Leveraging local resources and contexts for inclusive computer science classrooms: Reflections from experienced high school teachers implementing electronic textiles

ABSTRACT

Background and context

Promoting open-ended projects presents new opportunities and challenges for inclusive teaching in CS classrooms. While efforts have been made to develop inclusive curricula, little research has focused on ways teachers apply curricula in their classrooms to promote inclusion.     

Students' Perceptions of Study Modes

This paper reports on a survey of how Australian undergraduate students perceive the benefits of broad study modes: face‐to‐face classes, web‐based study, and print‐based study. Two benefit types were identified through factor analysis: engagement and functionality. Respondents rated face‐to‐face classes highest on engagement and print‐based study highest on functionality. However, they distinguished only marginally between the engagement and functionality benefits of print‐based and web‐based study. Two variables associated with differences in students’ perceptions of study modes were attendance mode and student tenure. The findings raise questions about the learning and marketing rationales for offering web‐based delivery of educational programmes at the expense of both the traditional face‐to‐face experience and the traditional “distance” experience in Australia using print materials.     

Cultural Issues in Evaluation Studies of Middle Eastern Higher Education

Middle Eastern candidates for higher degrees often set out with proposals which include a significant element of evaluation of aspects of higher education. These may raise cultural issues. Fourth generation evaluation procedures take the cultural context seriously. This is likely to throw up potentially important issues for candidates and their supervisors. This paper illustrates these matters in the current context of Middle Eastern higher education. It discusses the role of evaluation studies in this field, together with issues which candidates and their supervisors may confront when carrying out such research studies there. National cultures may be approached as sites of cultural contestation. Some forms of evaluation research have a role to play in this     

The effectiveness of machine score-ability ratings in predicting automated scoring performance

ABSTRACT

This study sought to provide a framework for evaluating machine score-ability of items using a new score-ability rating scale, and to determine the extent to which ratings were predictive of observed automated scoring performance. The study listed and described a set of factors that are thought to influence machine score-ability; these factors informed the score-ability rating applied by expert raters. Five Reading items, six Science items, and 10 Math items were examined. Experts in automated scoring served as reviewers, providing independent ratings of score-ability before engine calibration. Following the rating, engines were calibrated and their performances were evaluated using common industry criteria. Three derived criteria from the engine evaluations were computed: the score-ability value in the rating scale based on the empirical results, the number of industry evaluation criteria met by the engine, the approval status of the engine based on the number of criteria met. The results indicated that the score-ability ratings were moderately correlated with Science score-ability, the ratings were weakly correlated with Math score-ability, and were not correlated with Reading score-ability.     

CD-ROMs Review 1995–1997: a multicentre pilot trial

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Dimensions of student success: a framework for defining and evaluating support for learning in higher education

ABSTRACT

The capabilities students need for success during and beyond higher education extend far beyond specific discipline skills to include the development of productive mindsets, the management of life circumstances and the way they relate to others and identify with their profession. The provision of support for these capabilities at university can be both diverse in scope and diffuse in delivery. Consequently, the development of streamlined and integrated evaluation strategies to measure the extent to which these capabilities are being successfully delivered can be challenging. This paper describes how one Australian university used a collaborative process to design an evaluation framework for student learning services. The framework, a first for this university, represents the breadth of student support, including a typology of support for learning: connectedness, mindsets, self-management, professional identity and academic capabilities. These terms, coined as dimensions, form the scaffold of university-wide delivery of support for learning initiatives.     

China Confronts Kant When University Students Experience the Angst of Freedom

An existential interpretation of student angst in Chinese universities raises issues of autonomy and freedom. The governance arrangements in China create a conflict for Chinese students who in their coursework are urged to become critical-minded and open-minded. In this essay, Kant’s moral theory provides access to this phenomenon. His theory of duty–rationality–autonomy–freedom relates the liberty of thought to principled action. Kantian ideals still influence western business and university practice and they become relevant in China as that country modernises. The abilities of graduates which officials say the country needs—insightfulness, creativity, innovation, progressiveness and commitment—are only achievable by professionals who are independent minded, rational and who commit to act on their own conclusions. Such people are Kant’s autonomous persons. Chinese students increasingly confront a conflicted educational environment. Universities require students to think, analyse and argue. An outcome of this deliberation is freedom, as construed by Kant as an ‘inner’ construct. When students are unable to exercise Kantian freedom in matters which concern them they experience the angst of freedom. Students may carry a burden derived from bridles on information and authoritarian restrictions on dialogue.     

Antecedents and outcomes of joint trajectories of mother-son conflict and warmth during middle childhood and adolescence

This study investigated the development of mother-son relationship quality from ages 5 to 15 in a sample of 265 low-income families. Nonparametric random effects modeling was utilized to uncover distinct and homogeneous developmental trajectories of conflict and warmth; antecedents and outcomes of the trajectory groups also were examined. Four conflict trajectory groups and 3 warmth trajectory groups were identified. Difficult temperament in early childhood discriminated both conflict and warmth trajectory group membership (TGM), and adult relationship quality in early childhood was related to warmth trajectories. In addition, conflict TGM differentiated youth antisocial behavior during adolescence, and warmth trajectories predicted adolescent peer relationship quality and youth moral disengagement. Implications for socialization processes are discussed.