Two-stage screening for math problem-solving difficulty using dynamic assessment of algebraic learning

The purpose of this study was to explore the utility of a dynamic assessment (DA) of algebraic learning in predicting third graders' development of mathematics word-problem difficulty. In the fall, 122 third-grade students were assessed on a test of math word-problem skill and DA of algebraic learning. In the spring, they were assessed on word-problem performance. Logistic regression was conducted to contrast two models. One relied exclusively on the fall test of math word-problem skill to predict word-problem difficulty on the spring outcome (less than the 25th percentile). The second model relied on a combination of the fall test of math word-problem skill and the fall DA to predict the same outcome. Holding sensitivity at 87.5%, the universal screener alone resulted in a high proportion of false positives, which was practically reduced when DA was included in the prediction model. Findings are discussed in terms of a two-stage process for screening students within a responsiveness-to-intervention prevention model.     

Learning for state‐building: capacity development,education and fragility

This paper examines capacity development in education in fragile contexts. This is a current concern for donors and development partners, but there has been little work on the nexus between capacity, education and fragility. The paper examines the concept of fragility and the particular problems in education associated with fragile contexts. The key argument – and tension – is that the focus should be on restoring state functions, yet this may be in a context of severe difficulties for donor agencies or NGOs of aligning with the government. The paper outlines some of the choices to be made in deciding on a focus for capacity development in education, examining the levels for intervention (individual, organisational, cultural and political) and the different sectors (administration and education institutions). It provides examples of the different sorts of areas in capacity development in education arenas that would address specific features of fragility, but draws attention to the need for research and indicators of the different impact of these strategies. The paper concludes with an analysis of what appears to be necessary to ensure that capacity development efforts are sustainable.     

Adept through adaptation: Third culture individuals’ interpersonal sensitivity

This study evaluated the interpersonal sensitivity of third culture individuals, defined as people who lived in a country other than that of their nationality during their developmental years, by comparing them to mono-cultured individuals. While the notion that third culture individuals develop enhanced perceptual skills as a result of intercultural adaptation is widely accepted in popular and professional literature, this assertion has not been empirically tested. Previous research on intercultural communication competence and adaptation has almost exclusively focused on intercultural exposure among adults. This study collected data from 142 individuals using web-based surveys. The instruments measured two aspects of participants’ interpersonal sensitivity: social and emotional sensitivity. Results showed that third culture individuals have significantly higher social sensitivity than mono-cultured individuals, while mono-cultured individuals reported higher emotional sensitivity. Additionally, no significant correlation was found between greater intercultural experience and increased interpersonal sensitivity.     

Glenohumeral joint rotation range of motion in competitive swimmers

Much research has examined shoulder range of motion adaptations in overhead-unilateral athletes. Based on the void examining overhead-bilateral athletes, especially competitive swimmers, we examined shoulder external rotation, isolated internal rotation, composite internal rotation, and total arc of motion range of motion of competitive swimmers. The range of motion of registered competitive swimmers (n = 144, age = 12-61 years) was compared by limb (dominant, non-dominant), sex, and age group (youth, high school, college, masters). Significantly (P < 0.05) greater dominant external rotation was observed for both men and women high school and college swimmers, youth women swimmers, and men masters swimmers compared with the non-dominant limb. The isolated internal rotation (glenohumeral rotation), composite internal rotation (glenohumeral rotation plus scapulothoracic protraction), and total arc of motion (external rotation plus composite internal rotation) of the non-dominant limb was significantly greater than that of the dominant limb by sex and age group. Youth and high school swimmers demonstrated significantly greater composite internal rotation than college and masters swimmers. Youth swimmers displayed significantly greater total arc of motion than all other age groups. These data will aid in the interpretation of shoulder range of motion values in competitive swimmers during preseason screenings, injury evaluations and post-rehabilitation programmes, with the results suggesting that differences exist in bilateral external rotation, isolated internal rotation, composite internal rotation, and total arc of motion range of motion.     

Embedding Mathematical Dialogue in Parent–Child Shared Book Reading: A Preliminary Investigation

Research Findings: Shared book reading provides a meaningful context for rich conversations to occur between a child and an adult and offers opportunities for children to be exposed to a range of vocabulary and concepts that often extend beyond their everyday experiences. Few studies have examined parent–child shared book reading as a context for embedding mathematical discussion. The purpose of this study was to examine systematically the effect of training parents to focus on mathematical concepts and vocabulary during shared book reading. Specific research questions were as follows: (a) Did parents increase their use of math talk during shared storybook reading following training? (b) Did parents generalize intervention strategies? And (c) did children increase their use of math talk during shared storybook reading? Results from a yoked multiple-baseline design with 6 dyads indicated variability across the dyads with 2 general patterns. Math talk increased following training for 3 of the dyads, whereas verbal mathematical behavior did not show consistent change for the other 3 dyads. Practice or Policy: Results are discussed in the context of home support for early mathematical development.     

Libraries,Mobile Devices,and the Visible College

Bryan Alexander described the digital environment that we live in, giving an extensive overview of the current state of interactive devices, particularly mobile devices, which are moving us beyond the personal computer. He covered recent major developments that have transformed the world in surprising ways in a rather short period of time. The world of apps is further expanding what these devices can do, also bringing with them more challenges to individual privacy. Gaming and augmented reality are becoming deeply embedded in much of what we do. Alexander laid out four possible futures that these contemporary developments could lead to.     

Instructor Reputation and Student Ratings of Instruction

The purpose of this study was to examine the association between instructor reputation, as perceived by students, and student evaluations of the instructor and course. A total of 754 students from 39 classes participated in the study. Based on what students claimed to have heard about the instructor prior to enrolling in the course, they were classified into one of three groups: positive reputation, no information, and negative reputation. Using these groupings, two analyses were performed. In the first, mean overall ratings for the instructor and course were calculated and presented by class. In the second, both instructor and course ratings were modeled using multilevel regression. Results show large mean differences in both instructor and course ratings between the positive and negative reputation groups. More specifically, students who heard positive information regarding the instructor's reputation rated both the instructor and course higher than students who heard negative information about the instructor.