Learning-related behaviors and literacy achievement in elementary school-aged children

This longitudinal study investigated associations between children's learning-related behaviors and literacy achievement in an ethnically diverse sample of low-income children throughout elementary school. Children's literacy and learning-related behavior (e.g., working independently, seeking challenges) were assessed when they were in kindergarten or first grade and again in the third and fifth grades. The results showed fair consistency over time in both learning-related behaviors and literacy skills. Learning-related behaviors in one grade predicted literacy achievement in the subsequent grade in which it was assessed, but literacy skills did not predict subsequent learning-related behaviors.     

Threats to the professional understanding of assessment error

A case study investigation was undertaken to identify threats to the professional understanding of assessment error which arise from accounts presented within the education press. Through a predominantly qualitative analysis of articles published in a leading education newspaper, during 2002 and 2003, it explored how assessment agencies in England were represented as responding to allegations of error. A number of threats to professional understanding were identified; in particular, the overarching threat that media reports may help to construct, and to maintain, a mythical image of assessment as a process which can and ought to be free from both measurement inaccuracy and human error. The results highlighted an underlying tension between the need to increase public understanding (of assessment error) and the need to retain public confidence (in our assessment systems). It was concluded that assessment agencies need to develop approaches to enhancing the public and professional understanding of assessment error, to counteract potentially misleading images from media reports.     

How Promotional Content Changes Ratings: The Impact of Appeals, Humor, and Presentation

This study assessed the impact of content--as opposed to structural--factors on television program ratings, seeking to locate clusters of components that would identify effective on-air promotion and allocate content a better-defined place within theoretic models of media priming. Stepwise multiple regression analyses of 1,547 on-air promos for 155 prime-time programs demonstrated that 5-9% of ratings variance was accounted for by content appeals, humor, and presentation in promos for comedy programs. The influence of content variables was greater for familiar than unfamiliar comedies, and humor and presentation in promos contributed to variance in ratings for mid-rated but not high- or low-rated comedies.     

A cause of water-sensitivity in modern oil paint films: The formation of magnesium sulphate

Unvarnished twentieth-century oil paintings are often sensitive to aqueous swabbing, a method routinely employed by conservators for surface cleaning. This study proposes a connection between sensitivity and the presence of magnesium sulphate heptahydrate which has been identified on the surface of some of water-sensitive paintings. The probable source of magnesium is magnesium carbonate, an additive in some twentieth-century oil paints, which has reacted with atmospheric sulphur dioxide (SO₂). Films made using modern manufactured paints and formulations made in the laboratory were exposed to gaseous SO₂ and raised relative humidity and examined using scanning electron microscopy with energy dispersive X-ray spectroscopy and X-ray diffraction to characterize the crystalline entities. Films containing magnesium carbonate formed magnesium sulphite and sulphate hydrates. Films containing zinc oxide were also investigated. These formed zinc and sulphur containing salts. Sensitivity to swabbing with water before and after exposure was evaluated. Films that developed salts, demonstrated increased sensitivity to aqueous swabbing after exposure to SO₂. Findings suggest that increased water sensitivity may be due to a combination of the formation of hygroscopic degradation products and to weakening of the paint film due to salt-induced disruption of the surface.     

Analyzing the teaching of advanced mathematics courses via the enacted example space

Examples are believed to be very important in developing conceptual understanding of mathematical ideas, useful both in mathematics research and instruction (Bills & Watson in Educational Studies in Mathematics 69:77–79, 2008; Mason & Watson, 2008; Bills & Tall, 1998; Tall & Vinner, 1981). In this study, we draw on the concept of an example space (Mason & Watson, 2008) and variation theory (Runesson in Scandinavian Journal of Educational Research 50:397–410, 2006) to create a lens to study how examples are used for pedagogical purposes in undergraduate proof-based instruction. We adapted the construct of an example space and extended its application to the constructs of example neighborhood, methods of example construction, and the functions of examples. We explained how to use our new lens to analyze the collection of examples and non-examples that the students had access to. We then demonstrate our method by analyzing the collection of examples and non-examples of a mathematical group the professor of an abstract algebra class presented during lectures or assigned to students in problem sets or exams.     

Race,Choice and Richmond Public Schools: New Possibilities and Ongoing Challenges for Diversity in Urban Districts

Several contemporary demographic trends suggest that school systems in America’s central cities, typically characterized by high levels of racial and economic isolation, are being presented with new opportunities to create quality, diverse schools. Still, numerous obstacles linger. Using multiple sources of data and innovative mapping tools, this case study explores an urban district experiencing population growth and change and several different manifestations of school choice. Analyses indicate that levels of black-white elementary school segregation have risen rapidly over the past two decades, and now surpass residential segregation levels. The increase in school segregation has occurred alongside a district policy emphasis on both choice and neighborhood schools. While the current elementary school zones present a number of opportunities for further racial and economic diversity, high shares of students transferring out of their zone—either to another setting in the district or to a private school—undermine those possibilities. The example of Richmond, Virginia has important policy implications for countless other urban districts grappling with demographic shifts and the growth and popularity of school choice. Both trends offer crucial possibilities for central city school systems, but without careful attention to policy, will likely result in further stratification.     

Use of Lecture Capture in Higher Education - Lessons from the Trenches

Lecture capture, defined here as the capturing of some or all elements of a live lecture in digital format, is becoming increasingly popular in higher education. Despite this increase in popularity, fewer than 10% of institutes of higher education globally have adopted comprehensive lecture capture systems. So, the majority of instructors wanting to use lecture capture technology will find themselves having to acquire their own technology and do the capture themselves. There are several factors that influence the use of lecture capture, including the instructor’s level of comfort with technology, their budget, and the context in which they will be using the tool. Using case studies of our own experiences, we hope to illustrate a variety of ways in which lecture capture can be appropriately used in higher education in this way. Following this, we outline several challenges that we faced and provide recommendations for how to overcome these. Lastly, we describe some issues that should be considered and addressed before getting started using lecture capture technology in a way that is customized to suit the needs of both professor and student. We hope that by following the guidelines outlined in this paper, and by seeing practical examples of how lecture capture can be used in a variety of contexts, the transition from idea to implementation will be an easier one.