Rissland,Birgit. 2002. Humor und seine Bedeutung für den Lehrerberuf. Bad Heilbrunn/Obb.: Julius Klinkhardt. 234 pp. ISBN 3-7815-1251-7.

International Review of Education -     

The Hispanic Experience in Physical Education Teacher Education Programs: A Qualitative Study

The purpose of this study was to describe the experiences of Hispanic faculty involved in physical education teacher education programs at predominantly White colleges and universities in the United States. The study was positioned in the theoretical framework of organizational socialization. Participants were Hispanic (n = 6) faculty from various kinesiology-based programs in tenure-track positions at institutions of higher education in the United States. Data were collected via semi-structured interviews and transcribed, triangulated, and analyzed with constant comparative procedures. We uncovered the following themes: (a) underrepresented, (b) socialized, and (c) cultured and determined. The study’s findings magnify the need for faculty and administrators to heighten their awareness and implement strategies to improve the organizational socialization of Hispanic faculty, particularly at predominantly White doctoral-granting colleges and universities. This means, for instance, identifying strategies to recruit, prepare, retain, and mentor Hispanic faculty at such institutions.     

The Effects of Inflated Seating Cushions on Engagement in Preschool Circle Time

Inflatable balls and cushions made of non-latex rubber can provide alternatives to sitting on the floor/ground or classroom chairs. This study tested the effect of inflatable cushions (wiggle cushions) placed on the floor for seating during circle time in typical preschool classrooms. The effect on attention was tested using alternating periods of usual seating and wiggle cushions. Four preschool classrooms (n = 25) were utilized, with two randomly assigned to the intervention condition (n = 15) and two as control (n = 10). Circle time was led by classroom teachers. Preschoolers’ engagement was rated using five subscales of the Child Behavior Rating Scale (Mahoney and Wheeden 1999), a five-point Likert-type scale, from video recordings of a uniformly structured seven-minute period at the beginning of circle time. With use of wiggle cushions, there were statistically significant improvements in Attention and Persistence subscales (p = .002, .026 respectively). Teachers provided positive feedback for the intervention, indicating social validity. Results provide support for the use of wiggle cushions to enhance engagement during preschool circle time.     

They also do it: Internet use by older adults living in residential care facilities

The Internet has gained much importance as a resource for older adults during recent years, for example, as a resource for maintaining lifelong learning. However, available studies targeting the adoption of the Internet have mostly focused on young-old, healthy, and community-dwelling adults. To our knowledge, no study has yet examined Internet use among individuals living in residential care facilities (RCF), that is, old–old adults with a range of functional impairments. We provide data on the Internet use in a large sample of 1,212 residents (mean age, 87.9 years) living in 24 RCFs in Zurich, Switzerland. We found that 14% of residents used the Internet, a very similar proportion as previously reported in a Swiss survey of older adults in private households. However, when stratified according to age, individuals aged 65–84 years in RCFs had lower Internet use compared with community-dwelling older adults (21% versus 65%, respectively). No difference was observed among individuals aged ≥85 years. Compared with non-users, Internet users were more likely to be younger, male, living for a shorter duration in RCF, not living alone in the institution, and healthier and functionally unimpaired. Internet users also described themselves as having higher autonomy and satisfaction with life. In conclusion, Internet use has reached (at least in Switzerland) the long-term care sector and appears to play a significant role in the lives of a considerable portion of RCF residents.     

I have to go online next week?! Practical suggestions based on Ke (2016)

Activation of known material, the importance of context and narrative, opportunities for reflection, and appropriate feedback are all major issues to be taken into consideration when designing online courses. The purpose of this review is to discuss the ways in which these various themes, elucidated by Ke (Designing and integrating purposeful learning in game play: A systematic review. Educational Technology Research and Development, 64, 219–244. https://doi.org/10.1007/s11423-015-9418-1, 2016), can be brought to life when transitioning a course to an online format. Issues related to this review will be discussed from a practical perspective aimed at assisting course instructors when making a fast transition to an online teaching modality.

     

The development of flexibility in equation solving

This paper explores the development of students’ knowledge of mathematical procedures. Students’ tendency to develop rote knowledge of procedures has been widely commented on. An alternative, more flexible endpoint for the development of procedural knowledge is explored here, where students choose to deviate from established solving patterns on particular problems for greater efficiency. Students with no prior knowledge of formal linear equation solving techniques were taught the basic transformations of this domain. After instruction, students engaged in problem-solving sessions in two conditions. Treatment students completed the “alternative ordering task,” where they were asked to re-solve a previously completed problem but using a different ordering of transformations. Those completing alternative ordering tasks demonstrated greater flexibility.     

Achieving Optimal Best: Instructional Efficiency and the Use of Cognitive Load Theory in Mathematical Problem Solving

We recently developed the Framework of Achievement Bests to explain the importance of effective functioning, personal growth, and enrichment of well-being experiences. This framework postulates a concept known as optimal achievement best, which stipulates the idea that individuals may, in general, strive to achieve personal outcomes, reflecting their maximum capabilities. Realistic achievement best, in contrast, indicates personal functioning that may show moderate capability without any aspiration, motivation, and/or effort expenditure. Furthermore, our conceptualization indicates the process of optimization, which involves the optimization of achievement of optimal best from realistic best.In this article, we explore the Framework of Achievement Bests by situating it within the context of student motivation. In our discussion of this theoretical orientation, we explore in detail the impact of instructional designs for effective mathematics learning as an optimizer of optimal achievement best. Our focus of examination of instructional designs is based, to a large extent, on cognitive load paradigm, theorized by Sweller and his colleagues. We contend that, in this case, cognitive load imposition plays a central role in the structure of instructional designs for effective learning, which could in turn influence individuals’ achievements of optimal best. This article, conceptual in nature, explores varying efficiencies of different instructional approaches, taking into consideration the potency of cognitive load imposition. Focusing on mathematical problem solving, we discuss the potentials for instructional approaches to influence individuals’ striving of optimal best from realistic best.     

Critical Conversations on Social Justice in Undergraduate Mathematics

Abstract

This article explores how critical conversations engage undergraduate mathematics faculty in a community of practice that enhances their knowledge about teaching and learning mathematics for social justice. More broadly, critical conversations are defined as a cooperative learning strategy that can be used to identify, explore, and respond to various interests and issues situated across differing values and beliefs. We present a case study of a critical conversation that took place at a 2016 Mathematics for Social Justice workshop organized by a group of junior faculty. Participant reflections situate perspectives that can help novice and experienced instructors design conversations about teaching mathematics for social justice. Specifically, individual and group reflections highlight the importance of: (i) framing and reflecting on the conversation; (ii) exploring implications and content connections; and (iii) identifying barriers. Implications for faculty members and mathematics departments are provided.