From swimming pool to collaborative learning studio: Pedagogy,space, and technology in a large active learning classroom

To promote student learning and bolster student success, higher education institutions are increasingly creating large active learning classrooms to replace traditional lecture halls. Although there have been many efforts to examine the effects of those classrooms on learning outcomes, there is paucity of research that can inform the design and implementation process. This study investigates how spatial and technological features of a large collaborative classroom support active learning based on the Pedagogy-Space-Technology framework. The findings from our study suggest short lecture and class-wide discussion are essential in framing learning content before group activities, and connecting group outputs to the learning content after group activities. Through interviews, surveys, and focus groups, we found that-while small group activities are generally well-supported in large active learning classroomsfacilitating short lecture and class-wide discussion is key to the success of active learning in large classrooms. Technology should be carefully laid out in the space to accommodate those activities. Specific design and implementation suggestions and implications are provided.     

The purpose, value and structure of the practicum in higher education: a literature review

The practicum constitutes an integral part of many professional courses in higher education; and is manifest in several different forms depending on the discipline: field experience, cooperative education, sandwich programs, internships, clerkships, clinical practicum, and the like. This paper provides an overview of different ways in which the practicum has been conceptualised, implemented and evaluated in higher education. It focuses attention on the purpose and value of the practicum; the relationship between the practicum and the learning outcomes of a course as a whole; and the structure and placement of the practicum within a course. Findings indicate that whilst the practicum is widely accepted as a valuable and successful component of professional education, it has a number of shortcomings; and the lack of good quality research into the practicum makes it difficult to draw unequivocal conclusions. A number of questions are posed to guide further research into the role of supervision during practicum placements; the kinds of learning goals and outcomes that are best achieved through the practicum; and the impact on student learning of the length and structure of the practicum.     

The Prerequisites for Successful Teaching and Learning of Literacy

The report of the European Union High Level Group of Experts on Literacy presents a clear statement of their vision for the future of literacy in our continent. The first part of the statement is: ‘All citizens of Europe shall be literate, so as to achieve their aspirations as individuals, family members, workers and citizens.’ How is this vision to be achieved? This article analyses 16 preconditions necessary for achieving the vision, classifying them as physiological, social, linguistic, educational, governmental and motivational. In each category these prerequisites are related to the Group's findings and recommendations, especially where current policy and provision may be lacking. For example, for most people, normal or corrected-to-normal vision and hearing are essential for literacy development. Arguably, this implies mass screening of young children at the appropriate ages so that problems can be identified and treated — but this is not in fact routine everywhere. The article concludes by analysing the Council of Ministers' conclusions of November 2012 against the framework provided by the prerequisites, in order to judge the likelihood of ambitious targets for 2020 being achieved in this ‘age of austerity’.     

The Efficacy of Repeated Reading and Wide Reading Practice for High School Students with Severe Reading Disabilities

This experimental study was conducted to examine the efficacy of repeated reading and wide reading practice interventions for high school students with severe reading disabilities. Effects on comprehension, fluency, and word reading were evaluated. Participants were 96 students with reading disabilities in grades 9–12. Students were paired within classes and pairs were randomly assigned to one of three groups: repeated reading ( N  = 33), wide reading ( N  = 34), or typical instruction ( N  = 29). Intervention was provided daily for approximately 15–20 minutes for 10 weeks. Results indicated no overall statistically significant differences for any condition, with effect sizes ranging from −.31 to .27. Findings do not support either approach for severely impaired readers at the high school level. We hypothesize that these students require more intensive interventions that include direct and explicit instruction in word- and text-level skills as well as engaged reading practice with effective feedback.     

Big change through small action

Many of us strive to improve our efforts but can be overwhelmed by a variety of perceived obstacles. Wendy Young, Chris Ehrhart, and Greg Meyer describe how they made incremental steps within their personal sphere of influence that resulted in significant change.     

The National Teacher Shortage,Urban Education and the Cognitive Sociology of Labor

The Urban Review - According to the National Center for Education Statistics (Fast facts: back to school statistics, 2018. https://nces.ed.gov/fastfacts/display.asp?id=372 ), there are over 50.7...