Teaching Subtraction and Multiplication with Regrouping Using the Concrete‐Representational‐Abstract Sequence and Strategic Instruction Model

Based on Common Core Standards (2010), mathematics interventions should emphasize conceptual understanding of numbers and operations as well as fluency. For students at risk for failure, the concrete‐representational‐abstract (CRA) sequence and the Strategic Instruction Model (SIM) have been shown effective in teaching computation with an emphasis on conceptual understanding. No studies have investigated the effects of CRA and SIM for teaching multiplication with regrouping. Therefore, the purpose of this study was to replicate and extend the literature, teaching subtraction and multiplication with regrouping using CRA and SIM. Three students receiving tier three mathematics interventions participated. A multiple‐probe across behaviors design was used to show a functional relation. All of the students demonstrated increases in fluency across all regrouping tasks.     

The good,the bad and the wiki: Evaluating student‐generated content for collaborative learning

This paper explores the potential for wiki‐type open architecture software to promote and support collaborative learning through the use of student‐created content. It delineates some of the affordances and constraints of wiki software as an open architecture that has the potential to facilitate collaborative learning through community‐focused enquiry. It seeks to promote debate in this key area of development, and highlights some recent key contributions to the developing discourse on social software in what has been termed ‘the architecture of participation’.     

Birthdates of medical school applicants

We determined if the “relative age” effect, wherein older students in an age cohort in early grades do better academically, extends to birthdates of applicants to medical schools, and if birthdates are related to the success of their applications. We examined birthdays of applicants from Michigan to Wayne State University’s School of Medicine, relative to December 1, the cut‐off date for eligibility to enter kindergarten in Michigan. Significantly fewer applicants ≤22 years of age were born in the three‐month period (September, October, November) immediately preceding the December 1 cut‐off date, but there was no statistically significant difference in the probability of their acceptance. We conclude that delayed entry to kindergarten influences applications for medical school acceptance, but does not affect the success of their applications.     

Serial anticipation and pattern extrapolation in rats as a function of element discriminability

In Experiment 1, three groups of rats were trained on one of three serial patterns consisting of different numbers of .045-g food pellets, either the simple strong monotonie pattern 14-7-3-1-0 (Group SM) or one of two complex weak monotonie patterns, 14-5-5-1-0 (Group 5-5) or 14-9-1-1-0 (Group 1-1). Learning to anticipate the terminal 0-pellet element occurred faster in Group 1-1 than in Group SM, which in turn learned faster than Group 5-5. In Experiment 2, Groups SM, 5-5, and 1-1 were trained on the first four elements of the patterns experienced by their Experiment 1 counterparts and then were tested for their ability to extrapolate the series to include the addition of a 0-pellet element in the fifth position. Extrapolation behavior was better in Group 1-1 than in Group SM, which in turn performed better than Group 5-5. The results were shown to be consistent with a memory-discrimination model of serial learning and inconsistent with a rule-learning model based on pattern complexity.     

Challenging behaviour: the perceptions of teachers of children and young people with severe learning disabilities

This paper reports the findings of a study which aimed to elicit teachers' perceptions of pupils' challenging behaviour. Teachers were asked to indicate: which aspects of challenging behaviour concerned them; their responses to it; which strategies they found effective; what they believed to be the causes of it; how stressed they felt; and how effective they felt when dealing with it. They were also asked to identify sources of information, advice and help and to rate different types of challenging behaviour in terms of severity of challenge. Results indicate that teachers are concerned about challenging behaviour and find it stressful. Whilst considering themselves to be effective in dealing with it, a proportion report feeling frustrated by it, angry, upset and/or at a loss. The most frequently cited challenging behaviour was aggression, although self-injury was found to be the most challenging. Whilst recognising the communicative basis of many forms of challenging behaviour teachers nevertheless tended to select strategies which were concerned with diffusion rather than prevention. The most likely source of information, advice and help was other teachers. Some differences in responses were noted according to experience and whether or not additional qualifications were held.     

Determinants of Disciplinary Practices in Low-Income Black Mothers

Disciplinary attitudes and practices of low-income black mothers were examined. Mothers were interviewed about their parenting attitudes and control practices, and their responses were coded in terms of the degree to which they took a parent- versus a child-oriented approach to discipline. Mothers in the sample varied widely in their attitudes toward physical punishment, and mothers who used power-assertive techniques were as likely to take the child's perspective and give input into the socialization process as those who did not. Factors associated with maternal disciplinary styles included: maternal education, father absence, maternal age, and self-reported religious beliefs. Findings are discussed in terms of the variability in disciplinary practices in this population, as well as the factors contributing to these individual differences.     

Using rapid application development to improve the usability of a preservice teacher technology course

The aim of this research was to examine the use of a rapid application development (RAD) approach in improving the usability (effectiveness, efficiency, and appeal) of instructional materials for preservice teachers. The RAD approach used was the analysis, synthesis, evaluation and change (ASEC) model (Reigeluth & Nelson, 1997). After examining existing materials, 11 units of instruction were prototyped, tested, modified, and retested with the requisite changes being implemented over the course of three semesters. Qualitative and quantitative data were collected from 570 students, 7 instructional designers, and 4 lab assistants. Results of the study showed significant increases in usability scores between the second and third semester. Both positive and negative experiences in using a rapid development model are discussed.     

An Australian study of possible selves perceived by undergraduate engineering students

In this study, we worked with second-year engineering students at an Australian university to examine previously identified threshold concepts within the theoretical framework of Possible Selves. Using workshops as the context for intensive work with students, students were encouraged to consider their future lives and work, including their engineering fears, expectations, and aspirations. The findings revealed many students to have a poor understanding of the realities of engineering work. Moreover, perceived gaps between self-efficacy and the requirements of engineering work appeared to be motivating if students deemed it possible to reduce the gap, but demotivating if they identified a characteristic over which there was perceived to be no control. The study suggests that these engineering students needed more opportunities to explore both the roles of engineers and their own possible selves. Overall, the findings indicate that higher education students may need encouragement and support to explore potential future roles, and they strengthen calls for further research in this area.