The compatibility of action learning with inner game coaching

Using ‘inner game’ coaching techniques in the remediation of a challenged programme at a Global Investment Bank the environment was transformed into a delivery focused culture. The techniques included group sessions that would be familiar to anyone aware of action learning and were an integral part of the strategy to ensure sustainable change was achieved, with the programme delivered to an agreed plan and under budget.     

A sequential analysis of responses in online debates to postings of students exhibiting high versus low grammar and spelling errors

Given that grammatical and spelling errors have been found to influence perceived competence and credibility in written communication, this study examined how a student’s grammar and spelling errors affect how other students respond to the student’s postings in four online debates hosted in asynchronous threaded discussions. Message-response exchanges were sequentially analyzed to identify patterns in students’ replies to arguments and challenges with counter-challenges, explanations, and evidentiary support posted by students that exhibited low versus high number of grammatical and spelling errors. Although no causal inferences can be drawn from this study, the findings nevertheless suggests that: (a) arguments posted by high-error students are more likely to be challenged than arguments posted by low-error students; (b) exchanges between high-error students can amplify the effects of grammar/spelling errors; and (c) higher levels of argumentation can be achieved by placing students into groups that are heterogeneous in writing skills in general. The findings and methods used in this study lay the groundwork for further research on strategies for managing individual differences in students’ grammar and spelling (and other student behaviors in general) and increasing the level of critical discourse in online discussions.     

Delivery Method: Does it Matter? A Study of the North Carolina Developmental Mathematics Redesign

In 2009, the North Carolina Community College System (NCCCS) began the process of redesigning developmental mathematics (DMA) courses. The first classes were offered in 2012 with final state implementation in fall 2013. The purpose of this study was to examine the subsequent gateway course success rates achieved by former DMA students in relation to the delivery method (i.e., teacher-centered, student-centered, and computer-centered) used in the redesigned North Carolina DMA courses. Students included in this study took a gateway math course and a developmental math course during the same or previous academic year. Students who participated in student-centered and computer-centered instruction in their DMA course had a statistically significant pass rate in subsequent gateway courses compared with students receiving teacher-centered instruction. Along with the findings, this paper discusses considerations for redesign, including the choice of delivery methods and instructional techniques, and recommendations for further research.     

British Humour

本专栏由英国大使馆文化处提供稿件,旨在让读者从中学习地道英文。体悟英文百味。本期介绍了别具风格的英式幽默。以“憨豆先生”为代表的英式幽默,有点冷峻,有点深沉,笑点还真是难以捉摸……     

In the News

编者按：本专栏由英国大使馆文化处提供稿件,旨在让读者从中学习地道英文,体悟英文百味。本期介绍了网络带给英国传统报刊业的冲击。网络时代到来,新闻实现了24小时实时播报,英国纸媒业的寒冬真要到来了吗？     

Conditional cooperators: student prosocial dispositions and their perceptions of the classroom social environment

A common problem in education is getting students to cooperate effectively in groups during learning. Because interdisciplinary research has established that cooperation is sensitive to specific contextual factors such as reciprocity, friendship and benefit, similar factors could be shaping student interactions in contemporary classroom environments. The present article reports an initial investigation of this idea by examining how student perceptions of their classroom environment relate to their willingness to expend energy and resources on classmates (through helping). This was accomplished through the structural equation modeling of survey data collected from 845 undergraduate life sciences students from 41 laboratory classrooms at a research-intensive university. Characteristics of the classroom social environment previously associated with benefits in other contexts also predicted (reciprocity β = 0.576; friendship β = 0.156) the educational benefit that students perceive as coming from their classmates. This perceived benefit in turn was highly associated (β = 0.605) with student willingness to expend resources on classmates (i.e. their prosocial disposition). Also both reciprocity (β = 0.298) and perceived benefit (β = 0.403) concurrently predict a student’s support for enforcing cooperation in the classroom. Potential insights into the contribution of classroom social environment to student dispositions towards cooperation are discussed.     

Can research on science learning and instruction inform standards for science education?

We contrast the current science education reform effort with the reforms of the 1960s and suggest how the current effort could be enhanced. We identify insights from recent research that we believe can inform the reform process, in particular, to reach all science students and also impart a cohesive view of science. We propose an alternative models view of scientific explanation and show how this view would contribute to reforms of (1) course goals, (2) social aspects of science learning, (3) instructional practices, and (4) roles for technology.This paper summarizes discussions and debates that the authors have had over the last few years. The dialogue stems, in part, from our joint participation in the American Educational Research Association Special Interest Group on Education in Science and Technology (AERA SIG:EST) leadership. This paper communicates the spirit of our thinking and does not necessarily reflect the view of SIG:EST, or any other organization.We gratefully acknowledge the support of National Science Foundation Grant MDR-9253462 in work related to this paper. We appreciate helpful comments from Eileen Lewis and the Computer as Learning Partner group.This material is based upon research supported by the National Science Foundation under grant RED-9155744. Any opinions, findings, and conclusions or recommendations expressed in this publication are those of the authors and not necessarily reflect the views of the National Science Foundation.     

Developing social skills in autistic children through ‘Relaxed Performances’

Families living with autism often feel unable to attend social and cultural events, largely due to the fear of their child attracting negative or even aggressive reactions from others. The ‘joint attention’ that is part of the theatre experience, however, may be a powerful factor in the development of social and communication skills for such children. ‘Relaxed performances’ offer an opportunity for them to access and engage with theatre by making special arrangements designed to reduce tensions associated with visits to public places. Aspects of the production such as the use of lighting and sound effects which may trigger adverse reactions are also adjusted. This paper reports on how one local theatre drew on the findings of a national project to mount a ‘relaxed performance’ of their annual pantomime. It discusses the theatre's preparations and presents evidence of the impact the event had on local children with autism and their families. The success of both the national project and this local one marks a new beginning for improved access to the theatre for an audience that has hitherto felt largely excluded.