Differential contribution of specific working memory components to mathematics achievement in 2nd and 3rd graders

The contribution of the three core components of working memory (WM) to the development of mathematical skills in young children is poorly understood. The relation between specific WM components and Numerical Operations, which emphasize computation and fact retrieval, and Mathematical Reasoning, which emphasizes verbal problem solving abilities in 48 2nd and 50 3rd graders was assessed using standardized WM and mathematical achievement measures. For 2nd graders, the central executive and phonological components predicted Mathematical Reasoning skills; whereas the visuo-spatial component predicted both Mathematical Reasoning and Numerical Operations skills in 3rd graders. This pattern suggests that the central executive and phonological loop facilitate performance during early stages of mathematical learning whereas visuo-spatial representations play an increasingly important role during later stages. We propose that these changes reflect a shift from prefrontal to parietal cortical functions during mathematical skill acquisition. Implications for learning and individual differences are discussed.     

Temporal Trends of Malondialdehyde in Stored Human Plasma

Malondialdehyde (MDA) is widely used as oxidative stress biomarker in biomedical research. Plasma is stored in deep freezers generally till analysis. Effect of such storage on MDA values, which may be variable and prolong, was incidentally observed in the ongoing study which is to estimate oxidative stress with oral iron. Plasma from blood samples of pregnant women (20–30 years age) in third trimester of singleton pregnancy (n = 139), consuming oral iron tablets was stored at −20 °C with intention of MDA estimation, as soon as possible. However logistic problems led this storage for prolonged and variable period (1–708 days). When values of MDA estimated using “Ohkawa” 79 method and readings were plotted against time to check the temporal effect, it showed a hyperbolic curve. Standard deviation (SD) was lowest when samples were tested within 3 weeks time. The samples analyzed within 3 weeks had mean ± SD value of 31.59 ± 26.11 μmol/L, while 123.7 ± 93.97 and 366.5 ± 189.8 μmol/L for samples stored for 1–3 and 4 months to 1 year respectively. Mean ± SD were 539.9 ± 196.8 in the samples store for more than a year. Rate of change in values was also lowest (0.0433 μmol/L/day) in the samples tested within first 3 weeks, which rose to 1.2 μmol/L/day during 3 month’s storage. This rate peaked at storage of 120 days (1.87 μmol/L/day) and fell to 0.502 μmol/L/day in the second year of storage. It is concluded that at −20 °C, only 3 weeks of storage time should be considered valid for fairly acceptable stability in MDA values.     

Rationality, Information Search and Choice in Higher Education: Evidence from Greece

The paper presents the findings of a study of the decision-making process which precedes the choice of a university in Greece. Specifically, the degree of rationality exhibited by prospective students is assessed in an attempt to provide a test for the economic approach to the explanation of human behaviour. Information search is used as an indication of rationality and measured through a survey conducted among 220 university students in the academic year 2003/2004. The findings provide weak support for the rationality postulate in that they indicate that more than 40% of respondents could not be classified as information seekers. Logistic regression analysis was used in order to identify characteristics associated with the propensity to engage in information search: high socioeconomic status students, students who perceived the decision as important, and students who had acquired information prior to the choice of a university were found to be more likely to engage in information search. The paper draws attention to the limitations of the economic rational man model of human behaviour and discusses the implications of the findings for the promotional strategy of universities.     

Influences on the intention to enter higher education: the importance of expected returns

Research points to several determinants of the private demand for higher education, which include individual, social, economic, and institutional variables. Of these variables, economic factors are considered to be highly relevant, especially in the current financial crisis. The paper investigates the link between expected rates of return to higher education and the intention of secondary education graduates to pursue university studies. The effect of additional variables influencing the choice of higher education (ability, gender, socioeconomic status [SES], type of secondary school, area of residence) is also examined. The findings show a significant link between the perceived rates of return and the intention of secondary school graduates to enter tertiary education. With the exception of residence, all independent variables are strong determinants of the intention to enter higher education. The paper also points to the considerable effect of the financial crisis on students’ expectations in that respondents reported lower perceived rates of return compared to previous estimates in the same country. The implications of the findings for higher education policy are discussed.     

Managing the link between higher education and the labour market: perceptions of graduates in Greece and Cyprus

Tertiary Education and Management - The paper investigates the experience of employed higher education graduates in two countries with high rates of graduate unemployment. It examines the...     

Enquiry-based learning workshop for deep learning in Middle Eastern classrooms – an action research approach

The senior year design students and I were dismayed when my linear teaching and their habitual rote learning failed in a Middle Eastern University. The gulf between the curricular objectives and our teaching-learning methods intrigued me. I turned this into an action research project that sought to answer the questions, ‘What paradigm shift might we need to migrate from traditional rote learning to deep learning? What attitudinal change and philosophical beliefs would that call for in an instructor?’ The search for a solution metamorphosed me from a disengaged instructor into an empathizing reflecting practitioner. It led my students to active engagement in an enquiry-based learning workshop, which significantly improved their performance. This paper celebrates the journey of our collective deep learning. It explicates how I built my personal theory of teaching praxis through critical consciousness and meta reflection. This knowledge-creation process is empowering and may draw many teacher researchers towards meta-reflexive engagement with the social systems around. These change drivers can initiate institutional overhaul to effect systemic reforms.     

Productivity as an indication of quality in higher education: the views of employed graduates in Greece

The paper investigates the views of Greek university graduates on the link between higher education and productivity in order to determine the extent to which productivity can be considered to be an indication of quality in higher education. It also investigates the perceived effect of the type and content of higher education on productivity; factors limiting the positive impact of higher education on productivity; and ways of reducing the influence of these factors. In-depth interviews were conducted with 40 employed university graduates in Greece. Respondents generally considered higher education to have a productivity-enhancing effect, in disagreement with the screening challenge to the human capital interpretation of the link between education and productivity. The findings also suggest that respondents embraced specific conceptualisations of quality in higher education.     

Learning from Rookie Mistakes: Critical Incidents in Developing Pedagogical Content Knowledge for Teaching Science to Teachers

While there is a growing literature focused on doctoral preparation for teaching about science teaching, rarely have recommendations extended to preparation for teaching science content to teachers. We three doctoral students employ self-study as a research methodology to investigate our developing pedagogical content knowledge for teaching science to teachers during a mentored internship in an elementary teacher professional development program. With our mentor, we examine critical incidents in the experience that supported new insights about teaching teachers and about ways in which beginning teacher educators need to develop their existing pedagogical content knowledge for teaching science to students in order to teach science effectively to teachers. We emphasize ways in which doctoral internships can support this learning and how our respective cultures shaped our interactions with and perceptions of teachers as learners.