The Impact of Computational Experiment and Formative Assessment in Inquiry-Based Teaching and Learning Approach in STEM Education

In this study, an instructional design model, based on the computational experiment approach, was employed in order to explore the effects of the formative assessment strategies and scientific abilities rubrics on students’ engagement in the development of inquiry-based pedagogical scenario. In the following study, rubrics were used during the model development, based on prompts provided to students during the development of their models. Our results indicate that modelling is a process that needs sequencing and instructional support, in the form of rubrics, focused on the scientific abilities needed for the inquiry process. In this research, eighty (80) prospective primary school teachers participated, and the results of the research indicate that the development of inquiry-based scenario is strongly affected by the scientific abilities rubrics.     

Reading and cognitive abilities: Longitudinal studies of brain and behavior changes in young children

This paper focuses on methods useful for identifying differences in the development of language reading abilities in children that rely on measures of brain responses and behavioral assessments. Findings from longitudinal and cross-sectional studies using brain and behavior measures are described, along with findings from research designed to influence changes in brain and behavioral responses through training. The findings show differences in event-related potentials (ERP) responses recorded at birth that are related to a child’s later performance on language and reading tasks. Such findings point to a strong biological influence on the development of language and reading skills. However, other findings show that the influence of biological factors on brain processing can be modified through learning. In fact, several studies show that even brief periods of stimulation and opportunities for learning can produce changes in the brain’s ERP repsonses. Such findings suggest that new approaches to evaluating the effectiveness of interventions might change the rate and likelihood of developmental changes.     

Robotic Construction Kits as Computational Manipulatives for Learning in the STEM Disciplines

This article presents a systematic review of research related to the use of robotics construction kits (RCKs) in P–12 learning in the STEM disciplines for typically developing children. The purpose of this review is to configure primarily qualitative and mixed methods findings from studies meeting our selection and quality criterion to answer the review question: How do robotic construction kits function as computational manipulatives in P–12 STEM education? Our synthesis of the literature has resulted in four key insights that are new to the field. First, RCKs have a unique double application: They may be used for direct instruction in robotics (first-order uses) or as analogical tools for learning in other domains (second-order uses). Second, RCKs make possible additional routes to learning through the provision of immediate feedback and the dual modes of representation unique to RCKs. Third, RCKs support a computational thinking learning progression beginning with a lower anchor of sequencing and finishing with a high anchor of systems thinking. And fourth, RCKs support evolving problem-solving abilities along a continuum, ranging from trial and error to heuristic methods associated with robotics study. Furthermore, our synthesis provides insight into the second-order (analogical) uses of RCKs as computational manipulatives in the disciplines of physics and biology. Implications for practice and directions for future research are discussed. (Keywords: computational manipulatives, constructionism, computational thinking, problem solving, robotics, STEM)     

Expertise Research Methodology: Identifying Differences and Factors Influencing High and Low Performance

Expertise research methodologies have focused upon the identification of differences and factors influencing high and low performance at the individual, process, and organizational level. The goal of this review is to use the results to facilitate performance improvement through the investigation of high and low performing entities. Various approaches are reported in the literature to investigate expertise and quantify factors relating to development of this expertise at the individual, group, and organizational level. This review of research literature focuses upon studies utilizing expertise methodologies outside of the laboratory for identification of differences and factors influencing high and low performance. Studies cited emphasize performance at the individual, process, or organizational level. Statistical methods and techniques for identifying high and low performance are identified. Results have implications for use in performance improvement initiatives in assessing differences or factors influencing performance as well as identification of interventions and outcome measures.     

The Cognitive Correlates of Computational Estimation Skill Among Third‐Grade Students

The purpose of this study was to examine the relations of various cognitive abilities and aspects of math performance with computational estimation skill among third graders. Students (n= 315) were assessed on language, nonverbal reasoning, concept formation, processing speed, long‐term memory, working memory, inattentive behavior, basic reading skill, arithmetic number combination skill, double‐digit computation skill, and computational estimation ability. One‐way analysis of variance indicated significant differences in estimation skill among students of low, average, and high math computation performance. The unique predictors of estimation skill were arithmetic number combination skill, nonverbal reasoning, concept formation, working memory, and inattentive behavior.     

Mental toughness in education: exploring relationships with attainment,attendance, behaviour and peer relationships

Mental toughness has frequently been associated with successful performance in sport; however, recent research suggests that it may also be related to academic performance in Higher Education. In a series of three exploratory studies, we examined the relationship between mental toughness and different aspects of educational performance in adolescents aged 11–16, focusing on academic attainment, school attendance, classroom behaviour and peer relationships. Study 1 revealed significant associations between several aspects of mental toughness (but particularly control of life) and academic attainment and attendance. Study 2 revealed significant associations between several aspects of mental toughness (but again particularly control of life) and counterproductive classroom behaviour. Finally, Study 3 demonstrated significant associations between aspects of mental toughness (confidence in abilities and interpersonal confidence) and peer relationships. The results are discussed in terms of the potential value of mental toughness as a useful concept in education.     

