Understanding the graphical challenges faced by vision-impaired students in Australian universities

Information graphics such as plots, maps, plans, charts, tables and diagrams form an integral part of the student learning experience in many disciplines. However, for a vision impaired student accessing such graphical materials can be problematic. This research seeks to understand the current state of accessible graphics provision in Australian higher education. We conducted an online survey of 71 vision-impaired university students and semi-structured interviews with 44 key stakeholders (students, academics, disability liaison officers and accessible graphics providers). We found that difficulty in accessing graphical materials was a barrier to many vision-impaired students and that there were systemic problems with current processes for accessible graphics provision. Recommendations are made on ways to address these concerns in order to provide a more equitable higher education experience.     

The effects of cognitive strategy instruction on Chinese reading comprehension among Hong Kong low achieving students

This study aimed to investigate the effectiveness of cognitive strategy instruction (CSI) on Chinese reading comprehension of Hong Kong low achieving students. A total of 88 Grade 7 students from four intact Chinese language remedial groups were randomly assigned to treatment and control conditions. Students in the treatment group received a 6-week Chinese CSI Program in their regular Chinese language lessons. The findings in this study generally supported that the Program had a positive impact on the reading development of low achieving students. Students who received strategy instruction made superior gains in comprehension performance, used more strategies during their reading process, had more knowledge about, strategy use, and showed a more positive attitude toward the reading instruction than did their peers who received traditional Chinese language instruction. Students’ improvements on their strategy use and reading comprehension were maintained 4 months after the termination of the Program. However, the positive treatment effects of the Program were not transferred to other school subject materials, and students’ reading motivation did not have significant changes after the Program. Factors contributing to the success of the Program as well as its limitations are discussed.     

The Validity of Value-added Estimates from Low-Stakes Testing Contexts: The Impact of Change in Test-Taking Motivation and Test Consequences

Accountability mandates often prompt assessment of student learning gains (e.g., value-added estimates) via achievement tests. The validity of these estimates have been questioned when performance on tests is low stakes for students. To assess the effects of motivation on value-added estimates, we assigned students to one of three test consequence conditions: (a) an aggregate of test scores is used solely for institutional effectiveness purposes, (b) personal test score is reported to the student, or (c) personal test score is reported to faculty. Value-added estimates, operationalized as change in performance between two testing occasions for the same individuals where educational programming was experienced between testing occasions, were examined across conditions, in addition to the effects of test-taking motivation. Test consequences did not impact value-added estimates. Change in test-taking motivation, however, had a substantial effect on value-added estimates. In short, value-added estimates were attenuated due to decreased motivation from pretest to posttest.     

Development of the International Ocean Literacy Survey: measuring knowledge across the world.

The Ocean Literacy movement began in the U.S. in the early 2000s, and has recently become an international effort. The focus on marine environmental issues and marine education is increasing, and yet it has been difficult to show progress of the ocean literacy movement, in part, because no widely adopted measurement tool exists. The International Ocean Literacy Survey (IOLS) aims to serve as a community-based measurement tool that allows the comparison of levels of ocean knowledge across time and location. The IOLS has already been subjected to two rounds of field testing. The results from the second testing, presented in this paper, provide evidence that the IOLS is psychometrically valid and reliable, and has a single factor structure across 17 languages and 24 countries. The analyses have also guided the construction of a third improved version that will be further tested in 2018.     

Classroom Use of Multimedia-Supported Predict–Observe–Explain Tasks in a Social Constructivist Learning Environment

This paper focuses on the use of multimedia-based predict–observe–explain (POE) tasks to facilitate small group learning conversations. Although the tasks were given to pairs of students as a diagnostic tool to elicit their pre-instructional physics conceptions, they also provided a peer learning opportunity for students. The study adopted a social constructivist perspective to analyse and interpret the students conversations, focussing on students articulation and justification of their own science conceptions, clarification of and critical reflection on their partners views, and negotiation of new, shared meanings. Two senior science classes participated in this interpretive study. Data sources were mainly qualitative and included audio and video recordings of students small group discussions at the computer, interviews with selected students and their teachers, classroom observations, and student surveys. Findings indicate that the computer-based POE tasks supported students peer learning conversations, particularly during the prediction, reasoning and observation stages of the POE strategy. The increased level of student control of the POE tasks, combined with the multimedia nature of the program, initiated quality peer discussions. The findings have implications for authentic, technology-mediated learning in science.     

Three-Dimensional Display Technologies for Anatomical Education: A Literature Review

Anatomy is a foundational component of biological sciences and medical education and is important for a variety of clinical tasks. To augment current curriculum and improve students’ spatial knowledge of anatomy, many educators, anatomists, and researchers use three-dimensional (3D) visualization technologies. This article reviews 3D display technologies and their associated assessments for anatomical education. In the first segment, the review covers the general function of displays employing 3D techniques. The second segment of the review highlights the use and assessment of 3D technology in anatomical education, focusing on factors such as knowledge gains, student perceptions, and cognitive load. The review found 32 articles on the use of 3D displays in anatomical education and another 38 articles on the assessment of 3D displays. The review shows that the majority (74 %) of studies indicate that the use of 3D is beneficial for many tasks in anatomical education, and that student perceptions are positive toward the technology.     

Integrating positive psychology into schools: Implications for practice

Traditional approaches for working with children and families in the schools focus on problems and disturbance. The concept of positive psychology as a way to change this focus is offered through exploration of its integration within school psychology. Specifically, the application of positive psychology can form the basis of preventive practices within the school setting. Examples of this application are provided within common roles of the school psychologist (consultation, direct work, educational assessment and planning). © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 163–172, 2004.     

An evaluation of the Social Emotional Health Survey—Secondary for use with students with learning disabilities

Students with learning disabilities (LD) represent a vulnerable population and are at higher risk for social and emotional challenges compared to their peers without LD. A strengths‐based orientation is recommended to encourage building resilience factors to counteract the negative effects of LD over the lifespan. To identify areas of strength and areas for growth, measurement tools that are appropriate for the population of students with LD are needed. This study examined the psychometric properties of the Social Emotional Health Survey—Secondary for use with students with LD. Data from students in three secondary schools (n = 2,847) were used to confirm the factor structure, establish measurement invariance, and compare the social–emotional profiles of students with and without LD. The LD group was found to report lower overall social–emotional strengths than those of their non‐LD peers. Implications for practitioners and researchers are discussed.     

Parenting and childhood aggression in the Chinese context: an examination of parental responses,physical coercion and warmth

Parental response, physical coercion and warmth and their relationships with childhood aggression were assessed with 277 children (142 boys; M age = 56.5 months, SD = 10.93 months) in Hong Kong. Results indicated that both fathers and mothers reported significantly more intervention strategies in response to hypothetical vignettes of physical aggression than relational aggression. Both fathers’ and mothers’ self-reported physical coercion was positively correlated with boys’ and girls’ composite scores of physical and relational aggression as reported by teachers, fathers and mothers, whereas fathers’ self-reported warmth was associated with a lower level of physical and relational aggression in boys. Furthermore, maternal warmth moderated the association between physical coercion and girls’ relational aggression. Findings suggest that parents’ normative beliefs regarding relational aggression should be challenged and the general acceptability of parental control in the Chinese context does not necessarily imply the absence of a link with childhood aggression.