Understanding gaps in research networks: using “spatial reasoning” as a window into the importance of networked educational research

This paper finds its origins in a multidisciplinary research group’s efforts to assemble a review of research in order to better appreciate how “spatial reasoning” is understood and investigated across academic disciplines. We first collaborated to create a historical map of the development of spatial reasoning across key disciplines over the last century. The map informed the structure of our citation search and oriented an examination of connection across disciplines. Next, we undertook a network analysis that was based on highly cited articles in a broad range of domains. Several connection gaps—that is, apparent blockages, one-way flows, and other limitations on communications among disciplines—were identified in our network analysis, and it was apparent that these connection gaps may be frustrating efforts to understand the conceptual complexity and the educational significance of spatial reasoning. While these gaps occur between the academic disciplines that we evaluated, we selected a few examples for closer analysis. To illustrate how this lack of flow can limit development of the field of mathematics education, we selected cases where it is evident that researchers in mathematics education are not incorporating the important work of mathematicians, psychologists, and neuroscientists—and vice versa. Ultimately, we argue, a more pronounced emphasis on transdisciplinary (versus multidisciplinary or interdisciplinary) research might be timely, and perhaps even necessary, in the evolution of educational research.     

The importance of “seed” research funds in science and technology an Australian case study

The 1980s have witnessed a growing concern by governments in many western countries that the research finding agencies which they support are accountable/or what is funded and can demonstrate efficiency and effectiveness of their operations. However, despite the reports regarding the operations of for example, the National Science Foundation in the United States and the Research Councils in the United Kingdom there is very little readily available information on the operations of those agencies or Programs responsible for the allocation of “seed funds”. This article reports the results of a survey which investigated how one such Program in Australia has been meeting both its own aims as well as the needs of its grant recipients in relation to collaborative international science and technology projects. The findings show an overwhelming support for the Program and identify many tangible examples of how a little money can go a long way. Furthermore, one of the main points made by grant recipients is that the Program is complementary to, rather than a supplement for the other Australian research funding schemes.     

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Journal of Science Education and Technology -     

Effectiveness of student-rating feedback for improving college instruction: A meta-analysis of findings

This article applied meta-analytic methodology to integrate findings from 22 comparisons of the effectiveness of student-rating feedback at the college level. On the average, feedback had a modest but significant effect on improving instruction. Instructors receiving mid-semester feedback averaged. 16 of a rating point higher on end-of-semester overall ratings than did instructors receiving no mid-semester feedback. This corresponded to a gain of over one-third of a standard-deviation unit, or a percentile gain of 15 points. The effects of student-rating feedback were accentuated when augmentation or consultation accompanied the ratings. Other study features, such as the length of time available to implement changes and the use of normative data, did not produce different effect sizes.The research reported here was conducted while the author was at the Center for Research on Learning and Teaching, The University of Michigan.     

Varying paths for learning to revise

The paper draws on the Vygotskyan view of instruction, advocating the support of learners within their individual Zones of Proximal Development. It describes an instructional design developed iteratively—gradually building in scaffolding techniques to support the use of the procedural facilitation of text evaluation during revision—and the open-ended management of its provision to students, so that they could fade it out themselves.The study took place in a writing class for students at basic writing levels. The present, post hoc analysis is concerned with individual differences among three members of the class identified as weak, intermediate and more advanced novices while learning to revise within that program.     

DIF Detection and Effect Size Measures for Polytomously Scored Items

Data from a large-scale performance assessment ( N = 105,731) were analyzed with five differential item functioning (DIF) detection methods for polytomous items to examine the congruence among the DIF detection methods. Two different versions of the item response theory (IRT) model-based likelihood ratio test, the logistic regression likelihood ratio test, the Mantel test, and the generalized Mantel–Haenszel test were compared. Results indicated some agreement among the five DIF detection methods. Because statistical power is a function of the sample size, the DIF detection results from extremely large data sets are not practically useful. As alternatives to the DIF detection methods, four IRT model-based indices of standardized impact and four observed-score indices of standardized impact for polytomous items were obtained and compared with the R ² measures of logistic regression.     

Self-Regulated Learning and a Sense of Achievement in MOOCs Among High School Science and Technology Students

This study, conducted in Israel, examined how learning strategies and motivational orientations contributed to high school students’ sense of achievement in a massive open online course. The objective was to integrate an innovative teaching–learning strategy into the educational system that is based on online learning for students in subjects that are rich in knowledge and technology. The researchers used a motivated strategies learning questionnaire modified to fit the purpose of this study. In addition, the researchers built and used a sense of achievement index based on social pedagogy as a leading principle in the current learning model. Structural Equation Modeling path analysis results suggested that projects-based learning subjects had a significant positive impact on motivational orientations and learning strategies, and they in turn had a significant positive impact on students’ sense of achievement.     

