Teaching Inquiry with Linked Classes and Learning Communities

Abstract

In order to improve problem-solving dispositions, a section of an inquiry-based math sequence for first-year business students was linked with a section of our general education English sequence. We describe how the linked classes worked and compare some preliminary results from linked and unlinked sections of the math sequence.     

Stability of Rasch Scales Over Time

Item response theory (IRT) methods are generally used to create score scales for large-scale tests. Research has shown that IRT scales are stable across groups and over time. Most studies have focused on items that are dichotomously scored. Now Rasch and other IRT models are used to create scales for tests that include polytomously scored items. When tests are equated across forms, researchers check for the stability of common items before including them in equating procedures. Stability is usually examined in relation to polytomous items' central “location” on the scale without taking into account the stability of the different item scores (step difficulties). We examined the stability of score scales over a 3–5-year period, considering both stability of location values and stability of step difficulties for common item equating. We also investigated possible changes in the scale measured by the tests and systematic scale drift that might not be evident in year-to-year equating. Results across grades and content areas suggest that equating results are comparable whether or not the stability of step difficulties is taken into account. Results also suggest that there may be systematic scale drift that is not visible using year-to-year common item equating.     

虚拟学习社区中提高教学性存在的实践指导原则

自上个世纪90年代以来,国际上逐渐形成了一种重要的远程教育理论——基于计算机辅助传播（CMC）环境下的三种存在理沧（即教学性存在、认知性存在和社会性存在）,该理论由加拿大的兰迪·加里森和特里·安德森共同创建,在北美拥有重要的学术和实践基础。本文主要阐述如何提高其中的教学性存在,纵向从三类教学活动,即设计和组织教学、协调会话和直接教学,横向从两个维度,即社会忭存在和认知性存在,立体交叉地呈现了教师在虚拟社区中提高教学性存在应遵守的一些原则。     

Mendeley: Creating Communities of Scholarly Inquiry Through Research Collaboration

Mendeley is a free, web-based tool for organizing research citations and annotating their accompanying PDF articles. Adapting Web 2.0 principles for academic scholarship, Mendeley integrates the management of the research articles with features for collaborating with researchers locally and worldwide. In this article the features of Mendeley are discussed and critiqued in comparison to other, similar tools. These features include citation management, online synchronization and collaboration, PDF management and annotation, and integration with word processing software. The article concludes with a discussion of how a social networking tool such as Mendeley might impact the academic scholarship process.     

Social Presence and Implications for Designing Online Learning Communities

With the rapid global proliferation of the Internet and telecommunication networks , online education , one form of distance education is currently becoming the fastest growing trend of domestic and international education. A major challenge to designing online learning is the development of appropriate means to facilitate the social environment that is critical for higher order learning in many disciplines. In many online learning designs, the majority of resources are channeled to web interface design and technology, while little or no resources are devoted to facilitating the teaching and learning process, the negotiation of meaning and the validation of knowledge among peers and instructors that depends on a conducive socio-cultural environment and adequate learner support.     

Developmental Delays in Preschool Children: Assessment Over Time

Abstract

A 3‐year study yielded data on the characteristics and progress of preschool children with developmental delays of uncertain aetiology. Children were tested at six‐month intervals in their homes using standard developmental measures (Bayley, McCarthy, Gesell, Sequenced Inventory of Communication Development); additional information about children and families was gathered by personal interview. Findings support the use of standardized assessment techniques for determining developmental level of preschool delayed children. For the group as a whole there was stability of performance over time, but the rates of change varied according to child. Delays in developmental domains were frequently associated with social behavioural and adjustment problems. Some relationship was found between aetiology and rate of development. Analyses across time suggest that three assessments are needed before confident prediction can be made about developmental rate for individual children.     

Coding and Centering of Time in Latent Curve Models in the Presence of Interindividual Time Heterogeneity

The coding of time in latent curve models has been shown to have important implications in the interpretation of growth parameters. Centering time is often done to improve interpretation but may have consequences for estimated parameters. This article studies the effects of coding and centering time when there is interindividual heterogeneity in time such as when longitudinal responses are dependent on a point of origin that varies between individuals. Using representative examples that differ in their degree of interindividual time heterogeneity, we compare different models based on alternative forms of coding and centering of time to evaluate potential for biased estimates. Recommendations are made for studies marked by heterogeneity in time measures.     

Early Childhood Prospective Teacher Pedagogical Belief Shifts Over Time

Prospective teachers' shifts of pedagogical beliefs over time were examined in this study. There were significant differences found between beliefs reported at the onset of a teacher education program when compared to beliefs reported at graduation and after one year of employment. Prospective teachers had higher mean scores on learner-centered beliefs at graduation and after one year of employment than did students at the beginning of the teacher education program. The findings revealed the changes of prospective teachers' beliefs as a result of participation in one early childhood teacher education program.     

英语现在完成体时间状语探析

英语的现在完成体在很大程度上与其时间状语有联系,了解并掌握其时间状语有助于正确运用现在完成体.     

