of productions for fully vowelized words, partially vowelized words, or imitation, respectively. Findings suggest the need to present fully vowelized written texts when teaching speech production to children with hearing loss. Such presentations enable more accurate productions that result in more intelligible speech.     

A potential for learning probability in young children

Sixty-one children, from 4 to 11 years old, were presented with two sets, each containing blue and yellow elements. Each time, one colour was pointed out as the payoff colour (POC). The child had to choose the set from which he or she would draw at random a POC element in order to be rewarded. The sets were of varying sizes with different proportions of the two colours. The problem was to select the higher of the two probabilities. Three kinds of materials were used: Pairs of urns with blue and yellow beads, pairs of roulettes divided into blue and yellow sectors, and pairs of spinning tops, likewise divided into two colours.Roughly around the age of six, children started to select the greater of the two probabilities systematically. The dominant error was selecting the set with the greater number of POC elements. Verbal concepts of probability and chance were explored and some egocentric thought processes were described. The study indicates that probability concepts could be introduced into school teaching even in the first grades. The deterministic orientation in the instruction for young ages should be attenuated, permitting concepts of uncertainty right from the beginning.     

Täuschungshandlungen im Sport

Experimental studies on the head fake in basketball showed that participant’s responses in a pass direction identification task were delayed for incongruent compared to congruent directions of the players gaze and pass (so-called head fake effect). In these studies on the head fake effect, static pictures were presented and responses on the pass direction were given with a simple key press. The present study examines whether an increase in the response complexity affects the head fake effect and whether it can also be transferred to the presentation of dynamic stimuli. In experiment 1, participants were presented with static pictures of a basketball player who passes a ball to the left or to the right. The player’s gaze direction was either oriented in the direction of the intended pass or in the opposite direction (i.?e., a head fake). The participants were asked to respond as quickly as possible to the pass direction and to ignore the gaze direction. Participants gave responses by pressing a key (simple response) or by executing a quasirealistic defense movement (complex response). Response complexity was blocked. In experiment 2, videos replaced the static stimuli. The responses were only given with the complex, full body movement. Results show that the head fake effect is independent of response complexity and that it can also be found when presenting dynamic stimuli.     

Misconceptions about Motion: Development and Training Effects

2 experiments were performed to examine whether children and adults possess a single-object/single-motion intuition. This intuition involves the view that because all parts of a rigid object move together, they all must move at the same speed. We found that third graders, sixth graders, ninth graders, and adults all responded in accord with this intuition. On problems where the intuition led to errors, a large majority of subjects of all ages answered incorrectly. On problems where it led to successful performance, subjects answered more accurately than on problems where the intuition was not applicable. In addition, the specific errors were those that the intuition yielded, and the intuition fit individual patterns of performance. The intuition not only influenced speed judgments but also judgments of distance traveled. Experiment 2 demonstrated that making sixth graders aware of the intuition and providing them kinesthetic experience that contradicted it produced significant improvements in the children's understanding. Implications for how scientific misconceptions in general can be overcome were discussed.     

Effort Self-Talk Benefits the Mathematics Performance of Children With Negative Competence Beliefs

Children with negative competence beliefs often achieve below their potential in school. This randomized field experiment tested whether engaging in positive self-talk may benefit these children’s mathematics performance. Participants (N = 212, Grades 4–6, M_age = 10.6) worked on the first half of a standardized mathematics test, engaged in effort self-talk (“I will do my very best!”), ability self-talk (“I am very good at this!”), or no self-talk, and worked on the second half of the test. Compared to both the conditions, effort self-talk benefited the performance of children holding negative competence beliefs: It severed the association between negative competence beliefs and poor performance. By internally asserting that they will deliver effort, children with negative competence beliefs can optimize their achievement in school.     

The impacts of different types of workload allocation models on academic satisfaction and working life

Increasing demands on academic work have resulted in many academics working long hours and expressing dissatisfaction with their working life. These concerns have led to a number of faculties and universities adopting workload allocation models to improve satisfaction and better manage workloads. This paper reports on a study which examined the workload models in use across a large Australian university. Analysis revealed that the various models could be categorised into three types. The pros, cons and impacts of these three categories of model were compared from both a management and staff perspective. The study found that while models of all types can lay the foundation for equitable distribution of workload, some categories of model can have unintended consequences with negative effects on the work culture and hence staff satisfaction.