Teaching for understanding and/or self-regulated learning? A video-based analysis of reform-oriented mathematics instruction in Switzerland

In mathematics instruction, can a teacher implement surface features of instruction that foster self-regulated learning as well as achieve quality at the deeper level of instruction, that is, focus on higher-order thinking, problem-solving, and mathematical modeling? An educational reform effort in Switzerland, which is based on constructivist and sociocultural theories of mathematics learning, targets both these dimensions: self-regulated learning and conceptual understanding. We examined the realization of the two dimensions in classroom instruction in a video-based study of 79 eighth-grade math classes using three kinds of data: videotapes of mathematics lessons, student and teacher questionnaires, and achievement tests. As to the surface level of instruction, teachers reported how frequently they provided opportunities for self-regulated learning. With regard to the deeper level of instruction, teachers reported how frequently they provided opportunities for independent problem solving. In addition, we examined the extent to which teachers’ pedagogical beliefs reflected a constructivist orientation. The results showed that teachers implemented the two dimensions relatively independently of one another. Teachers’ constructivist-oriented beliefs influenced only opportunities provided for independent problem solving and did not affect opportunities for self-regulated learning. Opportunities for self-regulated learning had a positive effect on students’ learning experience. Professional development should encourage teachers to take greater account of both surface-level and deeper-level (quality) features of instruction.     

Activity and Behavioral Development in Stunted and Nonstunted Children and Response to Nutritional Supplementation

It is frequently assumed that undernutrition in young children leads to poor development through reduced activity. 3 groups of 26 1-year-old stunted children were studied: nutritional supplementation, supplementation with psychosocial stimulation, and controls. 26 nonstunted comparison children were also studied. Activity levels were measured by extensive observations in the homes, and development using 4 subscales of the Griffith's Mental Development Scales. Initially, stunted children were less active than nonstunted ones ( p < .01), but after 6 months they caught up regardless of treatment. The mental ages of the stunted children were lower than those of the nonstunted children initially, and improved with either treatment. Initially, activity levels made a significant contribution to the variance in the locomotor subscale only, but not 6 months later. Activity did not predict change in development over 6 or 12 months, nor did change in activity over 6 months predict change in development over 12 months.     

Do the effects of early severe deprivation on cognition persist into early adolescence? Findings from the English and Romanian adoptees study

Cognitive outcomes at age 11 of 131 Romanian adoptees from institutions were compared with 50 U.K. adopted children. Key findings were of both continuity and change: (1) marked adverse effects persisted at age 11 for many of the children who were over 6 months on arrival; (2) there was some catch-up between ages 6 and 11 for the bottom 15%; (3) there was a decrease of 15 points for those over 6 months on arrival, but no differentiation within the 6-42-month range; (4) there was marked heterogeneity of outcome but this was not associated with the educational background of the adoptive families. The findings draw attention to the psychological as well as physical risks of institutional deprivation.