Promises and Challenges: Exploring a collaborative telementoring programme in a preservice teacher education programme

Telementoring offers many promises for collaborative opportunities in a teacher education programme. Unbounded by time and location, telementoring provides a forum for collaboration and collegiality between primary stakeholders in teacher preparation: preservice teachers, cooperating teachers, and university professors. This article explores a vision of telementoring that went unrealised. Through challenging lessons learned, the authors offer a plan for setting up an effective mentorship triad, utilising the World Wide Web as the medium to implement the telementoring context. Our triad of mentorship has the capacity to be expanded to include successive groups of novice teachers, creating a web of mentorship that will help inform all of our practices. It indeed holds great promise for the future.     

Student Recruitment into Postsecondary Educational Program

The recruitment of students into educational programs is an area that is underexplored in the literature. This piece capitalizes on two unique features to provide insights. First, the sample comes from a larger experimental evaluation of a summer bridge program that required the eight participating institutions to significantly increase—even more than double—their recruitment from the previous year. Second, because the program was designed for recent high school graduates, the institutions were required to work across educational sectors to recruit students while they were in the spring of their senior year of high school. Using both qualitative and quantitative data, I report that the most successful methods of recruitment involved two components: a personal aspect and multiple exposures to the information. Implications for research and practice are discussed.     

数字图像分析方法在螺纹检测中的应用

This paper describes the use of computer-aided measurement for external metric screw threads.Thread parameters,including thread pitch,thread angle,pitch giameter and major diameter,were measured with CCD cameras and image analysis software.New technologies such as digital image processing were used to increase the efficiency of measurements.In this study,by reconstructing the toolmaker‘s microscope,the computer-aided semi-automated measuring system was developed,which could evaluate the accuracy of screw thread fpofile.It is concluded that the measuement accuracy is comparable to that of traditional toolmaker‘s microscope method.     

Gender Differences in Early Reading Strategies: A Comparison of Synthetic Phonics Only with a Mixed Approach to Teaching Reading to 4–5 Year-Old Children

A survey of primary schools in England found that girls outperform boys in English across all phases (Ofsted in Moving English forward. Ofsted, Manchester, 2012). The gender gap remains an on-going issue in England, especially for reading attainment. This paper presents evidence of gender differences in learning to read that emerged during the development of a reading scheme for 4- and 5-year-old children in which 372 children from Reception classes in sixteen schools participated in 12-month trials. There were three arms per trial: Intervention non-PD (non-phonically decodable text with mixed methods teaching); Intervention PD (phonically decodable text with mixed methods teaching); and a ‘business as usual’ control condition SP (synthetic phonics and decodable text). Assignment to Intervention condition was randomised. Standardised measures of word reading and comprehension were used. The research provides statistically significant evidence suggesting that boys learn more easily using a mix of whole-word and synthetic phonics approaches. In addition, the evidence indicates that boys learn to read more easily using the natural-style language of ‘real’ books including vocabulary which goes beyond their assumed decoding ability. At post-test, boys using the nonphonically decodable text with mixed methods (Intervention A) were 8 months ahead in reading comprehension compared to boys using a wholly synthetic phonics approach.     

Droplet dispensing in digital microfluidic devices: Assessment of long-term reproducibility

We report an in-depth study of the long-term reproducibility and reliability of droplet dispensing in digital microfluidic devices (DMF). This involved dispensing droplets from a reservoir, measuring the volume of both the droplet and the reservoir droplet and then returning the daughter droplet to the original reservoir. The repetition of this process over the course of several hundred iterations offers, for the first time, a long-term view of droplet dispensing in DMF devices. Results indicate that the ratio between the spacer thickness and the electrode size influences the reliability of droplet dispensing. In addition, when the separation between the plates is large, the volume of the reservoir greatly affects the reproducibility in the volume of the dispensed droplets, creating "reliability regimes." We conclude that droplet dispensing exhibits superior reliability as inter-plate device spacing is decreased, and the daughter droplet volume is most consistent when the reservoir volume matches that of the reservoir electrode.     

Reflections on Anti-Bullying Peer Counselling in a Comprehensive School

This report reflects on the first year of a peer support scheme, implemented as a means to reduce the psychological effects of bullying in one secondary school. Practical problems identified by teachers and pupils regarding recruitment, training, and running the scheme are discussed.     

Categories in conflict: Combating the application of an intuitive conception of inheritance with category construction

The idea that characteristics acquired by an organism during its lifetime can be inherited by offspring and result in evolution is a substantial impediment to student understanding of evolution. In the current study, we performed a preliminary examination of how acquiring physical changes in a question prompt may differentially cue intuitive and scientific justifications of inheritance and evolution and how this varies based on how student learned the concept. Middle school students in a suburban northeastern district (N = 314) either learned about evolutionary change with a category construction task (with different levels of feedback support) or completed a worksheet. Three days later students responded to two free response scenarios (one where a physical change is acquired). Responses were coded based on student justifications for either science accuracy or intuitive nature. Specific reasons were coded by justification type with high inter-rater agreement (k > 0.93). Results showed that students were more likely to apply intuitive reasoning when a physical change was acquired (50%) than if the change was behavioral in nature (16%). Additionally, students who completed the category construction task provided significantly more scientifically accurate justifications about inheritance (M = 1.12) than control students (M = 0.47), and significantly less intuitive justifications (M = 0.67) than control (M = 1.13). Finally, category construction produced the most scientific reasoning when feedback was provided. Taken together, these results suggest that intuitive reasoning is differentially applied based on physical organismal changes, intuitive reasoning is less frequent when learning via category construction, and the category construction task is more effective for this population with the inclusion of feedback.