Experienced teachers’ expectations about the potential effectiveness of spelling exercises

In order to investigate what issues might be important for experimental training research, a group of experienced remedial teachers was asked to evaluate the potential effectiveness of various spelling exercises. After addressing some general questions about spelling exercises for Dutch poor spellers, they made rankings of several sets of exercises on the basis of the expected effectiveness. The teachers had to give their responses based on their own experiences and with a specific child with poor spelling in mind. The results show that the teachers emphasize the importance of providing rules in spelling exercises, but also agree that poor spellers often have serious difficulties in applying these rules in spelling. Furthermore, the rankings show that exercises with a combination of rule-based strategies and showing the whole orthographic pattern of the word are considered to be most effective. Learning to memorize the word without showing the spelling of the word was considered to be the least effective. Surprisingly, individual characteristics of the children did not seem to have any influence on the ranking of the exercises. It is concluded that exploiting the experience and knowledge of teachers may be good, but is only the first step for further research on the effectiveness of exercises for poor spellers.     

Limitations on reliability: regularity rules in the English plural and past tense

Two studies investigated 3- to 5-year-olds' trust in a reliable informant when judging novel labels and novel plural and past tense forms. In Study 1, children ( N = 24) endorsed the names of new objects given by an informant who had earlier labeled familiar objects correctly over the names given by an informant who had labeled the same objects incorrectly. In Study 2, children ( N = 24) endorsed novel names given by an informant who had earlier expressed the plural of familiar nouns correctly over one who had expressed the plural incorrectly. But children overwhelmingly endorsed the regular plural and past tense forms of new words provided by the formerly unreliable labeler (Study 1) or morphologist (Study 2) rather than irregular forms of those words provided by the formerly reliable informant.     

LC-MS/MS测定植物油脂中黄曲霉毒素B1

建立LC-MS/MS检测植物油脂中黄曲霉毒素B1的含量。黄曲霉毒素B1的检测通常情况下都是用液相色谱检测法带荧光检测器,柱前衍生,或是柱后衍生,操作比较繁琐,灵敏度低。本法采用LC-MS/MS检测,甲醇水提取后,经黄曲霉毒素B1免疫亲和柱,甲醇定容,LC-MS/MS检测。此法操作简便、快速、灵敏、准确。     

Visualising COVID-19: Implications for Design Education

This paper reports on the findings of a visual text analysis of selected infographics and data visualisations used in  news websites during the COVID-19 pandemic in Sydney, Australia. Infographics and data visualisations used in news website articles disseminated and communicated local and national information to the public about the COVID-19 pandemic and related social implications. For the first time live data, animation and interaction were used in reporting health and societal information to a general news readership, contributing to the knowledge base and visual literacy of the public. The information presented was not only clear but also aesthetically appealing. This paper examines the styles of news digital infographics and data visualisation of three longitudinal studies using lessons learned from Grainger et al. (2016), Dick (2020) and Tufte (2001) and contextualises the context, narrative, aesthetics, communication, data, functionality and examines the collaboration between communication designers, journalists and the development team. The implications for communication design education are explored in the context of skills, tools and teamwork needed for future communication design students.     

A conceptual framework to analyse the multiscalar politics of education for sustainable peacebuilding

A critical and more nuanced understanding of the multifaceted relationship between projects of peacebuilding and educational provision is starting to develop. Drawing on an epistemological and ontological anchor of critical realism, and a methodology informed by the application of cultural political economy analysis and the strategic relational approach to understanding educational discourses, processes and outcomes, we illustrate how the ‘many faces’ of education in conflict-affected situations can be better theorised and conceptually represented. In doing so, we link goals of peacebuilding to those of social justice, and reinvigorate the notion of education playing a transformative rather than a restorative role in conflict-affected contexts. Making such ideas concrete, we provide examples of how such an analytical framework can be employed to understand the multi-faceted relationship between education and projects of social transformation in conflict-affected environments across the globe.     

英语听说课个性化教学模式的构建

“以学生为中心”的英语听说教学模式的建构有利于学生个性化学习方法的培养和学习自主能力的发展,从而为语言综合应用能力的提高奠定良好基础。     

Why boys achieve less at school than girls: the difference between boys' and girls' academic culture

Recently, research into gender differences in achievement has mainly concentrated on the underperformance of boys in comparison with girls. Qualitative research in particular points to the importance of the gender-specific cultures adolescents experience. The purpose of this article is to test quantitatively the explanatory value of academic culture with respect to the stated gender differences in achievement. Use is made of data of 3760 pupils in the third and the fourth year of secondary education in a sample of 34 schools in Flanders (Belgium). A distinction is made between general schools preparing students for higher education and schools offering technical and vocational education. It is demonstrated that boys' culture is less study oriented than girls' culture and that this difference can be held responsible for the gender differences in achievement, at least in general schools. In technical/vocational schools, boys seem to oppose the study culture.     

Leadership for team learning: the case of university teacher teams

Teacher team involvement is considered a key factor in achieving sustainable innovation in higher education. This requires engaging in team learning behaviors that should result in new knowledge and solutions. However, university teachers are not used to discussing their work practices with one another and tend to neglect any innovation in their tasks. Team leadership behavior is often considered essential for stimulating team learning behavior, but it is unclear how this transpires. Therefore, the present study explores university teacher team members’ perceptions of team learning behavior, their assigned task, and leadership behaviors in their team. Interviews were conducted with 16 members of different teacher teams at a university of applied sciences. Findings included that the vast majority of the team learning behaviors only involved sharing ideas; engaging in constructive conflicts and co-constructions was not observed. Only a few teams combined all three team learning behaviors. In these teams, members observed that existing methods and solutions were no longer adequate, with leaders appearing to combine transformational and transactional behaviors, but operating from a distance without actively interfering in the process. Furthermore, these team members shared leadership behaviors while focusing on the team as a whole, instead of solving problems at individual level. This strongly indicates that task perception and specific vertical and shared team leadership behaviors play a role in stimulating teachers in seeking controversy and co-constructing new knowledge.