The effects of upper‐secondary education and training systems on skills inequality. A quasi‐cohort analysis using PISA 2000 and the OECD survey of adult skills

Research tells us much about the effects of primary and lower‐secondary schooling on skills inequality, but we know less about the impact of the next stage of education. This article uses a differences‐in‐differences analysis of data on literacy and numeracy skills in PISA 2000 and SAS 2011/12 to assess the contribution of upper‐secondary education and training to inequalities in skills opportunities and outcomes. It finds that greater parity of esteem between academic and vocational tracks, as found in German‐speaking and Scandinavian countries, has some positive effects in mitigating skills inequality. However, the most important factors seem to be high completion rates from long‐cycle upper‐secondary education and training and mandatory provision of Maths and the national language in the curriculum.     

Improving Latino,English language learners' reading fluency: The effects of small‐group and one‐on‐one intervention

Reading fluency is a critical yet commonly neglected component of early reading instruction. For the large percentage of English language learners (ELLs) who are struggling with or at risk for reading difficulties, there is insufficient research available to help educators implement time‐efficient interventions with these students. Using an experimental design common in field‐based research, the purpose of this study was to evaluate the differential effects of a one‐on‐one (1/1) and small‐group (SG) reading fluency intervention, both implemented with Spanish‐speaking ELLs. Using three forms of data‐analytic strategies (visual analysis, standard error of measurement, and randomization tests), results showed that nearly all students benefitted from the 1/1 intervention, and two students clearly benefitted from the SG intervention. Standardized reading assessments also demonstrated the positive impact of students receiving the interventions. Implications of these findings are primarily discussed with respect to school‐based practice. © 2011 Wiley Periodicals, Inc.     

中国代际收入流动性趋势分析：1991－2011

利用中国居民健康和营养调查（CHNS）1991－2011的数据,估计并分析了中国居民代际收入流动性趋势。研究结果表明：父代教育、职业变量是有效的工具变量,中国居民代际收入弹性在1991－2011年间平均为0D．57,说明代际收入流动性整体较低;中国居民代际收入弹性在1991－2004年间总体上呈现出一种向上的趋势,并且在2004年达到峰值0．7。其后代际收入弹性在2004－2009年间经历了一个迅速下降的过程,而在2009－2011年间,代际收入弹性有所反弹。     

Improving representational competence using molecular simulations embedded in inquiry activities

The present article discusses the design and impact of computer‐based visualization tools for supporting student learning and representational competence in science. Specifically, learning outcomes and student representation use are compared between eight secondary classrooms utilizing The Connected Chemistry Curriculum and eight secondary chemistry using lecture‐based methods. Results from the quasi‐experimental intervention indicate that the curriculum and accompanying visualization tool yield only small to modest gains in student achievement on summative assessments. Analysis of student representation use on pre‐ and post‐assessments, however, indicate the students in Connected Chemistry classrooms are significantly more likely to use submicroscopic representations of chemical systems that are consistent with teacher and expert representation use. The affordances of visualization tools in inquiry activities to improve students' representational competence and conceptual understanding of content in the science classroom are discussed. © 2011 Wiley Periodicals, Inc. J Res Sci Teach 48: 1137–1158, 2011     

A structural equation model of conceptual change in physics

A model of conceptual change in physics was tested on introductory‐level, college physics students. Structural equation modeling was used to test hypothesized relationships among variables linked to conceptual change in physics including an approach goal orientation, need for cognition, motivation, and course grade. Conceptual change in physics was determined using gains from pre‐ to post‐administration of the Force Concept Inventory (FCI). Results indicated that need for cognition and approach goals had a significant influence on motivation. Motivation influenced change scores on the FCI both directly, and indirectly, through course grade. Finally, course grade directly influenced conceptual change. The implications of these findings for future research and developing students' conceptual change in physics are discussed. © 2011 Wiley Periodicals, Inc. J Res Sci Teach 48: 901–918, 2011     

Entrepreneurship in Higher Education: The impact of competition‐based policy programmes exemplified by the German Excellence Initiative

Competition‐based policy programmes are an external steering mechanism to create beneficial outcomes for societies that are entering the Continental European Higher Education landscape. The Excellence Initiative in Germany aimed to enhance research quality, international visibility and support peak performing universities. We want to study if there was a side effect of the Initiative on academic entrepreneurial activity and if so, whether or not it was a system‐wide and/or a winners effect. We measure entrepreneurial activity by the patenting activity and industry collaboration of a university. The analysis is based on 73 German universities observed from 2004 to 2011. Employing a difference‐in‐differences estimation, we find that the Initiative created an advantage for the whole of Germany while being an Excellence University does not have an impact on academic entrepreneurship with regards to patenting activity. However, we find a Matthew effect concerning rewards in industry collaboration. We conclude that the Initiative had positive side effects for the system and partly also for the winners of the competition.     

