Bridging Cognitive Science and Real Classrooms: A Video Methodology for Experimental Research

We describe a new approach to the use of video-based technology for conducting controlled experiments in classroom contexts. Specifically, we describe a process for editing video recordings of live classroom lessons to create multiple versions, such that only one aspect of the lesson is systematically varied. Other aspects of the instruction are all held constant, including audio, curricular content, student participation, and other notoriously hard-to-control details of the interactional context that impact learning (e.g., gestures, affect). These edited lesson versions can be randomly assigned to students by condition within classrooms to meet a high standard for random assignment. This technology provides opportunities for deriving causal data on the efficacy of teaching practices through stimuli approximating a typical everyday classroom context.     

Conducting Video Research in the Learning Sciences: Guidance on Selection,Analysis, Technology,and Ethics

Linking research to a compelling societal interest can build financial commitments to research, bring increased attention to findings, and grow support for scaling up impacts. Among many compelling societal interests that learning scientists can cite—such as increasing the quality of life, preparing citizens to make decisions in a complex world, and enhancing social cohesion among a diverse population—economic competitiveness is a compelling societal interest that resonates broadly among stakeholders. Indeed, it is now somewhat common to introduce learning sciences research, as in the Cambridge Handbook of the Learning Sciences and the U.S. National Education Technology Plan, by citing economic rationales. Despite the utility of evoking a potential link between learning research and economic competitiveness in the minds of broader audiences, learning scientists engage in rather little critical discussion of whether such links are meaningful and empirically sound within their own programs of research. This article seeks both to problematize conventional wisdom about links between learning sciences research and economic growth and to suggest possible directions for future research aimed at discovering stronger links. Because the issues are complex, we do not reach firm conclusions. Rather, this article seeks to spark a discussion within the field.     

The influence of framing on transfer: initial evidence from a tutoring experiment

This paper investigates the idea that the framing of learning and transfer contexts can influence students’ propensity to transfer what they have learned. We predicted that transfer would be promoted by framing contexts in an expansive manner in which students are positioned as having the opportunity to contribute to larger conversations that extend across time, places, people, and topics. A one-on-one tutoring experiment was conducted to test this hypothesis by manipulating framing as either expansive or its opposite (bounded) within a complex instructional learning ecology. We investigated the degree to which high school biology students transferred knowledge from a learning session about the cardiovascular system to a transfer-of-learning session about the respiratory system depending on framing condition. Consistent with the framing hypothesis, students in the expansive condition were generally more likely to transfer facts, a conceptual principle, and a learning strategy from one system to another.     

GCAT-SEEKquence: genome consortium for active teaching of undergraduates through increased faculty access to next-generation sequencing data

To transform undergraduate biology education, faculty need to provide opportunities for students to engage in the process of science. The rise of research approaches using next-generation (NextGen) sequencing has been impressive, but incorporation of such approaches into the undergraduate curriculum remains a major challenge. In this paper, we report proceedings of a National Science Foundation-funded workshop held July 11-14, 2011, at Juniata College. The purpose of the workshop was to develop a regional research coordination network for undergraduate biology education (RCN/UBE). The network is collaborating with a genome-sequencing core facility located at Pennsylvania State University (University Park) to enable undergraduate students and faculty at small colleges to access state-of-the-art sequencing technology. We aim to create a database of references, protocols, and raw data related to NextGen sequencing, and to find innovative ways to reduce costs related to sequencing and bioinformatics analysis. It was agreed that our regional network for NextGen sequencing could operate more effectively if it were partnered with the Genome Consortium for Active Teaching (GCAT) as a new arm of that consortium, entitled GCAT-SEEK(quence). This step would also permit the approach to be replicated elsewhere.     

