Assessing the effectiveness of a hybrid-flipped model of learning on fluid mechanics instruction: overall course performance,homework, and far- and near-transfer of learning

To examine the impact of a hybrid-flipped model utilising active learning techniques, the researchers inverted one section of an undergraduate fluid mechanics course, reduced seat time, and engaged in active learning sessions in the classroom. We compared this model to the traditional section on four performance measures. We employed a propensity score method entailing a two-stage regression analysis that considered eight covariates to address the potential bias of treatment selection. First, we estimated the probability score based on the eight covariates, and second, we used the inverse of the probability score as a regression weight on the performance of learners who did not select into the hybrid course. Results suggest that enrolment in the hybrid-flipped section had a marginally significant negative impact on the total course score and a significant negative impact on homework performance, possibly because of poor video usage by the hybrid-flipped learners. Suggested considerations are also discussed.     

The Relationship Among Wellness,Psychological Distress,and Social Desirability of Entering Master's‐Level Counselor Trainees

Two‐hundred and four entering master's‐level counseling students from 9 programs in 5 states participated in a study testing the only counseling‐based wellness assessment measure, the Five Factor Wellness Evaluation of Lifestyle (J. E. Myers, R. M. Luecht, & T. J. Sweeney, 2004), for its relationship to 2 other constructs: psychological distress and social desirability. There was a statistically significant negative relationship between level of wellness and psychological distress; the relationship between level of wellness and social desirability was found to have no statistical significance; and there was a statistically significant negative relationship between level of social desirability and psychological distress. Implications for counselor education and clinical significance are included.     

Variation as Unalikeability

This article discusses concepts of variability and suggests a possible alternative measure that appears to support some students’ intuition.     

Children's drawings provide a new perspective on teacher–child relationship quality and school adjustment

A growing literature points to the importance of children's relationships with their teachers as a factor influencing attitudinal, cognitive, and behavioral aspects of school adjustment. However, such data may be confounded when the same teacher rates school adjustment as well as relationship quality. The present study sought to address this problem by investigating direct (self-reported feelings about the teacher) and indirect (representations through drawings) procedures to assess children's perspectives on the relationship. Self-report questions were adapted from measures of school liking and maternal acceptance. Drawings applied Fury's system for describing relational negativity in child–family drawings. Results, based on a sample of 125 six-year-olds, showed significant associations between children's reports/drawings and teacher-rated relationship quality and school adjustment. Negativity in child–teacher drawings was a particularly salient correlate, suggesting that children's representations of relationships can provide a useful independent means of identifying relationship or adjustment difficulties at school.     

Teachers’ beliefs about inquiry-based learning and its impact on formative assessment practice

ABSTRACT

Background

Inquiry pedagogy has been advocated as means to engage and motivate students to learn science. The development of teacher formative assessment practice in inquiry is key for a successful implementation of student-centred inquiry pedagogy in the classroom.     

Reflections on knowledge management from a critical systems perspective

This paper considers some significant aspects of knowledge management (KM) from a critical systems thinking (CST) point of view. CST prides itself on theoretical awareness and methodological sophistication, and these are the traits brought to bear in analysing the organisational models and well-known concepts used in KM. The results call into question the idea that the Japanese version of KM is best seen as resting upon an organic model and the notion that the Eastern tradition of thought has a monopoly on recognising the significance of tacit knowledge. The need for a prolonged dialectical debate between KM and CST is established.