Arithmetic processing in children with spina bifida: Calculation accuracy, strategy use, and fact retrieval fluency

Three studies compared 98 children with spina bifida myelomeningocele (SBM)-a disorder associated with high rates of math disability and spatial deficits-to 94 typically developing children on multidigit subtraction and cognitive addition tasks. Children with SBM were classified into those with reading decoding and math disability, only math disability, and no reading or math disability. Study 1 showed that visual-spatial errors in multidigit arithmetic were not elevated in children with SBM. In Study 2, deficits in accuracy, speed, and strategy-use in single-digit addition characterized groups with math disability regardless of reading status. Accuracy and speed on single-digit addition was strongly related to performance on multidigit subtraction. A math-level matching design in Study 3 revealed less mastery of math facts by the group with SBM. The results are discussed with reference to cognitive and neuropsychological models of math disability.     

Using Interactive Technology to Support Students’ Understanding of the Greenhouse Effect and Global Warming

In this work, we examine middle school students?? understanding of the greenhouse effect and global warming. We designed and refined a technology-enhanced curriculum module called Global Warming: Virtual Earth. In the module activities, students conduct virtual experiments with a visualization of the greenhouse effect. They analyze data and draw conclusions about how individual variables effect changes in the Earth??s temperature. They also carry out inquiry activities to make connections between scientific processes, the socio-scientific issues, and ideas presented in the media. Results show that participating in the unit increases students?? understanding of the science. We discuss how students integrate their ideas about global climate change as a result of using virtual experiments that allow them to explore meaningful complexities of the climate system.     

Document familiarity, relevance, and bradford''s law: The getty online searching project report no. 5

The Getty Online Searching Project studied the end-user searching behavior of 27 humanities scholars over a 2-year period. Surprising results were that a number of scholars anticipated—and found—that they were already familiar with a very high percentage of the records their searches retrieved. Previous familiarity with documents has been mentioned in discussion of relevance and information retrieval (IR) theory, but it has generally not been considered a significant factor. However, these experiences indicate that high document familiarity can be a significant factor in searching. Some implications are drawn regarding the impact of high document familiarity on relevance and IR theory. Finally, some speculations are made regarding high document familiarity and Bradford's Law.     

Looking in a science classroom: exploring possibilities of creative cultural divergence in science teaching and learning

Worldwide proliferation of pedagogical innovations creates expanding potential in the field of science education. While some teachers effectively improve students’ scientific learning, others struggle to achieve desirable student outcomes. This study explores a Taiwanese science teacher’s ability to effectively enhance her students’ science learning. The authors visited a Taipei city primary school class taught by an experienced science teacher during a 4-week unit on astronomy, with a total of eight, 90-minute periods. Research methods employed in this study included video capture of each class as well as reflective interviews with the instructor, eliciting the teacher’s reflection upon both her pedagogical choices and the perceived results of these choices. We report that the teacher successfully teaches science by creatively diverging from culturally generated educational expectations. Although the pedagogical techniques and ideas enumerated in the study are relevant specifically to Taiwan, creative cultural divergence might be replicated to improve science teaching worldwide.     

Facilitating Positive Peer Interactions Among Handicapped and Non‐Handicapped Students

Legislation in U.S.A. mandates participation of handicapped students within the regular classroom to the maximum possible extent; however, research tends to substantiate the rejected status of these students. The purpose of this paper is to review programs and procedures which have been developed to modify peer acceptance of exceptional children in the regular classroom.