Three Empirical Strategies for Teaching Statistics

Abstract

This paper employs a three-step process to analyze three empirically supported strategies for teaching statistics to BSW students. The strategies included: repetition, immediate feedback, and use of original data. First, each strategy is addressed through the literature. Second, the application of employing each of the strategies over the period of eight years of classroom application is outlined and discussed. Third, the three strategies are evaluated by students.     

Trauma-Focused Cognitive Behavioral Therapy for Childhood Traumatic Separation

ObjectivesIn light of the current U.S. family separation crisis, there is growing attention to Childhood Traumatic Separation, defined here as a significant traumatic stress reaction to a familial separation that the child experiences as traumatic. When living in a family setting, Childhood Traumatic Separation may interfere with the child's relationships with the current caregiver(s). Effective treatments for Childhood Traumatic Grief can be modified to address Childhood Traumatic Separation. This article describes current applications of Trauma-Focused Cognitive Behavioral Therapy (TF-CBT) for Childhood Traumatic Separation.MethodsUsing two composite clinical cases, TF-CBT applications for Childhood Traumatic Separation are described. These include: (1) implementing the safety component first; (2) tailoring coping skills to address the uncertainty of Childhood Traumatic Separation; (3) integrating past traumas into trauma narration and processing of the traumatic familial separation; (4) providing Childhood Traumatic Separation-focused components to address challenges of committing to new relationships while retaining connections to the separated parent; and (5) addressing role changes.ResultsThese modifications have been implemented for many youth with Childhood Traumatic Separation and have anecdotally resulted in positive outcomes. Research is needed to document their effectiveness.ConclusionsThe above practical strategies can be incorporated into TF-CBT to effectively treat children with Traumatic Separation.Practical implicationsPractical strategies include starting with safety strategies; tailoring skills components to address the ongoing uncertainty of traumatic separation; integrating past traumas into trauma narration and processing of traumatic separation; providing traumatic separation-focused components to balance the challenges of committing to new relationships with retaining connections to the separation parent; and addressing role changes. Through these strategies therapists can successfully apply TF-CBT for Childhood Traumatic Separation.     

English teachers’ uses of motivational strategies beyond an established framework

ABSTRACT

Background: Although the usefulness of Dörnyei’s framework of motivational strategies to language teachers has been widely tested, motivational techniques that are not within the framework have less commonly been accounted for.

Purpose: This study explores the uses of motivational strategies beyond Dörnyei’s taxonomy, and the factors that cause English teachers to use them.

Methods: In total, 22 teachers of English as a foreign language (EFL) in Hong Kong participated in this study. Reflective journal data and interview data, supported by classroom observations, were collected and analysed qualitatively.

Findings: The results reveal that, while most of the reported strategies corresponded closely to Dörnyei’s recommendations, two additional macrostrategies – routine teaching activities and uses of authentic materials – were employed. The most predominant factor leading to the use of these two macrostrategies was a concern about feasibility.

Conclusions: This study hence suggests the need for a new line of research on strategies that are primarily instructional and secondarily motivational, as well as further studies that take the feasibility of motivational strategies into greater consideration.     

Strategies for Efficient Experimental Design in Studies Probing 2-1-1 Mediation

Abstract

When well-implemented, mediation analyses play a critical role in probing theories of action because their results help lay the ground work for the critical development of a treatment and the iterative advancement of theories that are foundational to a discipline. Despite strong interest in designs that incorporate mediation, few studies have developed effective and efficient strategies to plan experiments examining multilevel mediation. We probe several design strategies for cluster-randomized designs and derive sampling plans that maximize power under cost constraints. The results suggest that among the more durable design strategies for mediation is covariance adjustment on variables predictive of the outcome and optimal sample allocation. The statistical power and optimal sample allocation results are implemented in the R package PowerUpR.     

Science Learning in Special Education: The Case for Constructed Versus Instructed Learning

Throughout the history of education, debate has existed between the relative merits of instructed versus constructed knowledge. In this article, we review our program of research in science education for students with disabilities in order to reveal some insights into this debate. We review research in science curriculum, mnemonic strategies, text-processing strategies, hands-on approaches, coached elaborations, “discovery” learning, correlates of effective inclusive science classrooms, and class-wide peer tutoring with differentiated curriculum enhancements. Overall, both instructed and constructed knowledge are important and can be facilitated with appropriate instructional strategies. Implications for practice and future research are provided.     

