Identification with early primary school mathematics: a home–school activity theory conceptualisation and methodology

This paper offers a new methodology for researching children’s identifications in the early primary phase that makes visible the ‘seeds’ of academic dis-/identities, which typically flower later in adolescence. It focuses on the ‘case’ of mathematical identifications (MI) to exemplify how children come to dis/identify from the academic curriculum more broadly. MI is defined as any act where cultural representations of being mathematical are reflected back on to the child by others or the self, as they engage in mathematical activity. Data are presented concerning Bilal and Nico to show identifications in a hybrid home–school mathematics activity that contradict or ‘align’ with MI elicited in school-mathematical activity. It is argued that contradictions between these MIs indicate ‘potential’ development towards disengagement (the case of Nico). This contrasts with home–school alignment involving Bilal’s ‘schoolified’ home activities, which (re)validate school-mathematical activity. It is further argued that this conceptual innovation offers potential for investigating identity in early childhood.     

The role of feedback in the under-attainment of ethnic minority students: evidence from distance education

In UK higher education, the attainment of ethnic minority students is lower than that of white students, and this remains the case when differences in entry qualifications have been taken into account. The present study investigated whether the under-attainment of ethnic minority students might be due to the nature of the feedback that they received for their assignments. The assignments submitted by 470 ethnic minority and 470 matched white students taking a distance-learning course were compared using a computer system, Open Mentor, to categorise the feedback given by tutors based on a scheme devised by Bales. Asian and black students and students of mixed ethnicity obtained lower marks for their assignments than did the white students. However, there were only small differences between the ethnic minority students and the white students in terms of the pattern of feedback that they received, and these disappeared when the marks that they had received for their assignments had been taken into account. It is concluded that students from all ethnic groups received feedback that was commensurate with their marks, and that the origins of the attainment gap in ethnic minority students in UK higher education must be sought elsewhere.     

Visualizing Without Vision at the Microscale: Students With Visual Impairments Explore Cells With Touch

Science instruction is typically highly dependent on visual representations of scientific concepts that are communicated through textbooks, teacher presentations, and computer-based multimedia materials. Little is known about how students with visual impairments access and interpret these types of visually-dependent instructional materials. This study explored the efficacy of new haptic (simulated tactile feedback and kinesthetics) instructional technology for teaching cell morphology and function to middle and high school students with visual impairments. The study examined students’ prior experiences learning about the cell and cell functions in classroom instruction, as well as how haptic feedback technology impacted students’ awareness of the 3-D nature of an animal cell, the morphology and function of cell organelles, and students’ interest in the haptic technology as an instructional tool. Twenty-one students with visual impairment participated in the study. Students explored a tactile model of the cell with a haptic point probe that allowed them to feel the cell and its organelles. Results showed that students made significant gains in their ability to identify cell organelles and found the technology to be highly interesting as an instructional tool. The need for additional adaptive technology for students with visual impairments is discussed.This material is based upon work supported by the National Science Foundation under Grant Numbers 0354578 and 0411656     

Internet Use and Social Networking Among Middle Aged and Older Adults

In this study, the associations between Internet use and the social networks of adults over 50 years of age were examined. A sample (n = 2284) from the 2004 wave of the Health and Retirement Survey was used. In regression models considering a number of control variables, frequency of contact with friends, frequency of contact with family, and attendance at organizational meetings (not including religious services) were found to have a significant positive association with Internet use for adults over 50. Results add to the body of research that suggests Internet use can strengthen social networks, looking specifically at adults over 50.     

A Social Support Intervention and Academic Achievement in College: Does Perceived Loneliness Mediate the Relationship?

The authors examined whether a social support intervention reduced loneliness and increased academic achievement among college freshmen. Eighty‐eight 1st‐year students randomly assigned to a social support group program reported less loneliness in the spring of their freshman year and obtained higher grade point averages in the fall of their sophomore year, compared with control participants, after controlling for demographic variables. Loneliness barely mediated the relationship between the social support intervention and academic achievement, suggesting other mechanisms by which the intervention enhanced academic performance.     

Reliability Estimation For Trials-to-Criterion Testing

Abstract

Through computer simulation of data this study explored the effectiveness of various estimators of reliability in the context of trials-to-criterion testing. The estimation procedures employed were coefficient alpha, parallel forms, and an estimator, called UEV (unbiased error variance), based on estimates of error variance. Based on the results of the computer simulation, the UEV estimator was recommended as the procedure to employ when a single administration of a trials-to-criterion test is planned. However, if a second test administration is feasible the parallel forms estimator was recommended for estimating the reliability of a trials-to-criterion test.     

“I Thought I Hated Data”: Preparing MSW Students for Data-driven Practice

Social work is an applied profession using a combination of theory, research, and practice to meet the needs of client populations. First-hand experiential learning is central to social work education. Just as students learn clinical skills by interacting with clients in a practice setting, students need a forum to use real data to develop their skills in accessing, understanding, interpreting, and presenting answers to pertinent social work research questions. This paper describes one university's efforts to design and implement coursework opportunities for students to integrate the use of actual data to answer pertinent real-world research and evaluation questions.     

Evaluating a Psychology Graduate Student Peer Mentoring Program

Research on mentoring outcomes and characteristics of various types of mentoring programs in different settings is limited. The present study sampled 39 graduate students at a small Midwestern university to evaluate peer mentoring in a graduate school setting. Mentoring function and outcome relationships as well as program characteristics were explored. As expected, mentoring functions were highly correlated with various outcomes. Results indicated psychosocial assistance, networking help, and relational outcomes were reported most among participants. Interestingly, pair compatibility and mentor preparation were not found to be essential program characteristics. Program recommendations and future research are discussed.