INTERACTION IN THE INTERGENERATIONAL FRESHMAN CLASS: WHAT MATTERS

The purpose of this study was to identify and describe factors associated with participation of learners in the multi-age college classroom. Besides the multi-age component, we were interested in the perspectives of first-time freshmen because of the lack of research on participation for first-time freshmen in multi-age classrooms. The predominant means of data collection were semi-structured interviews with ten students who were first-time freshmen - six traditional-age and four adult students - and participant observations. Their ages ranged from 18 to 39 years of age. Two major themes associated with participation emerged from the data analysis, both of which were not related to age. The first, Classroom Environment, described how the classroom environment influenced participation. Three categories emerged from the data on the Classroom Environment : physical structure of the classroom, social climate, and instructor influence. The second theme, Nature of Interactions, described how different types of interactions influenced participation. Two categories emerged from the data on the Nature of Interactions : social interactions and course-focused interactions. Four conclusions were reached based on these findings: (1) the physical structure of the classroom influences student participation and student-to-student interaction; (2) the expectations and teaching style of the instructor influences participation; (3) discussion patterns are established early in the semester and hinders some students' participation; and (4) the social climate affects participation. Overall, findings yielded the same results for traditional-age and adult students. Implications for adult and higher education are presented, and recommendations are made for future research.     

The Evidence Base for Mental Health Consultation in Early Childhood Settings: A Research Synthesis Addressing Children's Behavioral Outcomes

Research Findings: Early childhood mental health consultation aims to reduce problem behaviors and improve social skills in young children primarily through changes in the classroom environment and teacher practices. We conducted a systematic review of the literature and identified 14 rigorous studies that reported on child-level outcomes. These studies had at least one of the following characteristics: publication in a peer-reviewed journal, use of a randomized control trial design, or inclusion of a comparison group. Across these studies, there was variation in the approaches to consultation, qualifications of the consultants, and intensity of the services provided. Overall, early childhood mental health consultation services were consistently associated with reductions in teacher-reported externalizing behaviors. Findings related to reductions in internalizing behaviors were mixed. Teacher ratings of prosocial behaviors were improved in the majority of the studies that reported on this domain. Practice or Policy: This research synthesis underscores the importance of documenting the specific approaches to early childhood mental health consultation that are being implemented to allow for replication of effective models. Areas for future research improvement include increasing rigor through studies that contain independent assessments of children's behaviors, isolating key components of effective consultation, and identifying consultant qualifications and characteristics that lead to child behavior changes.     

An evaluation of interactive tabletops in elementary mathematics education

This research examined the effect that a relatively new Computer Supported Collaborative Learning (CSCL) device, specifically an interactive tabletop, has on elementary students’ attitudes toward collaborative technologies, mathematical achievement, and the gender gap in mathematics. Prior research has shown many positive effects of CSCL technologies on mathematics education, such as increased math performance and an increased interest in math. Further, previous research has shown inconsistent results regarding gender differences in mathematics and has not examined the effect that CSCL technology has on the gender gap. Therefore, the effects of interactive tabletops on math performance, attitudes, and gender differences were examined. This study was conducted using a sample of 53 elementary students. The technology was brought to the classroom twice each week for an entire academic semester. To obtain a more accurate understanding of the influence of the CSCL technology, both self-report data and performance data were collected. Specifically, changes in students’ attitudes and reactions and changes in cognitive learning were measured. The results show that students learn and react favorably towards interactive tabletops. Implications for future research are discussed.     

INCORPORATING FIELD SITES INTO SERVICE-LEARNING AS COLLABORATIVE PARTNERS

This article, which describes the service-learning program at the University of North Carolina at Charlotte, advocates incorporating the needs and perspectives of field sites selected for involvement in service-learning projects. Information is gathered through interviews with field site supervisors. Service-learning requires the active participation of both members of the college or university (e.g., students, faculty members, and administrators) and community partners in a collaborative process. When successful, this collaboration focuses on both mutual interests and common goals. Involving all partners throughout the process is crucial for successful collaboration. This article offers suggestions for the development of strong service-learning collaborations with community organizations. These suggestions fall into three broad categories: (a) level of site involvement throughout the project, (b) conceptualization of the project, and (c) managerial aspects of the collaboration.     

Teaching High School Biology Students to Coordinate Text and Diagrams: Relations with Transfer,Effort, and Spatial Skill

There is growing evidence that targeted instruction can improve diagram comprehension, yet one of the skills identified in the diagram comprehension literature—coordinating multiple representations—has rarely been directly taught to students and tested as a classroom intervention. We created a Coordinating Multiple Representation (CMR) intervention that was an addition to an intervention focused on Conventions of Diagrams (COD) and tested their joint effects on diagram comprehension for near transfer (uninstructed biology diagrams), far transfer (uninstructed geology diagrams), and content learning (biology knowledge). The comparison group received instruction using a previously validated intervention that focused exclusively on COD. Participants were 9th–10th grade biology students (N?=?158 from two schools), whose classes were randomly assigned to COD alone or COD?+?CMR conditions and studied with a pretest–posttest experimental design. Both groups showed significant growth in biology knowledge (d?=?.30–.53, for COD and COD?+?CMR, respectively) and biology diagram comprehension (d?=?.28–.57). Neither group showed far transfer. Analyses of student work products during the interventions suggest that gains were not simply due to the passage of time, because student effort was correlated with gains in both treatment groups. Directions for improving future CMR interventions are discussed.     

What Is Benford's Law?

The surprising property of many data sets that their first significant digits follow Benford's Law provides examples that can pique and hold students’ interest. Several ideas for student activities are presented.     

Relevance and Quality of Universities’ Community Service: a study of Griffith University

In their mission statements most universities refer to the provision of community service. There is a continuum of such services. At one end is the general and indirect contribution through their teaching and research programmes. At the other are the specific and direct contributions through the use of their expertise and facilities. Within this context, Griffith University implemented a systematic assessment programme of its direct and specific community services. To gather data on the nature and extent of these services, the University conducted a detailed survey. To assess the quality and net effect of these activities, a programme of impact studies was conducted. Elements from the University bid for the opportunity to be included and 19 services which varied widely in aims, scope and target‐community were selected for funding. Evaluation methodologies adopted in these studies had in common an emphasis upon faculty‐community collaboration, a commitment to multiple data sources and types, and a concern for identifying trends and recommending improvements to current practices. This paper gives further details of this innovative approach to the evaluation of the community service performance of a contemporary university, and makes recommendations arising out of this project which may assist other universities in reflecting upon their policies and practice in this area.     

在并行文件系统中使用服务器到服务器的通讯来简化一致性检查并提高性能

并行计算将发展为使用上千个集群化的CPU完成一个应用程序,这导致I／O瓶颈随着集群中CPU密度的加大而日益严峻。目前的并行文件系统提供了大量的聚合I／O带宽,然而它们的可扩展性达不到管理上千个存储节点上的分布式文件的需求。这篇论文我们通过存储服务器之间的聚合通讯来提高文件大数据集操作的可扩展性。特别的,我们采用服务器到服务器的通讯方式来简化一致性检查,同时改善文件创建、删除和状态查询的性能。