Learning in Early Intervention Programs: The Generalization and Maintenance of IEP Objectives

This study investigates the maintenance and generalization of preacademic objectives in children with mental retardation from early intervention programs. All the subjects (25) had mastered, according to their Individual Education Programs (IEPs), at least one task in the areas of color, shape, number, or big/little . They, along with children in three comparison groups, were given a series of tasks that included the same previously achieved IEP objectives (maintenance) and closely related tasks within the same domain (generalization). The findings indicated variability in maintenance and generalization for the children in early intervention, better for color and shape than for number and big/little. Success on generalization was below the usual standard indicating mastery (85%-100%). On the generalization tasks, children in early intervention performed similarly to older children with retardation who had lower standard scores (Peabody Picture Vocabulary Test-Revised) but roughly equivalent language ages. They performed less well than older children with retardation who had similar standard scores but higher language ages. They also performed less well than children without disabilities in regular preschool programs who were close in chronological age, but had higher standard scores and higher language ages. We conclude that performance on these tasks is closely tied to developmental age regardless of chronological age and "IQ" status. Findings are discussed in relationship to preacademic curriculum in early intervention programs.     

The Williams committee of inquiry into education and training in Australia: Recommendations for universities

The Williams Committee of Inquiry into Education and Training presented its three-volume report to the Federal Government in February 1979 after nearly two and a half years of collecting and collating data and opinions, interviewing, discussing and trying to reach agreement on its final responses to a wide and complex brief that covered the organization, duality and practical efficiency of Australia's educational and training systems up to the year 2000.The central part of this paper is divided into four main sections. The first three sections come under the headings of Efficiency, Accountability and Flexibility. These headings represent an attempt to identify the main elements in a guiding theme that runs through the Committee's brief.Efficiency and Accountability relate to the tightening up of the system and they act as major elements in the Committee's discussion of the relationship between the Federal and State authorities: the interaction between the three parts of the post-secondary sector: the organization and operation of the institutions, and the performance of staff and students. The Committee thus progressively narrowed the field of view from a systemswide one to a focus on file individual institutions and prefaced its recommendations with calculations on the future costs of post-secondary education and discussion of the demographic projections for future enrolments. The Committee's findings and recommendations present a case for improved information, co-ordination and rationalization at all levels and provide checklists which might guide the authorities and the institutions in the re-assessment of their roles and functions.Under the third subject heading Flexibility - we discuss the range of options from which the institutions were encouraged to choose in their attempt to achieve efficiency and accountability. In other words, the options or paths suggested all lead in the same direction - towards economic survival - but some room is made along the way for increased educational opportunity. The Committee allows for reshuffling within the system, but not explicitly for the creation of a new system.The fourth section in this paper deals specifically with the likely fates of the universities, especially the small universities. The potential cumulative effect of the recommendations here is the possible evolution of two models of universities: firstly, universities operating on a traditional basis but augmented by special research centres, and secondly. universities operating in close relationship with the other parts of the post-secondary sectors and offering, for example, some sub-degree courses. The latter class would not he excluded from the research role and the pursuit of excellence but the advantage for the attraction of both funds and students would prohahly lie with the research institutions. The positive aspect in the Report's finding is. perhaps, its spur to the ingenuity and tenacity of the younger universities especially to employ fully the tactics of flexibility.We conclude with a summary appraisal of the nature of hoth the Committee's task and its findings. The main lines of argument pursued in the paper are then brought together to give an appreciation of the likely impart which the Report of the Committee of inquiry into Education and Training will have on Australian university education in particular in the next two decades.     

Sixth-grade students’ engagement in academic tasks

Student engagement is important for teachers and researchers because it is associated with student achievement. Guided by self-determination theory, this year-long case study used observations and interviews to examine six students’ behavioral, affective, and cognitive engagement in integrated literacy and social studies tasks. Task differences were rated according to the degree to which tasks were authentic, collaborative, challenging, student directed, and sustained. Results demonstrated that, overall, students were more engaged in tasks that include a higher degree of these elements. In particular, students reported that they were engaged in tasks that included collaboration, new learning, and teacher support.