Reciprocal relationships between math self-concept and math anxiety

The present study examined the reciprocal relationships between self-concept and anxiety in mathematics. A sample of 495 grade 7 students (51% girls) completed self-report measures assessing self-concept and anxiety three times in a school year. Structural equation modeling was used to test a cross-lagged panel model of reciprocal effects between math self-concept and math anxiety. The analysis showed a reciprocal relationship between self-concept and anxiety in math (i.e., higher self-concept leads to lower anxiety, which in turn, leads to higher self-concept). However, the magnitude of the path from anxiety to self-concept is almost half of that from self-concept to anxiety. Overall, the results provide empirical support for the theoretical notion that math self-concept and math anxiety are reciprocally related.     

What Can Be Learned from Computer Modeling? Comparing Expository and Modeling Approaches to Teaching Dynamic Systems Behavior

Computer modeling has been widely promoted as a means to attain higher order learning outcomes. Substantiating these benefits, however, has been problematic due to a lack of proper assessment tools. In this study, we compared computer modeling with expository instruction, using a tailored assessment designed to reveal the benefits of either mode of instruction. The assessment addresses proficiency in declarative knowledge, application, construction, and evaluation. The subscales differentiate between simple and complex structure. The learning task concerns the dynamics of global warming. We found that, for complex tasks, the modeling group outperformed the expository group on declarative knowledge and on evaluating complex models and data. No differences were found with regard to the application of knowledge or the creation of models. These results confirmed that modeling and direct instruction lead to qualitatively different learning outcomes, and that these two modes of instruction cannot be compared on a single “effectiveness measure”.     

A cross-disciplinary approach to teaching data literacy and proportionality

The Thinking with Data project (TWD) expands on current notions of data literacy by (1) focusing on proportional reasoning as key to data literacy and (2) leveraging the non-mathematics disciplines to engage students in deep thinking about the context of data and the application of proportionality. A set of four 2-week, sequential modules for cross-disciplinary implementation in seventh-grade classrooms was designed and evaluated. Using a quasi-experimental approach, we found that student data literacy was increased through the focused integration of social studies, mathematics, science, and English language arts. In this article, we describe our theoretical approach to designing and implementing the modules, report on student learning gains in mathematics, and describe teacher reactions to the materials. In sum, our study provides evidence that the TWD approach has the potential to build data literacy while also allowing students to learn core discipline-based content standards.     

Teachers' expectations of teacher–student interaction: Complementary and distinctive expectancy patterns

In this study it is investigated what student responses teachers expect in particular teacher behaviour vignettes, and whether experience and gender produce differences in expectations. Teacher behaviour vignettes were presented to teachers (N = 46), who described the student responses they anticipated. Anticipated student responses were then rated on their level of control and affiliation. Results indicated teachers' expectations were indeed complementary except for hostile vignettes, where teachers expected more submissive responses than other populations. There were no significant differences as a result of experience, however, female teachers expected friendlier responses than male teachers in friendly as well as in hostile vignettes.     

The simple view of second language reading throughout the primary grades

In the Simple View of Reading proposed by Hoover and Gough (1990), reading comprehension is conceived as the product of word decoding and listening comprehension. It is claimed that listening comprehension or the linguistic processes involved in the comprehension of oral language strongly constrain the process of reading comprehension. In several studies, evidence for this theoretical framework has been provided for first language learners. In the present study, an attempt was made to find empirical evidence for the same view underlying second language reading. Therefore, the word decoding and listening comprehension skills of samples of 1,293 first language (L1) learners and 394 second language (L2) learners of Dutch were related to their reading comprehension abilities throughout the primary grades. It was found that the levels of word decoding were more or less equal in the two groups of learners, whereas the L2 learners stayed behind their first L1 peers in both listening, and reading comprehension. The relationships between word decoding, listening comprehension and reading comprehension turned out to be highly comparable. A longitudinal analysis of data showed the Simple View of Reading to be equally valid for L1 and L2 learners. With progression of grade, the impact of word decoding on reading comprehension decreased, whereas the impact of listening comprehension showed an increase to the same extent in the two groups of learners. However, the reciprocity of the relationship between listening comprehension and reading comprehension tended to be less prominent in the group of L2 learners.     

Reading Picturebooks as Literature: Four-to-Six-Year-Old Children and the Development of Literary Competence

This article explores what it means to be a competent reader of picture storybooks by examining the abilities of some 4–6-year-olds, who were read stories aloud in class. Jonathan Culler’s concept of “literary competence” was used to tease out the children’s implicit knowledge of the structures and conventions that enable them to read a work of fiction as literature. From a more practical point of view, Lawrence Sipe’s class-based work, discussing picture storybooks with first and second grade children, provided some useful guidelines. This current study draws on an educational design experiment involving “literary conversation guides,” which help probe children’s understanding of such story features as character and irony.     

Evaluating social connectedness online: the design and development of the Social Perceptions in Learning Contexts Instrument

Learners’ feelings of social connectedness may be a key factor in predicting online course success. However, students attempting to perceive and process the social context in online courses often find themselves engaging in unfamiliar, technology-mediated communication channels. While there have been several empirically based strategies published for creating and maintaining social connectedness online, presently there are no validated instruments available to evaluate the success or failure of the pedagogical methods employed. This article reports on the development and initial technical validation of the Social Perceptions in Learning Contexts Instrument (SPLCI), a research tool for measuring students’ perception of social connectedness with participants in online courses. Findings demonstrated strong validity and reliability evidence that collectively supports continued development of the SPLCI.