Evolution and personal religious belief: Christian university biology‐related majors' search for reconciliation

The goal of this study was to explore Christian biology‐related majors' perceptions of conflicts between evolution and their religious beliefs. This naturalistic study utilized a case study design of 15 undergraduate biology‐related majors at or recent biology‐related graduates from a mid‐western Christian university. The broad sources of data were interviews, course documents, and observations. Outcomes indicate that most participants were raised to believe in creationism, but came to accept evolution through evaluating evidence for evolution, negotiating the literalness of Genesis, recognizing evolution as a non‐salvation issue, and observing professors as Christian role models who accept evolution. This study lends heuristic insight to researchers and educators seeking to understand the complex processes by which Christian biology‐related majors approach learning about evolution. © 2011 Wiley Periodicals, Inc. J Res Sci Teach 48: 1026–1049, 2011     

Retracted: Learning in troubleshooting of automotive braking system: A project‐based teamwork approach

The following article from British Journal of Educational Technology, ‘Learning in troubleshooting of automotive braking system: A project‐based teamwork approach’, by Janus S. Liang, first published online in Wiley OnlineLibrary ( http://www.wileyonlinelibrary.com ) on 15 April 2011, has been retracted by agreement between the author, the journal Editor, Nick Rushby, and Blackwell Publishing Ltd. The retraction has been agreed due to the inclusion of significant passages of unattributed material from other authors. Reference Liang, Janus S. (2012). Learning in troubleshooting of automotive braking system: A project‐based teamwork approach, British Journal of Educational Technology, 43, 2, 331–352. doi: 10.1111/j.1467‐8535.2011.01182.x     

Science motivation questionnaire II: Validation with science majors and nonscience majors

From the perspective of social cognitive theory, the motivation of students to learn science in college courses was examined. The students—367 science majors and 313 nonscience majors—responded to the Science Motivation Questionnaire II, which assessed five motivation components: intrinsic motivation, self‐determination, self‐efficacy, career motivation, and grade motivation. Exploratory and confirmatory factor analyses provided evidence of questionnaire construct validity. The motivation components, especially self‐efficacy, were related to the students' college science grade point averages. The science majors scored higher than the nonscience majors on all of the motivation components. Among both science majors and nonscience majors, men had higher self‐efficacy than women, and women had higher self‐determination than men. The findings suggest that the questionnaire is a valid and efficient tool for assessing components of students' motivation to learn science in college courses, and that the components play a role in students' science achievement. © 2011 Wiley Periodicals, Inc. J Res Sci Teach 48: 1159–1176, 2011     

Student learning in science simulations: Design features that promote learning gains

This research examines science‐simulation software available for grades 6–12 science courses. The study presented, funded by the National Science Foundation, had two objectives: a literature synthesis and a product review. The literature synthesis examines research findings on grade 6–12 student learning gains and losses using virtual laboratories and science‐simulation software, derived from a review of 79 relevant studies identified. Based on that literature, significant aspects of how such products influence student learning are identified. Tables summarize the research‐based evidence about best practices in instructional design for such virtual lab and simulation products. Some products were then reviewed as case studies to determine in what ways and to what extent they implement such research‐identified best practices. The overall goal was to consider where the most progress is being made in effective virtual‐lab and simulation products, and what directions future development should take. The intent is to inform science educators, teachers, administrators, and policy makers who are using, buying, and examining middle and high school instructional materials. © 2011 Wiley Periodicals, Inc. J Res Sci Teach 48: 1050–1078, 2011     

