PROSPECTIVE TEACHERS’ CHALLENGES IN TEACHING REASONING-AND-PROVING

The activity of reasoning-and-proving is at the heart of mathematical sense making and is important for all students’ learning as early as the elementary grades. Yet, reasoning-and-proving tends to have a marginal place in elementary school classrooms. This situation can be partly attributed to the fact that many (prospective) elementary teachers have (1) weak mathematical (subject matter) knowledge about reasoning-and-proving and (2) counterproductive beliefs about its teaching. Following up on an intervention study that helped a group of prospective elementary teachers make significant progress in overcoming these two major obstacles to teaching reasoning-and-proving, we examined the challenges that three of them identified that they faced as they planned and taught lessons related to reasoning-and-proving in their mentor teachers’ classrooms. Our findings contribute to research knowledge about major factors (other than the well-known factors related to teachers’ mathematical knowledge and beliefs) that deserve attention by teacher education programs in preparing prospective teachers to teach reasoning-and-proving.     

Scale Alignment in Between‐Item Multidimensional Rasch Models

Scores estimated from multidimensional item response theory (IRT) models are not necessarily comparable across dimensions. In this article, the concept of aligned dimensions is formalized in the context of Rasch models, and two methods are described—delta dimensional alignment (DDA) and logistic regression alignment (LRA)—to transform estimated item parameters so that dimensions are aligned. Both the DDA and LRA methods are applied to real and simulated data, and it is demonstrated that both methods are broadly effective for achieving aligned scales. The routine use of scale alignment methods is recommended prior to comparing scores across dimensions.     

Common Molecules: Bringing Research and Teaching Together Through an Online Collection

The World Wide Web contains a number of collections of data files for molecules with limited usability and utility for users. We describe the design of a Common Molecules collection that provides interactive tools for 3-D visualization of molecules. Our organizational design is intuitive and our collection is large, growing, and provides not only structural information, but also historical and/or key information on the properties of the molecules in the collection. The use of the collection by students and the role of students in the development of the collection are also described.     

Trends in child maltreatment literature

INTRODUCTION: To identify possible gaps in the child maltreatment literature the present study examined the development of the child maltreatment literature over a 22-year period, including temporal trends for child maltreatment types, the characteristics of the research participants, and sources of participant recruitment. METHOD: Child maltreatment articles (N=2090) published from 1977 to 1998 (inclusive) in six specialty journals were coded on type of article, type of child maltreatment, gender and parental status of participants, abuse role of participants, and recruitment source of participants. RESULTS: Across the period studied the annual percentage of quantitative articles (articles with inferential statistics) increased, whereas the annual percentage of theoretical articles decreased. The annual percentage of articles examining child physical abuse (CPA) decreased, whereas the annual percentage of articles examining child sexual abuse (CSA) increased. The percentages of articles examining child neglect (CN) or child emotional abuse (CEA) remained consistently low. Distinguishing child maltreatment types in research articles increased. Males were underrepresented in CPA perpetration and CPA adult victimization articles, but adequately represented in CSA perpetration and CPA child victimization articles. Females were adequately represented in CPA perpetration and CSA child and adult victimization articles. Recruitment from universities and outpatient mental health facilities increased; recruitment from medical settings decreased. CONCLUSIONS: CN and CEA literatures need to be developed first by theoretical, then by quantitative works. In addition, the publication of more research on male subjects for CPA perpetration and adult CPA victimization is needed.     

Improving the effectiveness of feedback by use of assessed reflections and withholding of grades

We wished to improve levels of student engagement with feedback within the context of our postgraduate masters-level programme, and therefore evaluated the use of two interventions: assessed reflections on feedback and grade-withholding. In questionnaires students reported more engagement with feedback after the interventions, with 77% in favour of using reflections, though only 57% favoured grade-withholding, with feelings of frustration and anxiety about the grade cited as factors. Overall class grades improved over the two years in which reflections were used, with the greatest gains made by students generating the most insightful reflections. Additional gains in the second year of intervention may have been attributable to improved implementation or the introduction of grade-withholding, or a combination of both. Overall we demonstrated clear improvement in feedback utilisation and achievement associated with our interventions.     