Enhancing Cognitive Presence in Online Case Discussions With Questions Based on the Practical Inquiry Model

The researchers in this study examined the influence of questions designed with the Practical Inquiry Model (PIM), compared with the regular (playground) questions, on students’ levels of cognitive presence in online discussions. Students’ discussion postings were collected and categorized according to the four levels of cognitive presence: triggering events, exploration, integration, and resolution. The data were analyzed using quantitative content analysis and nonparametric statistics. Results revealed that students’ responses to questions based on the PIM resulted in higher levels of students’ cognitive presence—integration of ideas and resolution of problems—compared with the responses based on the regular (playground) questions. These results suggest that instructors can use the PIM as a guiding framework to design questions that may influence cognitive presence in online discussions.     

The Role of School Climate in Explaining Changes in Social Trust Over Time

School is often ranked highly among social agents that are central to the development of various citizenship values and norms in younger members of society. In this paper, we examined the impact of two dimensions of school climate on changes in social trust among adolescents over time, namely relationships and safety. Using a series of latent change models on 3-wave panel data concerning roughly 850 Swedish adolescents aged 16 to 18 years, we found that experiences of victimization in school mattered most in predicting changes in social trust across 3 time points, when relevant demographic factors and other aspects of the school climate were controlled. In particular, social trust declined most among adolescents who experienced more victimization at school.     

中国古典诗歌时空结构新探

任何诗歌的境界都以时空形式存在，既表现为一种时间流程，又表现为一种空间展开，构成诗歌内部的时空结构。这种时空结构受诗人情感支配，并由具体的时空意象作为建构载体，最终指向诗歌意境的创造，使整个诗歌作品成为一个整体和谐运转，令人涵咏回味不已。     

Social Presence in Synchronous Virtual Learning Situations: The Role of Nonverbal Signals Displayed by Avatars

Social factors play an important role in determining whether instructional communication in computer-supported settings will be successful. Social presence is a social factor, specifically addressing the feeling of being present with another person in a virtual environment. This article describes possibilities to influence the feeling of social presence in synchronous learning scenarios using desktop collaborative virtual environments (CVEs). Desktop CVEs are technically simple compared with immersive CVEs and can be adapted according to the needs of the users. In this article, possible adaptations are described using the example of the desktop CVE virtual team room. In CVEs, users are represented as avatars. Avatars may or may not convey nonverbal signals. The focus of the article is on whether the actual use of nonverbal signals can affect the sense of social presence and thus help to establish and maintain the learner's motivation and provide support for structuring social interaction in learning situations. The paper provides a review of exploratory studies and experiments as well as a report on the author's own studies. Future research questions concerning learning in CVEs are discussed.     

Transfer Over Time: Stories About Transfer Years After Training

The purpose of this qualitative study is to form a grounded theory of the process of long‐term transfer. Eight physicians were interviewed to discover if, years later, they had used what they were taught in a faculty development training program. We found that these autonomous professionals continued to apply the teaching ideas they learned. Each, in a personal way, chose to use varied ideas in different ways in several contexts. They applied ideas using intellectual skills such as planning and analyzing. They continued their applications because they perceived supportive work conditions and positive consequences. In sum, over the long term, physicians acquired knowledge and mental skill, chose to use them, and attempted application. They reflected on outcomes, decided to reuse or revise, and tried again. Thus, the process of long‐term transfer was learning to use and learning from use. We examine implications for research and training.     

“Circle of Friends”—An Exploration of Impact Over Time

This study investigated the impact of different aspects of the circle of friends (CoF) intervention. A naturalistic sample of 14 primary‐aged children with a range of special educational needs were involved, seven of whom were followed‐up a term later, to assess medium‐term impact. The whole‐class meeting was found to be effective in increasing the social inclusion of the focus children. However, with the exception of one child with an autistic spectrum disorder (ASD), the weekly CoF meetings produced no measurable further improvements. Possible explanations for the pattern of findings and implications for educational psychology practice are discussed.     

拓展探究时空落实课标理念

拓展探究的时间、空间是达成新课标的重要途径。本文阐述了教师通过科学引导,合理安排,拓展学生课前、课堂与课后的探究时间;另外,除了拓展学校内的探究活动,还可以拓展家庭自主学习探究和外出参观探究。     

Young Children's Theory of Mind Predicts More Sharing With Friends Over Time

Children (predominantly white and middle class) between 3 and 6 years (M = 55.12 months, N = 145 at Time 1, N = 102 at Time 2) participated in the prosocial choice test at two time points approximately 10 months apart. Children could share with strangers, close friends, nonfriends, and in a control, no recipient condition. Children shared more rewards with friends over time. Age interacted with recipient type such that older children had a higher probability of prosocial allocations toward friends and strangers compared to younger children. Theory of mind (ToM) predicted more prosocial allocations to friends over time, and the youngest children with higher ToM scores showed the largest increase in sharing with friends over time.