Understanding the School's Capacity for Development: Growth states and strategies

ABSTRACT

This article focuses upon differential strategies for school development and improvement. It argues that much school improvement work has placed an emphasis upon systemic change and has neglected to consider the extent to which schools have different capacities for change and development. We suggest in this article that different improvement strategies and types of intervention are needed for schools at different stages of growth. Our position is based upon a substantial body of school improvement research which has demonstrated the importance of differential strategies for schools at various developmental stages. We hope that this article will stimulate further discussion, debate and enquiry about the importance of differential approaches to school improvement.     

Strategies for Data-Informed Labor Market Responsiveness

Central Arizona College (CAC) has leveraged EMSI to design the most effective regional strategies for academic/economic prediction analysis. Accessing current and reliable data on occupations, skills requirements, and demographics, CAC can extract, analyze, and present this data to academic programs, advisory boards, economic development councils, and private industries throughout the service area, allowing CAC to develop long term collaborations.     

Identifying effective interventions for promoting parent engagement and family reunification for children in out-of-home care: A series of meta-analyses

BackgroundAn important obstacle for family reunification following child placement in residential care and other temporary out-of-home care services is the lack of engagement among parents.ObjectiveThe aim of this meta-analysis is to identify the most effective interventions to promote parental engagement and family reunification.Method and participantsEight studies, for a total of 2996 families, were used to conduct two series of meta-analyses. Each study examined the effectiveness of a goal-oriented parental engagement intervention, relative to a control group made up of parents who received standard services. Six moderators were analyzed: type of clinical modality, number of clinical strategies, sources of motivation for intervention, focus on the child care staff-parent relationship, child care staff training, and strategies to promote access to intervention.ResultsResults indicate that parents exposed to goal-oriented engagement interventions showed greater engagement (effect size d = 0.71, CI: 0.35–1.07, p < 0.001) and likelihood of reunification (effect size OR = 2.49, CI: 1.22–5.10, p < 0.05) than parents who received standard services. In particular, moderator analysis showed that parents who specifically participated in a family-focused intervention showed the highest engagement in comparison to parents involved in other types of interventions or who received standard services (effect size d = 1.08, CI: 0.58–1.59, p < 0.001). No moderators significantly explained heterogeneity of studies on family reunification.ConclusionOverall, the results underline the effectiveness of family-focused interventions to promote parental engagement. Nevertheless, greater knowledge on the mechanisms by which interventions can increase parents’ engagement and family reunification is still needed.     

Developing a knowledge network for applied education research to mobilise evidence in and for educational practice

Abstract

Background: The importance of ‘evidence-informed practice’ has risen dramatically in education and in other public policy areas. This article focuses on the importance of knowledge mobilisation strategies, processes and outputs. It is concerned with how these can support the adaptation and implementation of evidence from research and professional knowledge to inform changes in educational practices. It presents a case study of the Knowledge Network for Applied Education Research (KNAER), a tripartite initiative in Canada involving the Ontario Ministry of Education, University of Toronto and Western University and 44 KNAER-funded projects.

Purpose: The purpose of the article is to analyse the developing approach towards supporting knowledge mobilisation by the KNAER provincial partners through the governing body of the Planning and Implementation Committee and strategic and operational work of the university teams, and also the knowledge mobilisation strategies, challenges and successes of 44 KNAER projects.

Design and methods: We utilised a qualitative case study approach to investigate the Knowledge Network for Applied Education Research’s (KNAER) approaches to developing knowledge mobilisation over four years (2010–2014).To explore the work of the KNAER provincial partners, we analysed 17 meeting notes from the Planning and Implementation Committee and 9 notes from the university KNAER partners’ meetings. To explore the knowledge mobilisation strategies, challenges and successes of KNAER-funded projects, we analysed the 44 knowledge mobilisation plans, 141 interim reports and 43 final reports submitted by projects. To further investigate the experiences of KNAER projects during their implementation, we analysed responses from 21 people from 19 KNAER projects who participated in a facilitated discussion about their experiences.

