Experiential influences on multimodal perception of emotion

The impact of 2 types of learning experiences on children's perception of multimodal emotion cues was examined. Children (aged 7-12 years) were presented with conflicting facial and vocal emotions. The effects of familiarity were tested by varying whether emotions were presented by familiar or unfamiliar adults. The salience of particular emotional expressions was tested by contrasting the performance of physically abused and nonabused children. Children exhibited a preference for auditory expressions produced by their mothers but not by strangers. Additionally, abused children were biased to rely on auditory cues when their own abusive mother was expressing anger. These results are discussed in terms of the impact of both typical and atypical early experiences on the development of emotion perception.     

Striving for empathy: affinities,alliances and peer sexuality educators

Peer sexuality educators' accounts of their work reveal two approaches to empathy with their students: affinity and alliance. ‘Affinity-based empathy’ rests on the idea that the more commonalities sexuality educators and students share (or perceive they share), the more they will be able to empathise with one another, while ‘alliance-based empathy’ is an analytical process of considering the social contexts that shape others' lives. We assess the potential for each source of empathy to equip peer sexuality educators to counter hierarchical models of teaching and learning, effect social change and promote the interests of youth. Because shared identity categories prove difficult to manage and sustain, we find affinity alone does not offer peer sexuality educators lasting opportunities to work with young people. In contrast, developing alliance-based empathy prepares peer educators – indeed, all sexuality educators – to identify inequalities or barriers that others face and seek ways to foster social change. We conclude with recommendations for future research.     

English Reading Effects of Small‐Group Intensive Intervention in Spanish for K–1 English Learners

In this article we report small, but statistically significant, effects of brief supplemental instruction on English reading by Spanish‐speaking kindergartners (N = 37) who performed poorly on a bilingual battery of phonological‐processing tasks. Intervention design was compatible with the Reading First initiative and with research on use of multitiered intervention strategies for preventing reading failure among young monolingual students (e.g., L. S. Fuchs & Vaughn, 2003). We describe a Core Intervention Model (CIM) comprised of specific instructional behaviors that teachers might easily learn and employ regardless of curriculum, and discuss implications of our findings for building multitiered preventative instruction for young English learners.     

Examining Spontaneous Perspective Taking and Fluid Self-to-Data Relationships in Informal Open-Ended Data Exploration

Engaging learners with complex unfamiliar datasets is a known challenge in Data Science education. One promising phenomenon investigated in related work is perspective-taking. A first-person “actor” perspective can help facilitate group and individual sensemaking by mediating observations and actions taken by learners. Here we investigate how museum visitors made use of an actor perspective when exploring an open-ended, interactive data map museum exhibit. We use a mix of qualitative and quantitative empirical methods to explore how actor perspective-taking (APT) may mediate joint sensemaking around data visualizations. By applying interpretive coding to 54 conversations wherein APT naturalistically emerged, we identify 3 distinct self-to-data relationships constructed via APT: role-play, projection, and orientation. A further analysis explores how APT was embedded in joint sensemaking of the visualized data. Twelve APT-mediated sensemaking processes are identified; two (extrapolating and noticing absence) were used in conjunction with multiple APT self-to-data relationships, while the remaining ten (e.g., enacting, spatially characterizing, generalizing) were exclusively used with specific self-to-data APT relationships. We use these empirical findings to generate hypotheses about how APT and associated sensemaking processes may support Data Science learning goals.     

Public speaking as cultural ideal: Internationalizing the public speaking curriculum

Institutes of higher education around the world respond to the challenge of globalization by internationalizing their curricula. We argue that adding an element of cultural reflection to curriculum design is an important step toward internationalization. We use ethnographic analysis to highlight the cultural gap between Anglo-American and non-Anglo interpretations of public speaking. We begin by reconstructing the Anglo cultural ideal of public speaking from a historical overview of the evolution of the public speaking textbook (Sproule, J.M. [2012]. Inventing public speaking: Rhetoric and the speech book, 1730–1930. Rhetoric & Public Affairs, 15, 563–608.). Then, we review alternative cultural models of public speaking. Finally, we identify directions for future research and curriculum design.     

Methodological issues in value-added modeling: an international review from 26 countries

Educational Assessment, Evaluation and Accountability - Value-added (VA) modeling can be used to quantify teacher and school effectiveness by estimating the effect of pedagogical actions on...     

Nuanced Perspectives about Online Teaching: Mid-Career and Senior Faculty Voices Reflecting on Academic Work in the Digital Age

Students’ demand for online learning continues. At the same time, results of multiple studies from the early 2000s through the present day point to a set of common concerns that may explain faculty members’ hesitation and resistance to online teaching. However, less is known about how faculty members experience online teaching, especially the “essential elements” of work that the literature shows relate to positive workplace outcomes. Essential elements of work, as defined by Gappa, Austin, and Trice (2007) include flexibility and balance, academic freedom and autonomy, professional relationships, and professional growth. Findings from interviews with 19 faculty members showed that online teaching simultaneously enabled and frustrated faculty’s experiences of the “essential elements.” We recommend ways in which administrators can address these frustrations and highlight the positive aspects of online teaching.