A framework for scaffolding students' assessment of the credibility of evidence

Assessing the credibility of evidence in complex, socio‐scientific problems is of paramount importance. However, there is little discussion in the science education literature on this topic and on how students can be supported in developing such skills. In this article, we describe an instructional design framework, which we call the Credibility Assessment Framework, to scaffold high school students' collaborative construction of evidence‐based decisions and their assessment of the credibility of evidence. The framework was employed for the design of a web‐based reflective inquiry environment on a socio‐scientific issue, and was enacted with 11th grade students. The article describes the components of the Credibility Assessment Framework and provides the details and results of an empirical study illustrating this framework in practice. The results are presented in the form of a case study of how 11th grade students investigated and evaluated scientific data relating to the cultivation of genetically modified plants. Multiple kinds of data were collected, including pre‐ and post‐tests of students' conceptual understanding and their skills in assessing the credibility of evidence, and videotapes of students' collaborative inquiry sessions. The analysis of the pre‐ and post‐tests on students' conceptual understanding of Biotechnology and their skills in assessing the credibility of evidence revealed statistically significant learning gains. Students' work in task‐related artifacts and the analysis of two groups' videotaped discussions showed that students became sensitive to credibility criteria, questioned the sources of data and correctly identified sources of low, moderate, and high credibility. Implications for designers and educators regarding the application of this framework are discussed. © 2011 Wiley Periodicals, Inc. J Res Sci Teach 48: 711–744, 2011     

Role of student engagement in the resilience of african american adolescents from low‐income rural communities

The study sought to determine whether behavioral and psychological engagement in middle school served a protective or promotive role, thereby contributing to the resilience of African American youth from low‐income rural communities. Teacher reports of adjustment (i.e., aggression, academic competence, popularity) in the sixth grade were gathered. Data on behavioral and psychological engagement across the seventh and eighth grade were collected from student self‐reports. In the ninth grade, achievement data were obtained from school grades and peer assessments measured aggression. To identify profiles across multiple behavioral measures that increase risk, early adjustment configurations were derived from sixth grade teacher reports. Regression analyses indicated that youth with Troubled, Tough, and Disengaged profiles were at risk for difficulties in subsequent achievement and/or aggression. In addition, behavioral and psychological engagement had a main effect relation with achievement and/or aggression, indicating that engagement served a promotive role. © 2011 Wiley Periodicals, Inc.     

A comparison of the mystery motivator and the Get 'Em On Task interventions for off‐task behaviors

Attending to instruction is a critical behavior for academic success. Many elementary school teachers, however, identify disruptive and inattentive classroom behaviors as key barriers to students' successful educational performance. This study examined the impact of two class‐wide positive behavior support programs. The Mystery Motivator and Get 'Em On Task interventions were implemented in an alternating treatments design with fifth grade participants to decrease off‐task behaviors. Results indicated that both interventions effectively decreased off‐task behavior at the class‐wide level. Implications and suggestions for future research on evidence‐based behavioral interventions are discussed. © 2011 Wiley Periodicals, Inc.     

The emergence of a learning progression in middle school chemistry

Previously, a small scale, interview‐based, 3‐year longitudinal study (ages 11–14) in one school had suggested a learning progression related to the concept of a substance. This article presents the results of a large‐scale, cross‐sectional study which used Rasch modeling to test the hypothesis of the learning progression. Data were collected from 4,450 students, aged 11–14, across 30 secondary schools in England using a computer‐based assessment instrument. The construction of the items was informed by the research literature on students' understanding in chemistry. One hundred seventy‐six fixed response items, in three formats, involving the use of video and animation were developed. Scored dichotomously, overall, the data show a good fit to the Rasch model. Item difficulties have a high degree of invariance across ability, schools, gender, and year group. Conceptually, when items are placed in order of difficulty, a coherent progression of ideas emerges which matches the expectations from the longitudinal study. The learning progression is presented. Independent, nationally standardized data allow tentative projection of student performance to the wider population in England. Implications for research and curriculum design are discussed. © 2011 Wiley Periodicals, Inc. J Res Sci Teach 48: 849–877, 2011     

The translucent cadaver: A follow‐up study to gauge the efficacy of implementing changes suggested by students

