Learning: The pupil's voice

Summaries are given of research on the learner's role in learning and pupils' attitudes to school and it is argued that few studies have collected the views of young children on learning. This provides the rationale for a pilot study which probed the perceptions of a sample of 44 Year 2 and Year 6 children in schools in and around London. The findings indicate that children as young as seven can conceptualise 'learning' and are able to articulate learning strategies and processes they use. It is suggested that the pupil's voice is an increasingly important element in furthering our understanding of teaching and learning more generally.     

Development of dyslexic subgroups:

There is a consensus that dyslexia is on a continuum with normal reading skill and that dyslexics fall at the low end of the normal range in phonological skills. However, there is still substantial variability in phonological skill among dyslexic children. Recent studies have focused on the high end of the continuum of phonological skills in dyslexics, identifying a “surface” dyslexic, or “delayed” profile in which phonological skills are not out of line with other aspects of word recognition. The present study extended this work to a longitudinal context, and explored differences among subgroups of dyslexics on a battery of component reading skills. Third grade dyslexics (n=72) were classified into two subgroups, phonological dyslexics and delayed dyslexics, based on comparisons to younger normal readers at the same reading level (RL group). The children were tested at two points (in third and fourth grade). The results revealed that the classification of dyslexics produced reliable, stable, and valid groups. About 82 percent of the children remained in the same subgroup category when retested a year later. Phonological dyslexics were lower in phoneme awareness and expressive language. Delayed dyslexics tended to be slower at processing printed letters and words but not at rapid automatic naming of letters, and relied more heavily on phonological recoding in reading for meaning than did phonological dyslexics. A subset of the delayed dyslexics with the traditional “surface dyslexic” pattern (relatively high pseudoword and low exception word reading) was also identified. The surface subgroup resembled the RL group on most measures and was not very stable over one year. The results are discussed in light of current models of dyslexia and recent subgrouping schemes, including the Double-Deficit Hypothesis.     

Together against all odds: towards understanding the identities of teachers of at risk students

This paper describes how a collaborative project engaged teachers and university researchers in an ongoing conversation about teaching students whose learning is considered to be at risk due to a complex of social and economic barriers. Action research was employed to develop understanding of unique teacher identities shaped in classroom settings with large numbers of these students. Teacher stories generated by this research revealed that, as key members of interagency teams, teachers play a strong advocacy role for students at risk.     

Five years later: A survey of state textbook reform

A survey was conducted to follow up the activities of a national project to improve the quality of textbooks available in American schools. The survey found that reform efforts have affected textbook policy in the adoption states throughout the country; nonadoption states, for the most part, have not addressed problems with textbooks. Changes in the adoption states are more incremental than dramatic; more diverse than focused; more in keeping with state cultures than national in character. Certain trends, however, indicate that policy makers continue to believe that their actions can improve the textbooks used in their schools. There is evidence that the adoption processes are increasingly focused on qualitive judgments about books being made by better-prepared and better-supported selectors. In addition, the adoption processes themselves are becoming less constraining on local district decision making through a variety of mechanisms.     

The Social and Demographic Characteristics of Direct and Delay Entry Nursing Students in Australian Universities

This national study compares the social and demographic characteristics of direct and delay entry nursing students in a earlier group of 1551 students in higher education programs (1987‐1990) with the national study group of 2295 students sampled in 1995. Using a specially constructed socio‐economic variable for comparison the analyses demonstrated a significant difference in the socio‐economic level of the household for the direct entry group but not for the delay entry group. There was also a significant difference between males and females in their direct and delay entry patterns. Further, there was a significant difference in the location of school attended for most of their secondary education for the direct entry group but not for the delay entry group. For both direct and delay entry students there was a significant difference in the number of siblings, the level of education attained by the mother and the income received by the mother in the households of the earlier and latter study groups.     

Monitoring and Mitigating Particulate Matter Deposition on Decorative Surfaces: Current and Future Approaches in the Palace of Westminster

ABSTRACT

Research into dust deposition rates on the wall paintings in the State Apartments at the Palace of Westminster, London, UK, began during the restoration of the encaustic floor tiles. The study has broadened to inform day-to-day preventive care for the extensive fine art collections on display and the intricately decorated Gothic interiors, providing a powerful tool for the forthcoming restoration and renewal of the Palace. Different monitoring methods, using optical microscopy, macro-photography and software-based image analysis, were investigated. Qualitative analysis with SEM-EDX and optical microscopy allowed the identification of a number of anthropogenic, geogenic and biological sources of particulate matter, while quantitative results elucidated deposition trends, highlighting both seasonal and works-related impacts. Results indicated that mitigation measures taken to protect works of art and limit the diffusion and deposition of particulate matter on surrounding surfaces were successful. A new dust monitoring method, based on imaging of vertical surfaces and on a recently developed image analysis workflow (CHIJ) operated in open-source software (ImageJ) was trialled alongside more traditional methods for measuring dust deposition through collection of particulate matter on proxies. Results showed significant discrepancies between data acquired directly on wall painting surfaces as compared to horizontal glass slides. The advantages, limitations and complementarity of both monitoring methods were identified, and their potential contributions to the development of data-driven conservation approaches for heritage sites were assessed. The relatively low-tech methods and equipment used present useful and adapted tools for collection managers and conservators to inform their decision-making processes.     

Crowdsourcing the curriculum: Redefining e-learning practices through peer-generated approaches

ABSTRACT

Inclusion of open resources that employ a peer-generated approach is changing who learns what, from whom, and via what means. With these changes, there is a shift in responsibilities from the course designer to motivated and self-directed learner-participants. While much research on e-learning has addressed challenges of creating and sustaining participatory environments, the development of massive open online courses calls for new approaches that go beyond the existing research on participatory environments in institutionally defined classes. We decenter institutionally defined classes and broaden the discussion to the literature on the creation of open virtual communities and the operation of open online crowds. We draw on literatures on online organizing, learning science, and emerging educational practice to discuss how collaboration and peer production shape learning and enable “crowdsourcing the curriculum.”