Results: The Planning and Implementation Committee’s role involved three core responsibilities: (1) Approving knowledge mobilisation proposals submitted to the KNAER; (2) Ensuring that collaborative partnerships were developed at the local, provincial, national and international levels; and (3) Approving the KNAER operational and strategic plan. The university partners have taken on the roles of operational management, strategic leadership, and research and knowledge mobilisation expertise. KNAER projects varied in their knowledge mobilisation strategies, challenges and successes. ‘Exploiting Research’ projects focused on establishing connections and engaging communities of practice with people relevant to the project’s focus, creating an analysis of needs, designing or producing a relevant knowledge mobilisation product with the purpose of improving practice, monitoring the results or impact of the new product and sharing the dissemination process and results with others. ‘Building or Extending Networks’ projects engaged in creating or extending existing networks, developing a needs-based or gap assessment and producing appropriate products and dissemination processes based on the results gathered. ‘Strengthening Research Brokering’ projects organised steering committees to guide their work and gathered information via a literature review or by collecting information from stakeholders and then served as research brokers by collecting and mobilising relevant knowledge to inform practice. ‘Visiting World Experts’ projects developed knowledge mobilisation plans for host experts’ visits, involving establishing partnerships with networks, including universities and schools, and utilising social media and communication processes for knowledge mobilisation products.

Conclusions: KNAER included aspects of linear, relationships and systems models for connecting evidence and practice. Looking forward, KNAER is seeking to further advance a systemic approach. A systems model is in preference to linear models – which focus on evidence production only without attention to mobilisation or uptake of research, and/or relationships models – which may develop networks, but do not attend to capacity and resource barriers that need to be addressed for systemic and sustainable knowledge mobilisation.     

Parents' views on sexual debut among pre‐teen children in Washington,DC

Objective: Present US parents' perceptions about factors leading to early intercourse and strategies for overcoming them.

Methods: Conducted analysis of eight focus groups with 78 male and female African‐American and Hispanic caregivers of fifth‐graders and sixth‐graders (ages 10–12).

Results: Participants gave the following primary reasons for early sexual activity: lack of structured activities, adult supervision, and communication; and influence of peers, society, and media. They suggested strategies targeting these reasons, and the need for parents, schools, and the community to work together.

Conclusion: Incorporating parents' perspectives would help tailor interventions to the needs of the target population and increase parental support.     

Strategies for improving the written expression of primary children with poor writing skills

Abstract

This review examines the literature on strategies for improving the written expression of primary aged children with poor writing skills, from a sociocognitive perspective. The specific difficulties such children may experience are examined and research advocating a sociocognitive approach to help remediate their problems is described. Skill in writing depends partly on the author's ability to plan as well as manage the process of composition. Research is reviewed which describes some specific planning strategies such as the story web, the use of drama and drawings, and explicit instruction. Self‐regulation strategies are also described as a means of helping students internalise planning and reflective strategies. There is a clear consensus that teachers should also give specific instruction to children with poor writing skills.     

Value Education Processes for an Environmental Education Program

ABSTRACT:

Researchers and practitioners in environmental education have widely recognized the importance of facilitating the growth of positive environmental values among learners. Environmental Values Education (EVE) is included in environmental education programs, whether it is consciously planned or is an implicit part of the learner's experience. There are, however, many constraints to developing a well-planned EVE program and integrating this into the general curriculum; foremost among these is the need for teacher training in the theory and methods of EVE. Coursework and practical training for teachers is needed in several areas. When choosing appropriate strategies for teaching environmental ethics, each teacher will need to become familiar with the strengths and weaknesses of each approach, his or her own capabilities and need for further theoretical and practical training and the needs of learners and the nature of the situation at hand. Each learner's level of moral development is an especially important factor to consider when choosing and conducting EVE strategies. It is important for teachers to become familiar with school and community attitudes concerning values education, in order to implement a strong program in environmental values education while working within the existing realities of school policies and community expectations.     

Environmental Education as a Model for Constructivist Teaching

Abstract

Current literature related to science instruction often includes a discussion of the philosophy of constructivism. The authors describe four main components of a constructivist science lesson or unit. A review of commonly used environmental education materials was conducted to look for these components. Parallels between teaching strategies used in environmental education and constructivist methods are discussed.     

Differentiating instruction for gifted students in regular education social studies classes

Educational reform movements are transforming the shape of schools. Classroom populations are becoming more diverse as the number of students with disparate learning needs increases. Revised standards and performance expectations in the area of social studies are requiring teachers to make major shifts in teaching practices and strategies. Differentiation of instruction is necessary to meet the varied learning needs of diverse learners in social studies classes, especially gifted students. Curriculum compacting provides time for enrichment and/or acceleration for gifted learners. Conceptual thematic units, questioning strategies, interest development centers, independent study programs, and mentor‐ships are enrichment opportunities which can be implemented in regular education social studies classes to meet the learning needs of gifted students.     

