Comparing Vignette Instruction and Assessment Tasks to Classroom Observations and Reflections

The growing body of research on the use of vignettes in teacher education courses suggests that vignette-based instruction and assessment tasks may represent a viable alternative to traditional forms of scaffolded instruction and reflective essays following classroom observations, thereby creating a bridge between college and K–12 classrooms for teacher candidates. In this study, the authors compare the effectiveness of vignette instruction and assessment tasks with teacher observation-reflections on subject matter mastery in two sections of an online graduate educational psychology course. One section completed vignette assessment tasks while a second section wrote reflective essays following K–12 classroom observations. Both sections also completed a cumulative posttest (ten forced-choice items, a vignette task, and a video reflection task). Results confirmed the null hypothesis that there would be no significant differences in mastery of subject matter across the two groups, extending the effective application of the vignette as an alternative to reflective essays following classroom observations.     

State standardized testing programs: Friend or foe of gifted education?

This study investigates the effects of state testing programs on the instructional practices of elementary teachers and the effects of such practices on their gifted students’ attitudes toward school and motivation. Results obtained from a national survey of elementary teachers, representing a variety of metropolitan areas and school poverty levels, as well as qualitative case studies from teachers in three states suggest that the perceptions teachers have of standards, tests, and students shape their classroom actions. These findings indicate that teachers are not likely to engage in effective classroom practices but instead engage in one‐size‐fits‐all practices. Implications of these perceptions on professional development and talent development are discussed.     

Making Migration Work

Schools the world over are being transformed by growing numbers of immigrant-origin children. As schools face the challenge of educating linguistically, culturally, and racially diverse students, globalization imposes yet another set of demands on education. In this article we examine the varied pathways taken by immigrant-origin children. We outline some of the most critical contributors shaping their transition to new countries with a specific focus on education and schooling and explore some promising practices in a variety of national contexts and domains of immigrant life.     

IPv6将迎来应用的雪崩浪潮

在日本，所有的人都认为IPv4已经面临困境。日本的许多互联网服务供应商都在担心，如果他们还是紧抓住IPv4不放的话，其未来将何去何从。再过一年，他们就会把日本所有IPv4的地址分派完了。所以对他们来讲，时机真的已经到来了。 ——Kazuhiro Gomi     

Developing professional learning for staff working with children with speech,language and communication needs combined with moderate‐to‐severe learning difficulties

This article presents research undertaken as part of a PhD by Carolyn Anderson who is a senior lecturer on the BSc (Hons) in Speech and Language Pathology at the University of Strathclyde. The study explores the professional learning experiences of 49 teachers working in eight schools and units for children with additional support needs in Scotland. In particular, she examines the professional learning experiences of teachers working with children with speech, language and communication needs (SLCN) combined with moderate‐to‐severe learning difficulties. While the teachers under study predominantly engaged with informal professional learning, she observes that they often expressed a lack of confidence in this form of professional development, tending to value formal learning regardless of impact. In response she raises a number of important questions about the role of Initial Teacher and Postgraduate Education and the ways in which schools understand reflective practice.     

A biomechanical comparison of successful and unsuccessful power clean attempts

Although the power clean is an almost ubiquitous exercise in the strength and conditioning setting, relatively little is known about the biomechanics of successful and unsuccessful power clean lift attempts. The purpose of this study was to determine biomechanical differences between successful and unsuccessful power clean lift attempts in male collegiate athletes. Fifteen male lacrosse players (Age: 20.1 ± 1.2; Height: 1.78 ± 0.07 m; Body mass: 80.4 ± 8.1 kg; Relative one-repetition maximum power clean: 1.25 ± 0.13 kg/kg) were videotaped during a lifting session that required the completion of maximal effort power cleans to establish a one-repetition maximum. The position of the barbell was digitised and used to calculate the displacement, velocity, acceleration, and acceleration vector of the barbell. The results revealed that unsuccessful attempts were characterised by differences during the second pull phase. Unsuccessful lifts exhibited greater peak forward barbell displacement, lower backward barbell velocities, and lower resultant acceleration angles during the second pull. Strength and conditioning coaches should therefore emphasise limited forward motion of the barbell during the second pull and instruct athletes to generate a more backward-directed force during the second pull in order to lift greater loads during testing and subsequent lifting sessions.     

Investigating the thinking processes of eighth grade writers during the composition of a scientific laboratory report

This study examined the thinking processes used by 16 eighth grade science writers during laboratory report writing and explored the possibility that writing can contribute directly to science learning. Using Bereiter and Scardamalia's ( 1987 ) knowledge‐transformation model of writing as a theoretical lens, the study characterized specific content and rhetorical thinking engaged in by the students using think‐aloud protocols and qualitative data analysis methodologies. Thinking aloud was also related to the quality of the students' written products. Five of the 16 students exhibited no mental reflection during writing, recording information straight from memory into the composition. Two students engaged primarily in rhetorical planning, specifying the sequencing and organization of their writing in advance. Nine students demonstrated scientific problem solving including hypothesis and evidence generation, examining patterns in the data, and making general knowledge claims in response to the need to generate content for writing, indicating that the act of report writing can stimulate science learning directly. However, thinking during writing was not necessary to compose a report that contained hypotheses and supporting evidence. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 676–690, 2000     

Telecommunications and Effective Distance Learning Telecourse Design

Effective distance learning course design focuses on meeting the lifestyle and learning-style needs of a non-traditional student. Fulfilling these needs is accomplished by making provision for human interaction that fosters classroom rapport, builds class membership behaviors and identification with the university. Equal attention is given to matching high-tech equipment capabilities to instructional purpose, instructor personality, student learning style, and preferred interaction style. Continuing evaluation of telecourse programs is vital for assuring telecourse program quality focusing on student learning satisfaction and cost effectiveness. Findings indicate important implications for the design of distance education courses and programs. An effectively designed distance learning telecourse provides for student academic support services. Effective tele-courses also provide the means for instructor/learner, learner/learner, and learner/content interactivity.     

Using the Science Writing Heuristic as a Tool for Learning from Laboratory Investigations in Secondary Science

This article presents and discusses preliminary research on a new heuristic tool for learning from laboratory activities in secondary science. The tool, called the science writing heuristic, can be used by teachers as a framework from which to design classroom activities. Theoretically, the science writing heuristic represents a bridge between traditional laboratory reports and types of writing that promote personal construction of meaning. Two eighth‐grade classes participated in using the science writing heuristic during an 8‐week stream study. The teacher and one of the researchers collaboratively developed activities based on the science writing heuristic that the teacher implemented. Nineteen target students were studied in depth. Characteristics of report writing and students' understanding of the nature of science were investigated, using interpretive techniques. There is evidence that use of the science writing heuristic facilitated students to generate meaning from data, make connections among procedures, data, evidence, and claims, and engage in metacognition. Students' vague understandings of the nature of science at the beginning of the study were modified to more complex, rich, and specific understandings. The implications of the study for writing in science classrooms is discussed. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 36: 1065–1084, 1999