THE IMPORTANCE OF SOCIOEDUCATIONAL RELATIONSHIPS IN UNIVERSITY PROGRAMS FOR OLDER ADULT STUDENTS

ABSTRACT

In this paper we consider that, to a great degree, educational quality is insured through successful educational and social-relationship strategies developed among educators and their older adult students. Proposals to improve educational quality should be considered within the unique context of each university's mission and goals. Otherwise, the same measures used in different institutions may lead either to progress or to educational and social regression. Much depends on the conditions under which programs are implemented, and the way they are perceived by participants in the educational process.     

La representación gráfica de la multiplicación aritmética: una experiencia de aprendizaje

Resumen

La teoría de Piaget abre grandes posibilidades a la educación, pero su aplicación en el aula requiere una investigación rigsrosa que nos muestre las significaciones que el alumno atribuye a los contenidos concretos que debe aprender. En esta línea se presenta una experiencia de aprendizaje de la representación gráfica de la multiplicación aritmètica con un grupo reducido de alumnos de 3.° de EGB. Se analizan los procesos de generalización que se producen al cambiar de un contexto (manipulativo) a otro (gráfico), así como las características del proceso de construcción de un código en su doble vertiente cognitiva y social.     

Estrategias para facilitar las iniciativas de interacción en hablantes asistidos

Resumen

En este trabajo se estudia la habilidad de iniciar la comunicación en alumnos con parálisis cerebral que usan tableros con pictografías para comunicarse, así como el papel que juegan los interlocutores en la adquisición de esta habilidad. El estudio expone tres casos, dos niños y una niña de entre 12 y 13 años, escolarizados en un centro de educación especial. Los tres presentan discapacidad motora grave y retraso intelectual. Utilizan tableros de comunicación no electrónicos desde hace 5 años, y sus interlocutores habituales (en casa y en la escuela) ya conocen diferentes estrategias de interacción necesarias para comunicarse con hablantes asistidos. Para facilitar la iniciativa en la comunicación se ha empleado la espera estructurada y la guía física y/o verbal, con la retirada progresiva de estos soportes. Los resultados muestran que tales estrategias, cuando son utilizadas por los interlocutores adultos, pueden aumentar las posibilidades comunicativas de los alumnos. También se ilustra cómo las habilidades aprendidas se mantienen a lo largo del tiempo.     

Stimulating breadth and depth of vocabulary via repeated storybook readings or tests

We investigated effects of listening to single or multiple storybook readings versus testing with and without feedback on children’s breadth (i.e., the number of words) and depth (i.e., the quality of word knowledge) of vocabulary learning. Kindergartners (n = 125) were divided into 3 intervention and 1 control conditions. Children in the control condition listened once to a storybook reading. In the experimental conditions, the initial storybook reading was followed by (a) repeated storybook reading, (b) repeated testing, or (c) repeated testing with feedback. For breadth of vocabulary, all 3 conditions showed learning gains compared to a single storybook reading, and no “testing effect” was found. For depth of vocabulary, repeated storybook reading and repeated testing with feedback were more effective than the control condition with the former seemingly most effective. Both for breadth and depth of vocabulary, the effects of testing were found to be conditional upon the provision of feedback.     

Academic productivity of African Americans in criminology and criminal justice

This study explores the productivity of African American scholars in the field of criminology during the period of 1987 through 1998. Issues about the relative benefits of mentoring are explored. The impact of external and internal barriers with respect to authorship are also addressed. Journals included in the study were randomly selected from a list of criminology and criminal justice journals. Authorship order is also identified, that is, we look at primary, secondary and tertiary authorships by African American faculty as well. Findings provide empirical evidence that the contributions of African American faculty do not appear in many mainstream journals. The reasons behind the under representation are explored.     