Is Something Better Than Nothing? An Evaluation of Early Childhood Programs in Cambodia

This study evaluated the relative effectiveness of home-based, community-based, and state-run early childhood programs across Cambodia. A total of 880 five-year-olds (55% girls) from 6 rural provinces in Cambodia attending State Preschools, Community Preschools, Home-Based Programs, or no programs were assessed twice using the Cambodian Developmental Assessment Test. Controlling for baseline differences, children who participated in any early childhood programs performed significantly better in posttest than those of children who did not participate in any programs. Children in State Preschools scored significantly higher than those in either Community Preschools or Home-Based Programs; scores did not differ as a function of attending Community Preschools or Home-Based Programs. The results indicate that some preschool experience is better than none at all.     

Hitching Your Wagon to the Right Star: A Case Study in Collaboration

In tough economic times, librarians are challenged to increase their instruction and outreach efforts despite shrinking budgets. This article discusses creating a mutually beneficial partnership with existing, successful campus programs to increase outreach efforts with minimal financial risk. Ten steps for creating a meaningful partnership are discussed. The author uses lessons learned from her own experience creating a collaboration with a first-year orientation program to illustrate the challenges and suggest best practices to help readers implement the model on their own campuses.     

Late Entry into Primary School in Developing Societies: Findings from Cross-National Household Surveys

Late entry into primary school is a widespread phenomenon in developing countries. Students who enter school late are more likely to repeat grades, drop out and perform more poorly. Yet the phenomenon has received little scholarly attention, and there is a dearth of cross-national data. In this paper, we draw on data from the Multiple Indicator Cluster Survey (MICS2), a cross-national household survey conducted in developing countries. We first estimate the percentage of students entering primary school late across 38 countries in order to identify the countries in which the issue of late entry is most common. Secondly, we describe the background characteristics of students who are more likely to enter school late. We then employ multinominal logistic regression equations to predict the probability of late entry. Our findings highlight the need for policies to reduce late entry for children from disadvantaged backgrounds.     

Toward a Model of Influence in Persuasive Discussions: Negotiating Quality,Authority, Privilege,and Access Within a Student-Led Argument

It is commonly observed that during classroom or group discussions some students have greater influence than may be justified by the normative quality of those students’ contributions. We propose a 5-component theoretical framework in order to explain how undue influence unfolds. We build on literatures on persuasion, argumentation, discourse, and classroom discussions to develop a framework that models how each participant’s level of influence in a discussion emerges out of the social negotiation of influence itself and the following 4 components that interact with it: (a) the negotiated merit of each participant’s contributions; and each participant’s (b) degree of intellectual authority, (c) access to the conversational floor, and (d) degree of spatial privilege. We then illustrate how the framework works by explaining how 1 student became unduly influential during a heated, student-led scientific debate. Finally, we close by outlining how our framework can be further developed to better understand and address differences in influence in classrooms and other learning contexts.     

Peer Ratings Revisited

The present study compares the differences in peer and supervisory judgments of counselor trainees in both guidance institutes and regular program groups. The key conclusion of the study is that institute supervisors and institute members have significantly higher positive agreement (r = .77) on who is a good counselor than that found among supervisors and students in a regular education program, where (r = .46).     

Post-secondary educators' professional development: Investigation of an online approach to enhancing teaching and learning

Faculty in post-secondary institutions must continually reassess, refine, and revise their teaching, yet it is a challenge for them to gain this professional development with heavy teaching responsibilities and high demands on their time. Creating Optimum Learning Environments (CREOLE) is a collaborative project between one community college and one university to develop an online training program for post-secondary education faculty on the basic principles of teaching and learning and the development of online courses. Four independent modules were developed and taught in a one semester format for educators throughout the U.S. The goal of this research was to identify the strenghts and challenges of this course; determine the changes in pedagogical practice of the participating faculty members; and to examine the resulting changes in participants' course materials to reflect learning and motivation theories, and appropriate online learning strategies. Methods included pre- and post-surveys of the participants, interviews, document analysis, and instructors' reflections. Results demonstrated high expectations from all participants, difficulty in forming a sustained learning community, continuing challenge in technological aspects, and requirement for intense instructor involvement to maintain morale.