Design of technology-based information-referenced grouping systems for use in large urban schools

There are many subtle but extremely important differences between grouping students and tracking students for purposes of designing appropriate instructional interventions. Unfortunately, in many inner-city urban settings, the policy of grouping students eventually becomes a policy ofde facto tracking of students. While grouping students seems to be an educationally justifiable policy in many school situations, tracking students raises serious concerns with regard to its educational value, social desirability, and complicity with the legal notions of due process and equal protection. This study examines the use of a specific form ofshort-term grouping of students that is based on an information-referenced criterion for selection. Using a large sample of ninth- and eleventh-grade students, an information-referenced grouping procedure was designed for the areas of language arts and mathematics. The study finds that grouping selections, using an information-referenced criterion, are strongly associated with teachers perceptions of these students' actual educational and information needs. In addition, the information-referenced grouping design provides important specific educational feedback to both students and teachers to help low-attaining students move to mainstream classes. Finally, many of the due process concerns raised by educational researchers with regard to abuses and shortcomings of presently used ability or standardized test-driven grouping efforts are addressed.     

The Library as Inquiry Learning System: Defining the Issues

This is the first of a series of columns on the emerging new role of the academic library as a center for learning—but learning in a new sense, with a new focus on what the student actually actively incorporates rather than on teaching method. The new perspective is captured in the concept of student-centered or inquiry-based learning, with special emphasis on reading and better utilization of the extensive print resources carefully collected by academic libraries over the decades.     

The influence of intercultural communication apprehension and socio‐communicative orientation on uncertainty reduction during initial cross‐cultural interaction

This study is an investigation of the influence of intercultural communication apprehension, socio‐communicative orientation, and uncertainty during initial cross‐cultural communication. Prior to interacting with unknown partners from another culture, participants completed measures of intercultural communication apprehension and socio‐communicative orientation. After interacting with their partners, participants completed measures of uncertainty. As predicted, intercultural communication apprehension was positively associated with uncertainty. Also as predicted intercultural communication apprehension was negatively correlated with socio‐communicative orientation. A third hypothesis, which was partially supported, posited that socio‐communicative orientation would be negatively correlated with uncertainty.     

Open-ended Cases in Agroecology: Farming and Food Systems in the Nordic Region and the US Midwest

Abstract

Our aim is to describe open-ended case studies for learning real-life problem solving skills, and relate this approach to conventional, closed-ended decision case studies. Teaching methods are open-ended cases in agroecology, an alternative to traditional strategies that lead students through prepared materials and structured discussions to determine an outcome already known to the instructor. Our method promotes a culture of curiosity. Multiple evaluation criteria show how this learning strategy provides students with practice in researching, envisioning and designing potential scenarios for clients in the field. In agroecology case studies, students and instructors are co-learners in a discovery process that includes gathering information from key clients, interviewing major stakeholders, and building an understanding of the current context of the local farming and food systems. Two agroecology courses in Norway, a field course in the US Midwest, and an experimental course in Sweden and Vietnam illustrate this learning strategy. Student evaluations of learning have been highly positive, and skills and methods from courses have been applied in their thesis projects and professional careers.

Practical results reveal that students are well prepared for an uncertain, complex, multi-dimensional and dynamic future, have the capacity to develop alternative future scenarios, and have practiced methods to evaluate options based on production, economic, environmental and social criteria and impacts. This innovative strategy is offered as a complement or alternative to conventional decision case studies and evaluated as an approach to experiential learning, an important and effective method for adult learners.     

An enriched multimedia eBook application to facilitate learning of anatomy

This pilot study compared the use of an enriched multimedia eBook with traditional methods for teaching the gross anatomy of the heart and great vessels. Seventy‐one first‐year students from an Australian medical school participated in the study. Students' abilities were examined by pretest, intervention, and post‐test measurements. Perceptions and attitudes toward eBook technology were examined by survey questions. Results indicated a strongly positive user experience coupled with increased marks; however, there were no statistically significant results for the eBook method of delivery alone outperforming the traditional anatomy practical session. Results did show a statistically significant difference in the final marks achieved based on the sequencing of the learning modalities. With initial interaction with the multimedia content followed by active experimentation in the anatomy lab, students' performance was improved in the final test. Obtained data support the role of eBook technology in modern anatomy curriculum being a useful adjunct to traditional methods. Further study is needed to investigate the importance of sequencing of teaching interventions. Anat Sci Educ. 7: 19–27. © 2013 American Association of Anatomists.