Critical Race Theory Meets the NYPD: An Assessment of Anti-Racist Pedagogy for Police in New York City

This research describes and assesses Critical Race Theory (CRT) pedagogy in a higher education ethnic studies course for police officers. CRT pedagogy aims to help students overcome “color-blind” thinking, which minimizes awareness of racism, by raising their critical understanding of racism and framing it as a pervasive and institutionalized reality that everyone has a responsibility to change. Using the Color Blind Racial Awareness (COBRA) Scale, critical awareness in three cluster areas, white privilege, institutional discrimination, and blatant racism, is measured among those completing the ethnic studies course and a comparison group of officers completing a different college course for police. Conclusions reflect on the impact of the course on students’ awareness of racism, the correlation of identity and awareness of racism, the hypothetical impact of such awareness in policing and possibilities for future research.     

Anything,Anywhere, Anytime: The Promise of the ANimated Tutorial Sharing Project for Online and Mobile Information Literacy

ABSTRACT

Reaching and teaching users in the diffuse, multigadget, online/mobile world is a significant challenge facing libraries. This article discusses how the ANimated Tutorial Sharing Project (ANTS) production model provides libraries with a sustainable approach to building large numbers of multimedia learning objects that are useful beyond one library. It will also discuss how ANTS file conversion and syndication efforts mean that these learning objects (1) can be made highly visible to users accessing content via a computer or smart phone and (2) enable libraries to establish a meaningful electronic presence for the purpose of providing point-of-need information literacy.     

Water dispersed polymers for textile conservation: a molecular, thermal, structural, mechanical and optical characterisation

With the aim of identifying new water dispersed polymers for textile conservation, the structure and properties of three commercial polyacrylates and one commercial polyvinylacetate were analysed. The characteristics of these materials, not previously used in the conservation and restoration fields, were compared with that shown by Primal AC33 and Mowilith DMC2 and SDM5, widely used as consolidating or adhesive agents of ancient textiles. To achieve a thorough characterisation of each polymer, molecular, thermal, structural and mechanical investigation techniques were applied on film samples, obtained from polymer water dispersions through water casting at room temperature and/or compression moulding. The photo-oxidative resistance of these materials was also assessed by artificial weathering of water cast films and by measuring the Yellowing Index (YI) as a function of the exposure time under xenon-arc lamp. Collected data were used to appropriately compare the performances shown by these polymers when applied on artefacts consisting of natural fibres. In particular it was found that, among the products not previously used in the conservation and restoration fields, a high potential for carrying out treatments on textiles is shown by the samples commercialised with the trade names of Acrilem RP6005 and Acrilem 30WA. These products, in fact, exhibit properties that make them suitable as substitutes for Primal AC33 and Mowilith DMC2 and SDM5, respectively, depending upon conservation needs. It was very interesting to note that Acrilem 30WA, also after aging, shows YI values lower than that shown by Mowilith DMC2 and SDM5.     

Classroom Response Systems: A Review of the Literature

As the frequency with which Classroom Response Systems (CRSs) are used is increasing, it becomes more and more important to define the affordances and limitations of these tools. Currently existing literature is largely either anecdotal or focuses on comparing CRS and non-CRS environments that are unequal in other aspects as well. In addition, the literature primarily describes situations in which the CRS is used to provide an individual as opposed to a group response. This article points to the need for a concerted research effort, one that rigorously explores conditions of use across diverse settings and pedagogies.     

A model for designing hypervideo-based instructional scenarios

In this article, we provide a conceptual model for the design of instructional scenarios integrating hypervideo as an instructional tool. The model provides a structural aid for making design decisions about using hypervideo in instruction. We start by introducing the theoretical rationale for hypervideo as a tool, exploiting three different interactivity functions. We then examine the cognitive and socio-cognitive theories that can inform the design and usage of hypervideo. Next, we present the instantiation of these functions and theories in a software interface, after which we present the model, which is based on the following two layers of design decisions: the first pertains to the interactivity features and the second is connected with the instructional strategy. Three main design steps are presented in the form of guidelines, corresponding to a preparation phase, a production phase, and a use phase. Finally, a set of cases exhibiting exemplary implementations of a hypervideo-based instructional scenario are described.