Practice What We Preach: Differentiating Instruction and Assessment in a Higher Education Classroom as a Model of Effective Pedagogy for Early Childhood Teacher Education Candidates

Teacher education faculty are experiencing increasingly diverse higher education classrooms. In many ways, the diversities present in collegiate classrooms mirror the differences in classrooms of young children. The diversity may be a result of a range of ethnic, socioeconomic, and linguistic differences. Or it may be differences resulting from previous experiences, background knowledge, learning style, needs, or interests. In this article, two university colleagues present challenges related to meeting a plethora of learner needs in a course with participants from three different programs of study. The authors describe the challenges faced, steps taken to use the challenges as opportunities for growth, and the outcomes of their efforts. The authors candidly describe how they used the principles of Differentiated Instruction to model effective pedagogy for their early childhood teacher educator candidates.     

The Precursors of Reading Ability in Young Readers: Evidence From a Four-Year Longitudinal Study

We report a longitudinal study investigating the predictors of reading comprehension and word reading accuracy between the ages of 7 to 8 (UK Year 3) and 10 to 11 years (Year 6). We found that different skills predicted the development of each. Reading comprehension skill measured in Year 3 was a strong predictor of comprehension in Year 6; vocabulary and verbal IQ also made significant unique contributions to the prediction of comprehension ability across time. Three comprehension components (inference, comprehension monitoring, and knowledge and use of story structure) emerged as distinct predictors of reading comprehension in Year 6, even after the autoregressive effect of comprehension was controlled. For word reading accuracy, early measures of word reading accuracy and phonemic awareness predicted later performance.     

Using technology to help preservice teachers construct knowledge about young children's classroom environments

Abstract

In an effort to help teacher candidates understand early childhood classroom environments, a website was constructed for use in a foundation in early childhood education course. This website, based on constructivist teaching practices uses technology in a unique way to assist students as they come to know, understand, and use the principles associated with room arrangement and management of early childhood classrooms.     

Clay modeling versus written modules as effective interventions in understanding human anatomy

The effectiveness of clay modeling to written modules is examined to determine the degree of improvement in learning and retention of anatomical 3D relationships among students with different learning preferences. Thirty‐nine undergraduate students enrolled in a cadaver dissection course completed a pre‐assessment examination and the VARK questionnaire, classifying learning preference as visual, auditory, read/write, or kinesthetic. Students were divided into clay, module, and control groups with preference for learning style distributed among groups. The clay and module groups participated in weekly one‐hour classes using either clay models or answering written questions (modules) about anatomical relationships, respectively. The control group received no intervention. Post‐assessment and retention examinations were administered at the end of the semester, and three months later, respectively. Two variables (Δ1, Δ2) represented examination score differences between pre‐ and post‐assessment and between post‐assessment and retention examinations, respectively. The Δ1 for clay and module groups were each significantly higher than controls (21.46 ± 8.2 vs. 15.70 ± 7.5, P ≤ 0.05; and 21.31 ± 6.9 vs. 15.70 ± 7.5, P ≤0.05, respectively). The Δ2 for clay and module groups approached but did not achieve significance over controls (?6.09 ± 5.07 vs. ?8.80 ± 4.60, P = 0.16 and ?5.73 ± 4.47 vs. ?8.80 ± 4.60, P = 0.12, respectively). No significant differences were seen between interventions or learning preferences in any group. However, students of some learning styles tended to perform better when engaging in certain modalities. Multiple teaching modalities may accommodate learning preferences and improve understanding of anatomy. Anat Sci Educ. © 2013 American Association of Anatomists.     

Changes in force production and stroke parameters of trained able-bodied and unilateral arm-amputee female swimmers during a 30 s tethered front-crawl swim

Abstract

This study examined changes in the propulsive force and stroke parameters of arm-amputee and able-bodied swimmers during tethered swimming. Eighteen well-trained female swimmers (nine unilateral arm amputees and nine able-bodied) were videotaped performing maximal-effort 30 s front-crawl swims, while attached to a load cell mounted on a pool wall. Tether force, stroke rate, stroke phase durations and inter-arm angle were quantified. The able-bodied group produced significantly higher mean and maximum tether forces than the amputee group. The mean of the intra-cyclic force peaks was very similar for both groups. Mean and maximum tether force had significant negative associations with 100 m swim time, for both groups. Both groups exhibited a similar fatigue index (relative decrease in tether force) during the test, but the amputees had a significantly greater stroke rate decline. A significant positive association between stroke rate decline and fatigue index was obtained for the able-bodied group only. Inter-arm angle and relative phase durations did not change significantly during the test for either group, except the recovery phase duration of the arm amputees, which decreased significantly. This study’s results can contribute to the development of a more evidence-based classification system for swimmers with a disability.     

Enlightenment and measurement – a way to improve health among high school students

Abstract

This paper examines the effect of participating in a web-based health programme that promotes personal tracking of high school students’ own measurements of a number of health-related parameters. Danish cross-sectional survey data were used to examine the effects of the health programme on various health measures. Both quantile regression models and standard ordinary least squares (OLS) models were used to explore the correlations between the students’ participation in the health programme and their body mass index (BMI), body fat percentage, aerobic fitness, and well-being. Participation in the health programme increased BMI and aerobic fitness among students with a BMI or an aerobic fitness value ranging from the 25th percentile to the 75th percentile and reduced body fat percentage among students with the highest percentages of body fat. In addition, the health programme led to an increased feeling of wellbeing among students, especially those with high BMI levels and poor aerobic fitness. As the schools participated in the health programme on voluntary basis and at a financial cost to themselves, the positive effects of participation found can only be stated to be valid among students from committed schools.     

Satisfying the needs of industry for journals

Provides an understanding of the importance of journals in industry and of the types of measures there taken to ensure value for money and a high quality service, and outlines some ways in which publishers can serve industrial users better by recognizing the need for high–quality services, speedy and reliable delivery, and flexibility of service.     

Authors and e-delivery

I describe a number of the e-book formats currently available and point out some of the implications of these new delivery mechanisms for authors' rights and traditional cultural values.