History of childhood adversity and coping strategies: Positive flow and creative experiences

BackgroundAcquiring more complex coping strategies despite a history of childhood adversity may transpire in settings outside the family home.ObjectivesThe objectives of this cross-sectional study included investigating coping strategies under stressful situations in a non-clinical sample of active athletes and performing artists. Participants and Setting: In this community and university sample (n = 577), 40.4% had no ACEs, 43.4% had 1–3 ACEs, and 16.3% had ≥4 ACEs.MethodsA series of multivariate analyses (gender and age included as covariates) were conducted to examine differences between the three ACE groups.ResultsResults indicated no between-subject differences between the three ACE groups for flow-like experiences during preferred activities, although gender differences were significant (p < .001). Individuals in the ≥4 ACEs group endorsed more intense creative experiences compared to the no-ACE and 1–3 ACEs groups (p = .006, η² = .048); however, in the third MANCOVA they had heightened anxiety, internalized shame, dissociative processing, emotion-oriented coping, and cumulative trauma (p < .001, η² = .132). There were no group differences for task-oriented and avoidant-oriented coping, a finding that highlights the ability of active individuals to engage in effective coping strategies under stressful situations.ConclusionRegardless of past childhood adversity history, this non-clinical high achieving sample was able to engage in a range of coping strategies under stress.     

High school students’ implicit theories of what facilitates science learning

Background: Research has primarily concentrated on adults’ implicit theories about high quality science education for all students. Little work has considered the students’ perspective. This study investigated high school students’ implicit theories about what helped them learn science.

Purpose: This study addressed (1) What characterizes high school students’ implicit theories of what facilitates their learning of science?; (2) With respect to students’ self-classifications as African American or European American and female or male, do differences exist in the students’ implicit theories?

Sample, design and methods: Students in an urban high school located in south-eastern United States were surveyed in 2006 about their thoughts on what helps them learn science. To confirm or disconfirm any differences, data from two different samples were analyzed. Responses of 112 African American and 118 European American students and responses from 297 European American students comprised the data for sample one and two, respectively.

Results: Seven categories emerged from the deductive and inductive analyses of data: personal responsibility, learning arrangements, interest and knowledge, communication, student mastery, environmental responsiveness, and instructional strategies. Instructional strategies captured 82% and 80% of the data from sample one and two, respectively; consequently, this category was further subjected to Mann-Whitney statistical analysis at p < .05 to ascertain ethnic differences. Significant differences did not exist for ethnicity but differences between females and males in sample one and sample two emerged.

Conclusions: African American and European American students’ implicit theories about instructional strategies that facilitated their science learning did not significantly differ but female and male students’ implicit theories about instructional strategies that helped them learn science significantly differed. Because students attend and respond to what they think and perceive to be important, addressing students’ implicit theories may be one way to enhance science education reform.     

Strategies for the Assessment of Competence

Abstract

The paper examines three different strategies for the assessment of competence. The strategies are different because they base their Judgements about competence on different forms and amounts of evidence and they adopt different procedures for obtaining this evidence. Each strategy is illustrated by means of an analysis of an assessment programme in operation. The programmes are drawn from an investigation of competency‐based training programmes in TAFE colleges, industry and various training institutions carried out in Australia and Great Britain during 1992. The analysis brings out the strengths and weaknesses of each strategy as well as the particular problems and difficulties associated with the assessment of competence and the procedures that must be followed to ensure that principles of sound assessment are adhered to.     

School Strategies of Children with Multiple Relocations at Refuges for Abused Women

ABSTRACT

Worldwide, domestic violence forces many mothers with their children into refuges for abused women. Some children experience multiple residential relocations and continual schooling disruption. Limited research exists exploring these children's school experiences. This article examines their strategies at school. Data were collected in qualitative interviews with 20 children, ages 6–16, with multiple stays at Norwegian refuges. Data were coded according to the constructivist approach to grounded theory. The generated code “thought control” led to Bandura's theory of “self-efficacy and thought control” as the framework for data analysis. Children used six strategies to regulate their emotional state at school. The strategies were: imaginative safety, recreational learning, healing talks, physical activity, divertive play, and creative explanations.