Perceptions of sleep duration,patterns and emotional and behavioural difficulties: a study of Greek adolescents

The study investigated adolescent students’ perceptions of sleep duration and patterns, and the way they relate to emotional and behavioural difficulties. Five hundred and two students from public schools in Greece completed the Sleep Questionnaire and the Strengths and Difficulties Questionnaire (SDQ). It was demonstrated that consistency in sleep duration and quality in sleep patterns were associated with a reduction in adolescents’ reports of emotional and behavioural difficulties. Sleep duration was similarly distributed across gender, while sleep patterns were gender‐specific. Distinct differential effects of gender, sleep duration and patterns to adolescents’ emotional and behavioural difficulties were also found. These findings and their implications for research and practice are discussed, within the scope of the biopsychosocial framework in education.     

Do Differential Grading Standards Across Fields Matter for Major Choice? Evidence from a Policy Change in Florida

Research in Higher Education - Grading standards in college vary substantially across fields, especially among STEM fields that tend to give lower grades than non-STEM fields. Prior research has...     

Storylines in the physics teaching content of an upper secondary school classroom

ABSTRACT

Background: Physics is often seen as a discipline with difficult content, and one that is difficult to identify with. Socialisation processes at the upper secondary school level are of particular interest as these may be linked to the subsequent low and uneven participation in university physics. Focusing on how norms are construed in physics classrooms in upper secondary school is therefore relevant.

Purpose: The purpose of this paper is to identify discursive patterns in teacher–student interactions in physics classrooms.

Design and methods: Three different physics lessons with one class of students taught by three different teachers in upper secondary school were video-recorded. Positioning theory was used to analyse classroom interaction with a specific focus on how physics was positioned.

Results: We identified seven different storylines. Four of them (‘reaching a solution to textbook problems’, ‘discussing physics concepts in order to gain better understanding’, ‘doing empirical enquiry’ and ‘preparing for the upcoming exam’) represent what teaching physics in an upper secondary school classroom can be. The last three storylines (‘mastering physics’, ‘appreciating physics’ and ‘having a feeling for physics’) all concern how students are supposed to relate to physics and, thus, become ‘insiders’ in the discipline.

Conclusions: The identification and analysis of storylines raises awareness of the choices teachers make in physics education and their potential consequences for students. For example, in the storyline of mastering physics a good physics student is associated with ‘smartness’, which might make the classroom a less secure place in general. Variation and diversity in the storylines construed in teaching can potentially contribute to a more inclusive physics education.     

The Virtual University of the Monterrey Technical Institute

The creation and the achievements of the Virtual University of Monterrey Tech (Instituto Tecnolo´gico y de Estudios Superiores de Monterrey) in Mexico are briefly described. Monterrey Tech itself, which was founded in 1943, has had a vocation going back a number of years to offer distance education on a number of satellite campuses. The Virtual University was founded in 1996 to carry on the distance education vocation of the institution as a whole in Mexico and in other Latin American countries with the use of the new information and communications technologies (ICTs). The Virtual University is particularly active in the domain of community education, teacher retraining, in-company training programmes, and in the offer of training for Mexican state and local officials. Although a private entity, the Virtual University and its parent organization, Monterrey Tech, are firmly committed to the public development of Mexico.     

University students’ perceptions of a fair learning environment: a social justice perspective

This study aimed to identify the manner in which university students construe ‘fair treatment’ and how justice related processes are perceived to influence students’ psychological identification with their academic department. In the first study, 342 undergraduate psychology students completed two questionnaires: one measured various aspects of interpersonal, procedural and outcome fairness in their department, and the other measured their level of psychological identification with the department. Students construed the fairness of their learning environment in terms of two conceptually distinct justice factors: respectful partnership between staff and students reflecting primarily interpersonal justice considerations; and systemic fairness reflecting a concern for accessible information and effective problem‐solving procedures. Hierarchical regression analyses indicated that although both justice factors significantly influenced students’ psychological identification with their department, interactional justice concerns (i.e., respectful staff–student partnership) were most strongly predictive. In the second study (n = 87), students’ perceptions of fairness were found to share substantial variance with their ratings on the good teaching and clear goals scales of the Course Experience Questionnaire.     

Should I use co-assessment in higher education? Pros and cons from teachers and students’ perspectives

Co-assessment is a type of participatory assessment in which the teacher and student jointly discuss, negotiate and assess the student’s task or performance. Although the literature on co-assessment is scarce, some authors highlight the benefits for students of participating in co-assessment in higher education, including learning, improved communication, and greater assessment literacy. This study has a double objective: on the one hand, to analyse the strengths and limitations perceived by students participating in co-assessment practices; on the other hand, to explore the strengths, weaknesses, opportunities and threats perceived by professors participating in the experience. The study was developed in 8 class groups with the participation of 470 students and 4 teachers. The qualitative analysis of the data obtained from the questionnaires and focus groups indicates that the students acknowledged several strengths, among which learning from mistakes was prominent. Students also noted some limitations, particularly the lack of adjusted scoring. Professors offered another perspective that complemented the vision of their students, noting that co-assessment presents opportunities as well as risks that may jeopardise its implementation.     

Using kindergarten number sense to predict calculation fluency in second grade

Children's number sense in kindergarten was used to predict their calculation fluency in second grade (N = 198). Using block entry regression, usual predictors of age, reading, memory, and verbal and spatial cognition were entered in the first block and number sense measures were added in the second block. Number sense measures contributed a significant amount of variance over and above the more general predictors (26%-42%). Uniquely predictive subareas were active memory for numbers, number knowledge, and number combinations, with number combinations standing out as the strongest single predictor. Number sense screening in kindergarten, using "at-risk" versus "not-at-risk" criteria, successfully ruled out 84% of the children who did not go on to have calculation fluency difficulties and positively identified 52% of the children who later showed fluency difficulties. The relation of early number skills to later calculation fluency has important implications for math screening and intervention.     

Explanations in STEM Areas: an Analysis of Representations Through Language in Teacher Education

Constructing explanations of scientific concepts is one of the most frequent strategies used in the science classroom and is a high-leverage teaching practice. This study analysed the explanations provided by student teachers in STEM areas from a socio-materiality perspective focused on verbal and nonverbal language and representations. The study was conducted in a hybrid research format by scholars and a preservice teacher. First, the study compared the representational elements used by 86 student teachers to construct explanations about various concepts in a roleplay setting. Next, a positioning analysis was done by a preservice teacher, to a selection of five of these explanations focused on the concept of “force”. The positioning analysis highlighted the embedded voices in the construction of explanations, with a focus on the intersection between science and language. The results showed that the student teachers created explanations as static artefacts, mainly using examples, graphs and images to clarify the concepts. The voices of learners and scientists were mostly absent from the explanations, which led to the presentation of explanations in STEM areas as finished and unquestionable artefacts, with references neither to nature nor to the history of science. We reflect on the meanings attributed to learning to be a practitioner in the context of interconnecting science and language through explanations, as a process of meaning (re)production within the classroom. Implications for teacher education are discussed in order to enhance student teachers’ awareness about constructing knowledge by enacting explanations in the science classroom.

     

Racial Identity and Psychological Symptoms Among African Americans Attending a Historically Black University

Previous research found racial identity predictive of psychological distress among African American students at predominantly White colleges. This study examined these relationships among 154 African American undergraduates attending a historically Black university. Racial identity was independent of psychological distress, suggesting that African American students' racial identity predicts psychological distress only in settings in which they are the minority.