A Meta-Analysis of Single-Case Research on Mathematics Word Problem-Solving Interventions for English Learners with Learning Disabilities and Mathematics Difficulties

This single-case meta-analysis is the first to provide a quantitative synthesis of the published literature on mathematics word problem-solving intervention studies for English learners with learning disabilities and mathematics difficulties. A total of ten single-subject studies were included for analysis. The current study investigated the magnitude of the effect of mathematics interventions targeting the improvement of students’ mathematics word problem-solving performance, and analyzed variables that moderated this effect. Results indicate a moderate overall effect size of 0.81 (95% CI [0.71, 0.90]) on word problem-solving performance for English learners with learning disabilities and mathematics difficulties. Moderator variables such as the implementer of the interventions, instructional focus, and word problem-solving content significantly moderated the mathematics intervention effects.     

Questioner or question: Predicting the response rate in social question and answering on Sina Weibo

With the noted popularity of social networking sites, people increasingly rely on these social networks to address their information needs. Although social question and answering is potentially an important venue seeking information online, it, unfortunately, suffers from a problem of low response rate, with the majority of questions receiving no response. To understand why the response rate of social question and answering is low and hopefully to increase it in the future, this research analyzes extrinsic factors that may influence the response probability of questions posted on Sina Weibo. We propose 17 influential factors from 2 different perspectives: the content of the question, and the characteristics of the questioner. We also train a prediction model to forecast a question's likelihood of being responded based on the proposed features We test our predictive model on more than 60,000 real-world questions posted on Weibo, which generate more than 600,000 responses. Findings show that a Weibo's question answerability is primarily contingent on the questioner versus the question. Our findings indicate that using appreciation emojis can increase a question's response probability, whereas the use of hashtags negatively influences the chances of receiving answers. Our contribution is in providing insights for the design and development of future social question and answering tools, as well as for enhancing social network users’ collaboration in supporting social information seeking activities.     

Using pig die and simulation to explore probability and expected values

We present a variant of the Game of Pig to introduce the concepts of probability, simulation and expected value.     

Language Acquisition Assisted by the Internet

Abstract

The authors focus on exploiting new methods of language acquisition with the help of the possibilities offered by the Internet. As a new option for computer‐assisted language learning, the Internet is considered to be a source for individual learning and problem oriented teaching in many other areas. Expanding knowledge in parallel in informatics and the English language is an asset. In addition to pointing out starting off sites for ESL teachers and introducing some interesting examples, some criteria of constructing language teaching WWW pages of our own are also listed.     

Computer Science Distance Education Experience in Hawaii

The University of Hawaii at Hilo began offering a B.S. degree in computer science via distance education in 1998. This program serves students on islands with no four-year educational institution.The experiences in planning for and teaching such a program are discussed, together with the technologies used and the outcomes to date.     

What does mentoring mean to experienced teachers? A phenomenological interview study

Abstract

This report investigates mentoring from the perspectives of 7 experienced secondary public school teachers from four different school districts in Oklahoma. The participants' teaching experience ranged from 10 to 30years. The author reviewed the research process and data provided through the teachers' interviews and protocol writings to further explain the nature of mentoring and the benefits of mentoring experienced teachers. The experienced teachers benefited from the mentoring process and their mentoring experiences in two important areas. At the professional level, the teachers gained a sense of self as professional educators. At the personal level, these teachers identified mentoring as a process that worked in almost any situation; in addition, they recognized that conversing about concerns with a knowledgeable colleague was a workable solution for solving issues.