Assessing Millennials in College‐Level Fashion Design Studios: A Study of Evidence‐Based Practice

Providing quality feedback that is both positive and effective while maintaining the required student grade confidentiality is a conundrum for faculty. This issue is particularly complex for faculty teaching studio courses (e.g. fashion design) with performance or creativity components where feedback has traditionally been given publicly as desktop reviews in the open studio. The difficulty of giving feedback in the studio‐style classroom is compounded when teaching millennial college students who tend to reject any criticism, public or otherwise, of their work. Previous research on assessment, rubrics and feedback as well as personal experience with studio classes provide background to this evidenced‐based study comparing three feedback and delivery methods: abbreviated rubric, extensive rubric and one‐to‐one meetings (e.g. dialogical assessment) guided by a project list. Grade consistency and ranking of grades were evaluated. Studio projects from a fashion design course were graded across two semesters using the multiple methods. Comparisons were made based on: (a) student reaction, (b) quality of rework and (c) time to grade. The outcomes showed that the one‐to‐one meetings as a feedback and delivery method of assessment had several benefits over two other methods, including added student engagement and improvement of rework.     

Orientations to Enrolment of Part-time Students: A classification system based upon students' perceived lifelong learning needs

This article develops a classification system for the orientations to enrolment of part-time students based upon their practical lifelong learning needs. Orientation to enrolment is seen as a complex construct embodying all the reasons, purposes, expectations and motivations that cause students to pick a particular course and elect to study by the part-time mode. Virtually all of the interviewed students had a vocational orientation so some previously used categorisation schemes were not suitable. Instead seven categories relating to lifelong learning needs provided a scheme which covered the cases and related well to explanations given by interviewees for enrolling in the courses. These were re-training or further development for those who need to make a career shift; education for professionals who need to undertake continuing professional development through their careers; an opportunity for a tertiary education for those who did not previously have the chance; an education at the tertiary level for those who did not do sufficiently well at school to qualify for direct entry to university; an alternative to mainstream education; education for adults; and learning for pleasure throughout the lifetime.     

The issues seminar: Changing a large urban school system

Summary This paper describes one urban school system's attempt to become more manageable, responsive, and productive. We have tried to delineate how the seminars are modifying the system, and, in turn, being modified by the system.The Issues Seminar is an elusive item. In theory it allows decision makers to act proactively, to utilize data, and to operate in a synergetic mode. In practice it is an intervention which allows participants to exchange attitudes and perceptions, demands that bureaucrats be accountable, and fosters leader ship at all levels.The criterion for effectiveness of a structural intervention, such as the Seminars, should be the same as that for any educational innovation, practice, or policy-i.e., Does it facilitate student achievement? To that end, we must defer. Wedon't know. What wedo know is that (1) decision-makers do have access to data, atitudes, and perceptions from all levels, (2) members at all hierarchical levels are gaining an understanding of how the system works (and, of equal importance, how it doesn't work), (3) problems of minor importance yet great annoyance are being rectified, and (4) people are beginning to feel a psychic investment in the system. If those outcomes will ultimately have a positive, effect on the students, then the seminar will have been successful. We are optimistic.Roger H. Perry is Assistant Professor of Urban Administration and Policy-making at Washington University.Thomas R. Hoerr is a principal in the University City, Missouri School System.Doris W. Randolph is Coordinator of the St. Louis Public Schools Issues Seminars and a doctoral student in educational administration at Washington University.     

Control of feedback in computer-assisted instruction

Although considerable research has been conducted on both learner control and feedback, very little research has addressed the effect of giving learners control over the feedback that they receive. The purpose of this study was to examine the effect of learner control over feedback in a CAI lesson. Subjects used one of four CAI programs which provided either program control or learner control over verification or elaboration feedback. Results indicated that subjects who received elaboration feedback during instruction performed better than students who received verification feedback. Type of control did not have a significant influence on performance. However, when subjects selected feedback for items answered incorrectly during instruction, subjects under learner control/elaboration performed better on the posttest than subjects under learner control/verification. Implications for the design of CAI are discussed.     

Successful Educational Leadership at High Performing Schools

Successful educational leadership is not a random phenomenon, but an executed success which leaves cities whereby one can discover them. These clues lead to a desired destination--higher student achievement. Essential, non-negotiable elements have been identified. That is, each element has been systemically embedded at schools that have turned from low performing to high performing schools. These six elements/clues have been identified through decades of research and the author＇s leadership experience as superintendent in both urban and suburban districts. This paper names the actions of successful educational leaders, namely, the site principal, that results in increased student learning and achievement and that can be sustained overtime. These critical elements bring about increased numbers of students who are academically proficient and advanced as defined by the federal NCLB （No Child Left Behind） Act of 2001. Successful educational leaders understand the challenges of change, and they communicate a sense of urgency balanced with patience, persistence and optimism. There are no secrets to successful leadership, and success truly does leave clues. We know what must be done, and we can do the hard work to ensure that every child is successful. Let us share our clues and applaud our successes measured through the lens of students＇ academic achievement.     

“Air Anatomy” – Teaching Complex Spatial Anatomy Using Simple Hand Gestures

Spatial understanding of complex anatomical concepts is often a challenge for learners, as well as for educators. It is even more challenging for students with low mental spatial abilities. There are many options to teach spatial relationships, ranging from simple models to high-end three-dimensional (3D) virtual reality tools. Using a randomized controlled trial design, this study explored the use of a unique combination of deictic and iconic hand gestures to enhance spatial anatomical understanding, coining the term “Air Anatomy”. The control group (n = 45) was given a lecture on the anatomy of extraocular muscles, while the intervention group (n = 49) received the same lecture including “Air Anatomy” hand gestures. When compared to the control group, the post-test scores for the intervention group were significantly higher for basic recall (P < 0.001; Mann–Whitney U test) and for the application of knowledge (P = 0.015; Mann–Whitney U test). Students with low to moderate spatial ability (as assessed by a mental rotation test) were found to benefit most by this technique. Students in the intervention group also reported a lower extrinsic cognitive load and higher germane load, when compared to the control group. An instructional skills questionnaire survey indicated the effectiveness of this technique in improving overall classroom experience. Feedback of the students in the intervention group was also favorable for instruction using “Air Anatomy”. The study suggests that “Air Anatomy” is a useful, “no-cost”, accessible method that aids spatial understanding of anatomical concepts.