Achievement motivation and gifted students: A social cognitive perspective

The purpose of this article is to provide an illustrative review of recent research on achievement motivation and gifted students from a social cognitive perspective. The review discusses several constructs that have been a focus of motivation research: perceived competence and self-efficacy, attributions, goal orientations, and intrinsic motivation. For each construct, motivational research from the general motivation literature and from the field of gifted and talented studies are critiqued and compared. The review suggests that a general social cognitive perspective is a useful theoretical framework for research on motivational processes involved in the intellectual and personal development of gifted and talented students and that a process-oriented model is superior to a static model for research on both giftedness and achievement motivation. Implications of the review for future research on motivation and talent development are discussed.     

在我国高校中开展不同形式排球运动的比较研究

采用文献资料法、教学实验法、比较分析法等研究方法,从自身性能、教学实验技术掌握情况、比赛中的运用效果三个方面分析了气排球、软式排球、硬式排球在高校中的开展情况.结果表明：气排球的参与者多是中老年教师;软式排球和硬式排球的参与者以学生为主;气排球在大学女生中具有较好的发展潜力;在高校中开展较好的是硬式排球运动.     

Nanosciences and nanotechnologies learning and teaching in secondary education: a review of literature

This literature review provides an overview of recent studies on the introduction of nanosciences and nanotechnologies in secondary education. Four salient research topics have emerged: questions and reflections preceding curriculum development on nanosciences and nanotechnologies lessons; research on students’ conceptualisations of nano‐related concepts; the use of haptic tools to teach nanosciences and nanotechnologies; and professional development for secondary schools teachers. In a final critical discussion, the lack of studies in the literature considering nanosciences and nanotechnologies as a socioscientific issue in secondary education is emphasised. In addition, implications for future research as well as suggestions for nanosciences and nanotechnologies curriculum development are considered.     

Teacher noticing: A systematic literature review of conceptualizations,research designs,and findings on learning to notice

Teacher noticing has become a prominent construct in research on teacher education and professional development; however, the current state of research is quite diverse, with different theoretical foundations and a variety of research designs. The study described in this paper provides a systematic review of the literature on teacher noticing published over the past two decades. Based on a full-text analysis of 182 articles published in renowned databases and peer-reviewed Englishscholarly journals, the study reveals the dominance of a cognitive-psychological perspective of teacher noticing, especially in combination with qualitative studies. Although teacher noticing has been described as a holistic concept in many earlier articles, more recent studies from the last decade tend to differentiate teacher noticing into different facets. Overall, qualitative studies with small sample sizes are prevalent, which allows for fine-grained analysis but limits the generalizability of findings. This study highlights the limitations of the current discussion, such as the prevalence of teacher noticing mainly in the field of mathematics education and the low representation of work from parts of the world other than North America and Europe. In addition, the studies under consideration in this literature review are examined in depth in terms of their findings on improving teachers’ noticing through interventions and on comparisons between experts and novices, which allows for a discussion of the implications of learning to notice for teacher education and professional development.     

2-4年级数学困难与普通儿童数量估计能力的比较

选取二、三、四年级数学学习困难和数学学习正常的儿童共84名。采用数字线估计任务考察两类儿童数量估计能力的发展特点及差异。结果表明:(1)二年级儿童完成数字线估计任务的精确性显著低于其他两个年龄组;(2)数学困难儿童完成数字线估计任务的精确性显著低于普通儿童;(3)二年级数学困难儿童完成数字线估计任务时采用指数和线性函数进行表征,而其他年龄组儿童均采用线性表征形式。     

Using Social Stories with Students with Social,Emotional, And Behavioral Disabilities: The Promise and the Perils

Social skills are necessary for success in school as they facilitate peer acceptance and student-teacher relationships and promote academic achievement. One social skills intervention that has received significant attention from researchers and has been endorsed by special education teachers is Social Stories. However, the extant research on this intervention has methodological flaws that limit the conclusions about its effectiveness. Although several literature reviews and meta-analyses of the Social Stories literature have been conducted, the findings have been inconsistent and sometimes contradictory, and the bodies of literature reviewed have been varied. Therefore, the purpose of this study was to (a) review the existing Social Stories literature reviews and meta-analyses, and all of the studies they represent, (b) summarize the existing knowledge on the use of Social Stories for students with disabilities, and (c) propose guidelines for practitioners and for empirical research. Results from 16 literature reviews and meta-analyses representing 55 studies do not support the use of Social Stories to improve students’ social skills and behavior. Future directions are discussed.     

