Towards conceptual coherence in the research on mathematics learner identity: a systematic review of the literature

We examine the case of a lesson planning session within the context of professional development for dialogic instruction, and the lesson enacted following this session, which was intended to provide opportunities to 11th and 12th grade algebra students to explore polynomial functions in terms of their roots and linear factors. Our goal was, through the close analysis of the planning and enactment of the lesson, to gain deeper understanding of how the two participants were framing mathematical learning and how such different frames may explain the disparity between the planned lesson and its outcome. The analysis and discussion point to the complexities of supporting teachers in transitioning from a “doing” frame to an “exploring” frame.     

Making a Neighbourhood the Sesame Street Way: developing a methodology to evaluate children's understanding of race

Since its inception, Sesame Street has modelled racial harmony; however, as a result of the rising racial unrest in the United States in 1989, we launched a four-year race relations curriculum initiative designed to be more explicit about physical and cultural differences, and to encourage friendship between people of different races and cultures. To assess children's basic knowledge and attitudes about diverse children living and playing together a variety of methods were developed, including a game 'Make a Neighborhood', to assess how living in a segregated environment influences preschoolers' understanding of race relations. The game allowed us to observe how preschoolers sort drawings of children who differ by race, clothing and hairstyle into places in the neighbourhood. Results indicated that Chinese American, African American, Puerto Rican and Crow Indian preschoolers integrated homes, schools, playgrounds, churches and stores when given drawings of children from their own groups and White children. White preschoolers integrated Chinese American and White, Puerto Rican and White and Crow Indian and White children in every structure. However, White preschoolers were significantly more likely to segregate African American and White children in the homes, schools, playgrounds, churches and stores. Based on these results, segments were produced which show White children visiting an African American friend's home.     

An Adaptive Blended Learning Model for the Implementation of an Integrated Medical Neuroscience Course During the Covid-19 Pandemic

The implementation of an integrated medical neuroscience course by technologically pivoting an in-person neuroscience course to online using an adaptive blended method may provide a unique approach for teaching a medical neuroscience course during the Covid-19 pandemic. An adaptive blended learning method was developed in response to the requirements necessitated by the Covid-19 pandemic. This model combined pedagogical needs with digital technology using online learning activities to implement student learning in a medical neuroscience course for year one medical students. This approach provided medical students with an individually customized learning opportunity in medical neuroscience. The students had the complete choice to engage the learning system synchronously or asynchronously and learn neuroscience materials at different locations and times in response to the demands required to deal with the pandemic. Students' performance in summative and formative examinations of the adaptive blended learning activities were compared with the previous performance obtained the previous year when the contents of the medical neuroscience course were implemented using the conventional “face-to-face” learning approach. While the cohort of our students in 2019 and 2020 changed, the contents, sessions, volume of material, and assessment were constant. This enabled us to compare the results of the 2019 and 2020 classes. Overall, students' performance was not significantly different between the adaptive blended learning and the in-person approach. More students scored between 70% and 79% during the adaptive blended learning compared with in-class teaching, while more students scored between 80% and 89% during the in-person learning than during the adaptive blended learning. Finally, the percentage of students that scored >90% was not significantly different for both Years 2019 and 2020. The adaptive blended learning approach was effective in enhancing academic performance for high-performing medical students. It also permitted the early identification of underachieving students, thereby serving as an early warning sign to permit timely intervention.     

Durable Research,Portable Findings: Rhetorical Methods in Case Study Research

ABSTRACT

Case studies have been a central methodology employed by scholars working in the rhetoric of science and technical communication. However, concerns have been raised about how cases are constructed and collected, and what they convey. The authors reflect on how rhetoricians of science and technical communication researchers can – and do – construct a variety of case-based mixed-methods studies in ways that may make our research more portable and durable without undercutting the important and central role of case-based analysis.     

Part 10: Teacher Behaviors

Effective teachers place learners’ needs at the center of their efforts and find ways to bridge gaps between learning objectives and students’ prior knowledge and interests. Proven techniques to maximize student learning include encouraging questioning, provoking thought, connecting with students’ interests, expecting engagement, and communicating trust that students can succeed. Findings are presented from research on one-on-one instruction, making clear explanations, and giving effective feedback. The column concludes with guidelines for self-assessing librarians’ teaching effectiveness.