A global collage of impressions: Preschools abroad

“What do you think of European preschools?” “Do they have good schools in Yemen?” “What are Chinese child care centers like?” I am always taken aback when asked such questions. Of course, I'm always taken aback when someone asks what I think of kindergarten education in the United States; I never know how to answer that either. Does the question refer to kindergarten classes in the school near my home? Or kindergartens across the United States? Even if the inquirer expected an answer based on the schools which I visit regularly to supervise student teachers I would have to give a general statement, followed by some qualifying statements related to different teachers, different schools, and different school districts — all withinone county! The old adage that “All generalizations are dangerous, including this one” always comes to mind.     

Assessing Noncognitive Aspects of School Readiness: The Predictive Validity of Brief Teacher Rating Scales of Social–Emotional Competence and Approaches to Learning

Research Findings: Head Start teachers completed brief rating scales measuring the social–emotional competence and approaches to learning of preschool children (total N = 164; 14% Hispanic American, 30% African American, 56% Caucasian; 56% girls). Head Start lead and assistant teacher ratings on both scales demonstrated strong internal consistency and moderate interrater reliability. When examined longitudinally, preschool teacher–rated approaches to learning made unique contributions to the prediction of kindergarten and 1st-grade academic outcomes, need for supplemental services, and grade retention, even after we accounted for preschool academic skills. In contrast, preschool teacher–rated social–emotional competence made unique contributions to the prediction of reduced behavior problems and peer difficulties in kindergarten and 1st grade. Practice or Policy: The findings demonstrate that preschool teachers are able to provide distinct and reliable ratings of child social–emotional competence and approaches to learning using brief rating scales, with validity for predicting elementary school adjustment.     

A mindfulness parent well-being course: evaluation of outcomes for parents of children with autism and related disabilities recruited through special schools

Parents of children with intellectual disabilities and/or autism have been shown to experience higher levels of distress than other parents. Despite such data having been available for several decades, the evidence base for psychological interventions to support parental well-being is small. Recent data suggest that both mindfulness and acceptance processes are associated with decreased psychological distress for parents of children with intellectual disability and/or autism. In addition, some controlled evaluations of mindfulness-based interventions for these parents have resulted in positive outcomes for mothers in particular. In the present study 18 mothers and 3 fathers were recruited via special schools who then attended a Mindfulness Based Well-Being for Parents (MBW-P) group over eight weeks. Parents completed questionnaire measures before and at the end of the course. Statistical analysis showed significant reported increases in mindfulness and self-compassion, and reduced general stress. Parents also reported reductions in anxiety and depression, although these changes were not statistically significant. No significant reductions in their child’s behaviour problems or increases in the child’s prosocial behaviour were found. Parents also reported high levels of satisfaction with the course. These preliminary data suggest that further research studies testing the effectiveness of the MBW-P course are warranted.     

The Impact of a Summer Bridge Program on Nontraditional Student Development: Teacher Care Matters

Summer bridge programs (SBPs) improve the likelihood that students will succeed in postsecondary education. The majority of SBP research has focused on programs designed for underprepared high school graduates rather than nontraditional populations (i.e., older, [General Education Diploma] GED-holders, parents, etc.). This study sought to address this literature gap by taking a qualitative approach to discover how nontraditional students felt they had developed, both academically and personally, during their respective experiences with a technical and vocational SBP. Results showed that students reported growing personally and affectively (64%) more than academically (36%), and they attributed the majority of growth to instructors (77%) rather than program content (23%). Findings are discussed in terms of SBP curriculum and instructional practices that may promote nontraditional students’ college preparation and persistence to award attainment.