新世纪美国大学发展走向及其对中国大学改革发展的启示——以哈佛大学为例

美国大学教育在世界上享有盛誉。哈佛大学在学术研究和人才培养方面久居世界领先地位。本论文综合运用调查法、访谈法、文献法、比较法等多种研究方法,结合中国进入高等教育大众化初始阶段后大学发展的新形势新特点新要求,对新世纪美国大学特别是哈佛大学的教师队伍建设、本科生课程改革、大学校长职业化建设、国际教育理念解读与践履等方面的成功做法及其对目前中国大学教育改革与发展的启迪及借鉴意义进行了认真的分析和探讨。     

Virtual,augmented and mixed reality in K–12 education: a review of the literature

ABSTRACT

This article provides the first review of the existing literature consolidating research into the use of virtual, augmented and mixed reality technologies within K–12 educational environments. The review explores the peer-reviewed scholarly studies conducted between 2006 and May 2017, which involved the use of virtual reality (VR), augmented reality (AR) or mixed reality (MR) technologies in the instruction of students in elementary, middle or high school. The literature revealed common themes including collaboration, communication, critical thinking, attitude, engagement, learning, motivation, performance or achievement, and technology (used or proposed). This literature review will contribute to the field by providing clarity on definitions for VR, AR and MR technologies in consideration of educational use, present an overview of the existing research on VR, AR and MR specific to K–12 educational environments and identify future research needs and directions.     

Feedback,a powerful lever in teams: A review

This paper reviews the literature on the effects of feedback provided to teams in higher education or organizational settings. This review (59 empirical articles) showed that most of the feedback applications concerned “knowledge of results” (performance feedback). In contrast, there is a relatively small body of research using feedback conveying information regarding the way individuals or the team performed a task (process feedback). Moreover, no research compared the effectiveness of process versus performance feedback. Concerning feedback effectiveness, half of the studies implementing performance feedback research reported uniformly positive effects while the other half resulted in positive effects on some dependent variables and no effect on others. All the studies using solely process feedback showed mixed positive results: some dependent variables improved while some others did not change. None of the studies reported any negative effects. This review also highlighted 28 key factors supporting feedback interventions effectiveness.     

Spatial Abilities Training in Anatomy Education: A Systematic Review

Spatial abilities have been correlated to anatomy knowledge assessment and spatial training has been found to improve spatial abilities in previous systematic reviews. The objective of this systematic review was to evaluate spatial abilities training in anatomy education. A literature search was done from inception to 3 August 2017 in Scopus^® and several databases on the EBSCOhost platform. Citations were reviewed and those involving anatomy education, an intervention, and a spatial abilities test were retained and the corresponding full-text articles were reviewed for inclusion. Before and after training studies, as well as comparative training programs, relating a spatial training intervention to spatial abilities were eligible. Of the 2,405 citations obtained, 52 articles were identified and reviewed, yielding eight eligible articles. Instruction in anatomy and mental rotations training were found to improve spatial abilities. For the seven studies retained for the meta-analysis that included the effect of interventions on spatial abilities test scores, the pooled treatment effect difference was 0.49 (95% CI [0.17; 0.82]; n = 11) improvement. For the two studies that included the practice effect on spatial abilities test scores in a control group, the pooled treatment effect difference was 0.47 (95% CI [−0.03; 0.97]; n = 2) improvement. In these two studies, the impact of the intervention on spatial abilities test scores was found despite the practice effect. Evidence was found for improvement of spatial abilities in anatomy education using instruction in anatomy and mental rotations training.     

Training for innovation in India: Cultural considerations and strategic Implications

Global organizations with personnel in India rank innovation as a primary workforce development objective to stay competitive in the global market (NASSCOM, 2007 ). This analysis reviews relevant literature for evidence of cultural factors that stand in the way of innovative performance in Indian personnel and discusses implications for the design of interventions. Findings in the literature indicate possible knowledge gaps resulting from higher education quality assurance problems and high turnover in the job market, underrecognition of creative and practical intellectual abilities owing to testing practices, and restrictions on creative tendencies stemming from hierarchical structures and external pressures. Instructional design implications include the use of diagnostics, transformational learning strategies, and systemic reinforcement initiatives.     

Identifying Interdisciplinary Research Collaboration in Instructional Technology

Interdisciplinarity is defined as communication and collaboration across academic disciplines. The instructional technology (IT) field has claimed to have an interdisciplinary nature influenced by neighboring fields such as psychology, communication, and management. However, it has been difficult to find outstanding evidence of the field’s interdisciplinary research efforts, except with psychology. IT and neighboring fields including human performance technology, instructional design, learning sciences, human resource development, and human resource management share common goals of learning and performance in diverse contexts. These fields are converging in terms of underscoring the importance of people in improving organizational performance through learning, development, and innovations. In this context, the purpose of this study was to identify interdisciplinary research collaboration efforts in the field through a review of literature on the topic. Based on the review of the literature, I provided implications for research and practice.     

A systematic review on the deployment and effectiveness of data analytics in higher education to improve student outcomes

Abstract

This is a systematic review conducted of primary research literature published between 2007 and 2018 on the deployment and effectiveness of data analytics in higher education to improve student outcomes. We took a methodological approach to searching databases; appraising and synthesising results against predefined criteria. We reviewed research on the effectiveness of three differentiated forms of data analytics: learning, academic and learner analytics. Student outcomes are defined as retention, academic performance and engagement. Our results find that three quarters of studies report the use of educational data analytics to be effective in improving student outcomes but their relationship with student outcomes requires further and more robust investigation and assessment. We argue that research must interpret and communicate effectiveness qualitatively, as well as quantitatively, by including the student voice in assessments of impact.