UNIVERSITY STUDENTS’ VIEWS OF THE ROLE OF MATHEMATICS IN THEIR FUTURE

We report on an international study about mathematics students’ ideas of how they will use mathematics in their future study and careers. This builds on our previous research into students’ conceptions of mathematics. In this paper, we use data from two groups of students studying mathematics: those who participated in an in-depth interview and those who completed an open-ended questionnaire. We found that their responses could be grouped into four categories: don’t know; procedural skills; conceptual skills; and professional skills. Although some students held clear ideas about the role of mathematics, many were not able to articulate how it would be used in their future. This has implications for their approach to learning and our approach to teaching.     

Effects of the Shift to English-Only Instruction on College Outcomes: Evidence from Central Asia

Abstract

English-only college education in non-English speaking countries is a rapidly growing phenomenon that has been dubbed as the most important trend in higher education internationalization. Despite worldwide popularity, there is little empirical evidence about how the transition to English-only instruction affects students’ academic outcomes. Using a natural experiment at a selective university in Central Asia and a difference-in-differences strategy, we estimate the causal effect of switching to English-only instruction on students’ college outcomes. We find that the introduction of English-only instruction led to a decrease of GPAs and probability of graduation and an increase in the number of failed course credits. Although negative, the effects were short-lived. The difference-in-differences estimates and the examination of potential mechanisms suggest that at least in selective universities in non-English speaking countries, the switch to English-only instruction may affect college outcomes negatively at the time of transition but may not necessarily imply longer-run negative effects.     

Assessment

Introduction TERMINOLOGY AND KEY CONCEPTS The term assessment refers to a variety of ways of collecting information on a learner‘ s language ability or achievement. Although testing and assessment are often used interchangeably, the latter is an umbrella term encompassing measurement instruments administered on a ‘one-off‘ basis such as tests, as well as qualitative methods of monitoring and recording student learning such as observation, simulations of project work. Assessment is also distinguished from...     

Undergraduate non-completion rates: a comment

Our comment is a response to a recent paper in this Journal on non-completion rates in UK universities (Johnes and Taylor 1989). The causal inferences which that paper draws are ill-founded because they are based on data aggregated to university level. Individual-level data are essential, and data on other levels may also be necessary. We make other criticisms, and also comment on implications for performance indicators.     

Science discipline knowledge in primary teacher education: Responses to the discipline review of teacher education in mathematics and science

This paper describes a study of primary teacher educators reaction to those aspects of theDiscipline Review of Teacher Education in Mathematics and Science dealing with early childhood and primary pre-service teacher education. Interviews with two of the authors of the Review are also reported.     

Extended households and the life course of young mothers: understanding the associations using a sample of mothers with premature, low birth weight babies

This paper examined whether the greater average schooling and employment, and lower parenting competence, of young mothers who reside with adult relatives reflect preexisting differences versus potential causal mechanisms. The sample included 554 young mothers (ages 13 to 25; nearly two thirds African American) from the Infant Health and Development Program (IHDP) a random-assignment intervention study of premature, low birth weight babies followed 8 times from birth to age 3. Ordinary least squares, fixed-effects, and random-effects models indicated that young mothers of low birth weight babies sorted into extended households based on preexisting characteristics that were correlated with their lower parenting skills and knowledge. In contrast, coresidence predicted greater schooling or employment across models, with some variations for different subgroups.     

The creation of digital artefacts as a mechanism to engage students in studying literature

The aim of the project was to motivate school students to learn about the national literature of their own and others’ countries. Engagement was fostered via the creation of digital artefacts (or “e-artefacts”) such as online comic strips, live videos or animations. The pedagogical rationale was based on Papert’s constructionism and Bloom’s revised taxonomy. Participatory action research put school teachers at the centre of the research process. School teachers from five schools (Croatia, Denmark, Poland, Sweden and the UK) chose their own pedagogical approaches for classroom activities. Data on how teachers viewed the use of e-artefacts in their classroom practice were gathered using focus groups. Teachers in all five schools identified the same process for relating texts to activities: involving a close reading of the text, collaborative formatting for the e-artefact, and points for reflection and discussion. Students and staff were not only more excited with studying the literature, learners also showed improvement in language learning. Teachers also reported that specific students showed noticeable increases in self-efficacy and classroom participation. By providing alternative means for students to excel and show competencies beyond academic capabilities, more students feel included and valued. Furthermore, the process of creating e-artefacts demanded greater reflection from students, which was a result of greater engagement with the materials. Finally, including the creation of e-artefacts in the curriculum, while maintaining more traditional approaches, offers a more inclusive and rewarding provision of learning for both students and staff.     

Promoting teachers’ implementation of culturally and contextually relevant class‐wide behavior plans

Disproportionality in disciplinary actions for certain racial groups has been well documented for several decades. In an effort to support all students, specifically those who are culturally and linguistically diverse, many have called for adopting a multitiered system of support framework that is considerate of student culture and school context. This framework applies to supporting students’ learning and behavior across settings, particularly in the classroom. To bridge existing gaps between theory and practice, this empirical study sought to evaluate whether teachers who self‐assessed their own use of culturally and contextually relevant practices would implement a class‐wide behavior plan with high levels of implementation fidelity. Results indicated that teachers who engaged in self‐assessment and training did implement the plan with high levels of implementation fidelity, particularly when given performance feedback. Additionally, students tended to display slightly higher rates of academic engagement upon consistent implementation of the plan.