Beyond the Rhetoric: A framework for evaluating improvements to the student experience

A framework is described to assist institutions in evaluating the extent to which activities described as “quality improvements” or “quality enhancements” are likely to directly improve the student experience. The framework classifies ways of improving the student experience into “coaching improvements”, “umpiring improvements”, and “facilities improvements”, while also considering the location of improvements along a “risk avoidance—quality assurance—quality enhancement” continuum. The utility of this framework is explored through case studies of sector‐wide initiatives in Scotland and Australia. If used to stimulate internal discussion, the framework can help institutions to better balance their efforts to improve the student experience.     

Situated Self-Regulation: Modeling the Interrelationships Among Instruction,Assessment, Learning Strategies and Academic Performance

To succeed academically, college students must actively construct course information, synthesize this information with information from texts and other resources, understand this information so that they can succeed on various forms of assessments and ultimately retain this information for the long term. While the complexity of these demands has been modeled somewhat metaphorically, there has been little ecologically valid research into learning in authentic classroom contexts. The present study examines the interrelationships among student perceptions of the learning context, test complexity, study strategies, and academic performance. Results of a path analysis demonstrated that perceptions of the teaching format and test complexity were positively related to the study strategies reported, and these study strategies were further related to the reported course performance.     

The development of beginning mathematics teacher pedagogical content knowledge

Recent research efforts (Schmidt et al. in The preparation gap: teacher education for middle school mathematics in six countries, MSU Center for Research in Mathematics and Science Education, 2007) demonstrate that teacher development programs in high-performing countries offer experiences that are designed to develop both mathematical knowledge and pedagogical knowledge. However, identifying the nature of the mathematical knowledge and the pedagogical content knowledge (PCK) required for effective teaching remains elusive (Ball et al. in J Teacher Educ 59:389–407, 2008). Building on the initial conceptual framework of Magnusson et al. (Examining pedagogical content knowledge, Kluwer, Dordrecht, pp 95–132, 1999), we examined the PCK development for two beginning middle and secondary mathematics teachers in an alternative certification program. The PCK development of these two individuals varied due to their focus on developing particular aspects of their PCK, with one individual focusing on assessment and student understanding, and the other individual focusing on curricular knowledge. Our findings indicate that these individuals privileged particular aspects of their knowledge, leading to differences in their PCK development. This study provides insight into the specific aspects of PCK that developed through the course of actual instructional practice, providing a lens for future research in this area.     

Lived meanings: what teachers mean when they say they are learner‐centered

While the term ‘learner‐centered’ is invoked in many curriculum standards documents, packaged curriculum materials, mission statements and criticisms of educational practice, there is little agreement on its meaning. Shallow understandings and conflicting practices abound. And rarely do the meanings ascribed to the term take into account the meanings of thoughtful teachers who live learner‐centered approaches daily in their work. Here we introduce lived meanings of learner‐centeredness found in the personal and professional histories of experienced teachers. Data were gathered in interviews that took the form of focused conversations which yielded elaborated stories and reflections that suggest that learner‐centeredness is a concept that cannot be captured in finite, static, unquestioned definitions. The teachers’ lived meanings are expressed in fine‐grained detail, are embedded in particular settings and the teachers’ own personal and professional histories, go beyond surface features of practice and are in motion and unfinished. Taken together, these lived meanings have the potential to challenge and deepen current understandings of learner‐centered practices. Further, they have the potential to bring humanity, humility and integrity to the work of those who engage in these practices and of those who would support or criticize them.     

Towards flexible learning for adult learners in professional contexts: an activity-focused course design

This article argues for a flexible model of learning for adults which allows them to make choices and contextualise their learning in a manner appropriate to their own professional practice whilst also developing as a member of a learning community. It presents a design based around online ‘learning activities’ which draws on ideas of constructivism, collaborative learning and reflective practice. The model was developed for adult learning in Higher Education, and has been adapted and extended to a number of different programmes. Implementation of the model for the Teaching Qualification (Further Education) has been the subject of an interpretative evaluation using a multiple methods approach. Learners' experiences of this programme together with issues associated with the application of the model to other programmes are discussed.     

Expert Workshop Assesses the Significance of Birth Location on Maternal and Infant Outcomes

On March 6–7, 2013, some of the greatest minds in research and the provision of maternity care came together for a workshop on “Research Issues in the Assessment of Birth Settings,” hosted by the prestigious Institute of Medicine (IOM) and sponsored by the W.K. Kellogg Foundation.     

The Effect of Clickers in University Science Courses

In four studies on the use of student response systems, clickers, we sought to understand whether the use of clickers would impact students’ attitudes toward the use of technology for instruction and achievement on examinations. While the results varied some by study, overall, the results revealed no significant changes in the already positive student attitude toward the use of instructional technology. In all four studies, the majority of the students reported that they learned more when clickers were used in class. The use of clickers did not serve as useful predictor of student achievement in science classes. The findings of this study are similar to others which suggest that some classroom technologies (like clickers) may not necessarily have a direct connection with student achievement, despite positive student feedback regarding their experience using these technologies. Further studies are needed to better understand the true nature of the relationship between these technologies and classroom outcomes.     

Academic and Student Affairs Issues Post Hurricane Katrina

This article describes several issues in the academic and student affairs areas faced by students and faculty in the post-Katrina destruction environment. Cases are used to illustrate the issues, and a call is made for increased disaster readiness plans.     

Listening to Student Concerns: An Instructional Strategy to Expand Student Perspectives

It is well documented in the literature that relationships influence the lives of young children (birth to second grade). Consequently, it is essential that young children's caregivers and teachers build professional relationships with children's parents, because these relationships influence the children's present and later learning environments both at home and in school. While listening to parents is a well-established value in the field of Early Childhood Care and Education, details about what “listening to parents” means seem less clear in the literature, research, and our own pedagogy as early childhood educators. Incidentally, teacher candidates and advanced teacher students (hereafter referred to as “our students”) sometimes voice concerns related specifically to listening to parents. Yet, answers to such concerns also seem limited in the literature and the research. Therefore, the intent of this reflective position paper is threefold: to provide my fellow teacher educators with three literature-based reasons to share with our students about why it is important to listen to parents; to indentify familiar comments, concerns, and feelings that our students have voiced about listening to parents; and to provide five practical cooperative-learning activities that will potentially influence our students' practices.     

Timeless and Timely Advice: A Commentary on “Consultation to Facilitate Planned Organizational Change in Schools,” an article by Joseph E. Zins and Robert J. Illback

This commentary on Zins and Illback's (1995) Zins, J. E. and Illback, R. J. 1995. Consultation to facilitate planned organizational change in schools. Journal of Educational and Psychological Consultation, 6: 237–245. [Taylor & Francis Online], [Web of Science ®] , [Google Scholar] article, Consultation to Facilitate Planned Organizational Change in Schools, argues that the authors provided a solid foundation for well-planned, proactive, sustainable, internally-driven systemic change in schools that has yet to be widely realized. Their school organizational change model and more recent change models provide guidance for realizing a change from an individual, remedial focus to a population-based and preventative practice.