Reading Instruction for English Learners in the Middle Grades: a Meta-Analysis

This meta-analysis synthesizes the last two decades of experimental and quasi-experimental research on reading instruction across academic contexts (e.g., social studies, science, mathematics, English language arts) for English learners (ELs) in grades 4 through 8, to determine (a) the overall effectiveness of reading instruction for upper elementary and middle school students who are ELs and (b) how the magnitude of the effect varies based on student, instructional, and study characteristics. The analysis included a total of 11 studies with 46 individual effect sizes and yielded a mean effect size of g?=?0.35 across all (i.e., standardized and unstandardized) reading measures, g?=?0.01 across standardized reading measures, and g?=?0.43 across unstandardized reading measures. For all reading, unstandardized reading, all vocabulary, and unstandardized vocabulary measures, results suggest that higher quality studies tended to have smaller effects, and these effects were even more evident for unstandardized measures (i.e., one unit increase in study quality was associated with decreased effects: g?=?0.21, g?=?0.30, g?=?0.24, g?=?0.30, respectively). For all comprehension measures, effects were larger for instruction that included both vocabulary and comprehension (g?=?0.39) than for instruction that focused on vocabulary alone (g?=?0.08). Results suggest the benefit of developing and refining high-impact approaches to reading instruction for ELs that can be delivered across content areas and grades.     

Application of neural network in the study of combustion rate of natural gas/diesel dual fuel engine

In order to predict and improve the performance of natural gas/diesel dual fuel engine (DFE), a combustion rate model based on forward neural network was built to study the combustion process of the DFE. The effect of the operating parameters on combustion rate was also studied by means of this model. The study showed that the predicted results were good agreement with the experimental data. It was proved that the developed combustion rate model could be used to successfully predict and optimize the combustion process of dual fuel engine. Project supported by National Lab. for Automotive Engine and Safety, Tsinghua University, China     

Qualitative review synthesis: the relationship between inattention and academic achievement

Background: A body of literature has emerged that links inattentive symptoms of attention deficit hyperactivity disorder (ADHD) to poor academic achievement. Major variation across studies renders conclusions about this relationship complex.

Purpose: This review will provide a qualitative synthesis of these studies that (1) use community samples and (2) examine inattention as a separate dimension from hyperactivity/impulsivity. The aim of this review is to ascertain whether the relationship documented between inattention and academic outcomes in ADHD also holds for the dimensional trait of inattention as manifest in non-clinical community samples of children and adolescents, taking into consideration both academic achievement and academic performance across age.

Design and methods: A comprehensive search was carried out using two databases. The PRISMA guidelines were used to report the search steps. The QUIPS tool was used to rate the quality of studies, followed by a best evidence synthesis to summarise these results.

Results: Out of 1748 citations found, 27 articles met the specific inclusion criteria. Results point to a strong effect according to the best evidence synthesis: 7 studies that have low risk of bias found that teacher-rated inattention is significantly predicative of poor academic achievement in community samples of children.

Conclusions: This review provides support for a consistent, negative relationship between classroom inattention as reported by teachers and both standardised academic test achievement and classroom performance outcomes for children in preschool (moderate evidence), elementary school and longitudinally from elementary to high school. The average relationship was stronger when classroom performance was measured, as compared to standardised achievement. However, the quantitative strength of relationship has not been confirmed with a meta-analysis due to heterogeneity and too few high-quality studies identified. Variance across the studies in terms of the strength of association suggests that other unexamined factors (e.g. cognitive function or motivation) may be contributing to this relationship. Implications for educators and clinicians who work within the school setting are discussed.     

Choosing and leaving science in highly selective institutions

This study sought to discover some of the causes of initial interset in and atrition from the natural sciences and engineering among the students (N=5320) who entered four highly selective institutions in 1988, with particular attention to possible special causes for the disproportionate attrition of women from science. Though a smaller proportion of women (35 percent) than men (49 percent) were initially interested in science, gender added little to the prediction of such initial choice when preadmission measures of developed abilities were taken into account in regression analysis. Of the group of 2,276 students initially interested in science, 40 percent did not finally concentrate in science, and smaller proportions of women (48 percent) than of men (66 percent) persisted. The most significant cognitive, factor predicting these losses was low grades earned in science courses taken during the first two years of study. With grades held equal, gender was not a significant predictor of persistence in engineering and biology; gender added strongly to grades, however, as a factor associated with unusually large losses of women from a category that included the physical sciences and mathematics. Responses to a questionnaire administered in the fall of 1991 showed that science majors regarded their instruction as too competitive, with too few opportunities to ask questions, taught by professors who were relatively unresponsive, not dedicated, and not motivating. Students who defected from science did so largely because of the attraction of other fields, but many shared the criticism of overcompetitiveness and inferior instruction, along with the view that the work was too difficult. Several items were about elements of classroom instruction and atmosphere thought to be especially difficult for women (i.e., the chilly climate), but except for perceived competitiveness, women did not rate their classroom experiences as being more unpleasant than did men. This research was supported by grants from the Alfred P. Sloan Foundation and the National Science Foundation.     

Effects of 3D Printing Project-based Learning on Preservice Elementary Teachers’ Science Attitudes,Science Content Knowledge,and Anxiety About Teaching Science

3D printing technology is a powerful educational tool that can promote integrative STEM education by connecting engineering, technology, and applications of science concepts. Yet, research on the integration of 3D printing technology in formal educational contexts is extremely limited. This study engaged preservice elementary teachers (N?=?42) in a 3D Printing Science Project that modeled a science experiment in the elementary classroom on why things float or sink using 3D printed boats. The goal was to explore how collaborative 3D printing inquiry-based learning experiences affected preservice teachers’ science teaching self-efficacy beliefs, anxiety toward teaching science, interest in science, perceived competence in K-3 technology and engineering science standards, and science content knowledge. The 3D printing project intervention significantly decreased participants’ science teaching anxiety and improved their science teaching efficacy, science interest, and perceived competence in K-3 technological and engineering design science standards. Moreover, an analysis of students’ project reflections and boat designs provided an insight into their collaborative 3D modeling design experiences. The study makes a contribution to the scarce body of knowledge on how teacher preparation programs can utilize 3D printing technology as a means of preparing prospective teachers to implement the recently adopted engineering and technology standards in K-12 science education.     

The madelung constant of the sodium chloride crystal lattice

An analysis of the Madelung constant of the sodium chloride crystal lattice has been made, in an effort to supplement information available in undergraduate textbooks. A method of approximation of the constant using the personal computer is presented. An erratum to this article is available at .     

Abstraction and consolidation of the limit procept by means of instrumented schemes: the complementary role of three different frameworks

I investigate the contributions of three theoretical frameworks to a research process and the complementary role played by each. First, I describe the essence of each theory and then follow the analysis of their specific influence on the research process. The research process is on the conceptualization of the notion of limit by means of the discrete continuous interplay. I investigate the influence of the different perspectives on the research process and realize that the different theoretical approaches intertwine. Moreover, I realize that the research study demanded the contribution of more than one theoretical approach to the research process and that the differences between the frameworks could serve as a basis for complementarities.     

Exemplifying definitions: a case of a square

In this study we utilize the notion of learner-generated examples, suggesting that examples generated by students mirror their understanding of particular mathematical concepts. In particular, we explore examples generated by a group of prospective secondary school teachers for a definition of a square. Our framework for analysis includes the categories of accessibility and correctness, richness, and generality. Results shed light on participants’ understanding of what a mathematical definition should entail and, moreover, contrast their pedagogical preferences with mathematical considerations.