In a study conducted in 2011, the use of full body digital X‐ray images (Lodox^® Statscan^®) and drawings were described for surface anatomy education during which suggestions were made by students on how to improve the method. Educational innovations should continuously be adjusted and improved to provide the best possible scenario for student learning. This study, therefore, reports on the efficacy of implementing some of these suggestions. Suggestions incorporated into the follow‐up study included: (1) The inclusion of eight strategically placed labeled digital X‐ray images to the dissection halls, (2) The placement of both labeled and unlabeled digital X‐ray images online, (3) The inclusion of informal oral questions on surface anatomy during dissection, (4) The requirement of students to submit individual drawings in addition to group drawings into their portfolios, and (5) Integrating information on how to recognize anatomical structures on X‐rays into gross anatomy lectures given prior to dissection. Students were requested to complete an anonymous questionnaire. The results of the drawings, tests and questionnaires were compared to the results from the 2011 cohort. During 2012, an increased usage of the digital X‐rays and an increase in practical test marks in three out of the four modules (statistically significant only in the cardiovascular module) were reported. More students from the 2012 cohort believed the images enhanced their experience of learning surface anatomy and that its use should be continued in future. The suggested changes, therefore, had a positive effect on surface anatomy education. Anat Sci Educ 6: 433–439. © 2013 American Association of Anatomists.     

Response‐to‐intervention in high‐risk preschools: Critical issues for implementation

This article summarizes the current knowledge of response‐to‐intervention (RTI) models in preschool settings, with an emphasis on evaluating the strengths and weaknesses of our current research base. Particular attention is given to the unique challenges of high‐risk preschool settings. Presently, sufficient empirical support exists to begin establishing tiered intervention systems and building teacher capacity. Lacking, however, are valid and reliable assessment tools and insufficiently trained personnel to support a data‐based decision‐model within high‐risk preschools. We conclude that organizational development should focus on building teacher capacity, establishing high‐quality classroom instruction, and planning for sustainable programs, with adoption of a full RTI service delivery model serving as a long‐range aspirational goal. © 2011 Wiley Periodicals, Inc.     

Measuring knowledge integration: Validation of four‐year assessments

Science education needs valid, authentic, and efficient assessments. Many typical science assessments primarily measure recall of isolated information. This paper reports on the validation of assessments that measure knowledge integration ability among middle school and high school students. The assessments were administered to 18,729 students in five states. Rasch analyses of the assessments demonstrated satisfactory item fit, item difficulty, test reliability, and person reliability. The study showed that, when appropriately designed, knowledge integration assessments can be balanced between validity and reliability, authenticity and generalizability, and instructional sensitivity and technical quality. Results also showed that, when paired with multiple‐choice items and scored with an effective scoring rubric, constructed‐response items can achieve high reliabilities. Analyses showed that English language learner status and computer use significantly impacted students' science knowledge integration abilities. Students who took the assessment online, which matched the format of content delivery, performed significantly better than students who took the paper‐and‐pencil version. Implications and future directions of research are noted, including refining curriculum materials to meet the needs of diverse students and expanding the range of topics measured by knowledge integration assessments. © 2011 Wiley Periodicals, Inc. J Res Sci Teach 48: 1079–1107, 2011     

Test–retest reliability of the parent behavior importance questionnaire‐revised and the parent behavior frequency questionnaire‐revised

This study evaluated the test–retest reliability of two parenting measures: the Parent Behavior Importance Questionnaire‐Revised (PBIQ‐R) and Parent Behavior Frequency Questionnaire‐Revised (PBFQ‐R). These self‐report parenting behavior assessment measures may be utilized as pre‐ and post‐parent education program measures, with parents as well as nonparent respondents. The questionnaires are based on the parent development theory, with the parenting behaviors corresponding to theory and current parenting literature. Thus, respondents' relative weighting of importance (PBIQ‐R) or frequency (PBFQ‐R) of positive, supportive parenting as well as negative behaviors may be determined through questionnaire responses. Test–retest reliability estimates suggest psychometric strength. Results are discussed relative to parenting theory and research, as well as school psychology policy and practice. © 2011 Wiley Periodicals, Inc.     

Effects of school‐wide positive behavior support on teacher self‐efficacy

This study examined the relationships between implementation of a school‐wide approach to behavior, School‐wide Positive Behavior Support (SWPBS), and teacher self‐efficacy. Twenty‐two teachers from schools implementing SWPBS and 40 teachers from schools not implementing SWPBS completed a questionnaire measuring aspects of self‐efficacy. Differences in ratings of self‐efficacy were examined using multilevel modeling. Results showed that teachers at SWPBS schools reported significantly higher perceptions of teacher self‐efficacy when controlling for school‐level effects. Results are discussed in terms of implications for future research and practice. © 2011 Wiley Periodicals, Inc.