Situating Computer Simulation Professional Development: Does It Promote Inquiry-Based Simulation Use?

ABSTRACT

This mixed-methods study sought to identify professional development implementation variables that may influence participant (a) adoption of simulations, and (b) use for inquiry-based science instruction. Two groups (Cohort 1, N = 52; Cohort 2, N = 104) received different professional development. Cohort 1 was focused on Web site use mechanics. Cohort 2 was situated in nature and provided three additional elements: (a) modeling simulation use within inquiry-based instruction; (b) collaboration; and (c) provision of content-relevant lesson planning time. There was no difference in the extent of simulation use between cohorts, χ²(1) = 0.878, p = .349, φ = ?0.075. Results were inconclusive for a difference in observed inquiry instruction as Fisher's Exact Test was insignificant but had a medium effect size, p = .228, φ = 0.283. Computer-based standardized tests emerged as a novel technology integration barrier. These findings have implications for school policy, professional development, and future research.     

Reviews,Letters and Listings

The Internet: A Writer's Guide by Jane Dorner. London: A. & C. Black, 2000. Pp. x + 196, Hardback, £9.99. ISBN 0‐7136‐5192‐X     

The effects of rime‐ and phoneme‐based teaching delivered by Learning Support Assistants

This paper evaluates three word‐level teaching programmes delivered by trained Learning Support Assistants (LSAs) for Year 1 children ‘at risk’ of reading difficulties. Rime‐based, phoneme‐based, and ‘mixed’ (rime and phoneme‐based) interventions were contrasted with controls receiving only the National Literacy Strategy. Phonological onset‐rime and phoneme manipulation, spelling, and word and non‐word reading were measured before and after the nine‐week intervention. High rime neighbourhood (HRn) non‐words (e.g. ‘dat’– with many real word rime neighbours) and low rime neighbourhood (LRn) non‐words (e.g. ‘tav’ with few real word neighbours) were used to evaluate onset‐rime‐ or grapheme‐phoneme‐based decoding strategies. Results showed greater phonological onset‐rime skills, letter‐sound knowledge and non‐word reading skills in all LSA‐taught intervention groups. There was no difference between the HRn and LRn non‐words. The only reliable difference between the intervention groups was an advantage in phoneme blending for the rime‐taught group. It was concluded that LSAs can enhance literacy development for 6‐year‐old poor readers. There appears to be no simple association between rime‐ or phoneme‐based teaching intervention and changes in the size of unit used by children following interventions.     

How can clusters sustain performance? The role of network strength, network openness, and environmental uncertainty

This paper draws on social network theory to develop a model of regional cluster performance. We suggest that high performing regional clusters are underpinned by (1) network strength and (2) network openness, but that the effects of these on the performance of a cluster as a whole are moderated by environmental uncertainty. Specifically, the positive effects of network openness on cluster performance tend to increase as environmental uncertainty increases, while the positive effects of network strength on cluster performance tend to decrease as environmental uncertainty increases. Our findings have theoretical and practical implications for social network research in general, and cluster research in particular.     

Issues in phonological awareness assessment

Awareness of the internal phonological structure of words is a causal factor in success with the alphabetic principle in word recognition. However, findings with the Lindamood Auditory Conceptualization (LAC) Test reveal 25–30% of the population show deficiency in a subtle component of phonological awareness termed comparator function. We argue that this comparator function—an ability to hold the phoneme and/or syllable segments of two phonological structures in mind and compare and represent any variations in the number, identity, or order of their segments—is a primary sensory-cognitive function underlying the secondary function of self-correction in word recognition and spelling. And since word recognition correlates highly with comprehension, comparator function also indirectly impacts this basic purpose for reading. We suggest that the needs of many individuals, including educators themselves, for development and refinement of phonological awareness/comparator function may be misdiagnosed and underaddressed unless more sensitive measures of phonological awareness are used. The consequence of inadequate assessment/remediation of these deficiencies in educators is that they may be less able to assess and address these deficiencies in their students. Standard phonics instruction is known to be ineffective in developing phonological awareness for many individuals. However, phonological deficits can be addressed both preventively and remedially using procedures that are fundamentally different from typical phonics instruction.     

Congruence between educational attitudes and academic philosophies

Kerlinger's theory of social attitudes asserts that attitudes toward educational practices can be represented by the independent dimensions of progres-sivism and traditionalism. This study focused on the relationship between these attitudes and the philosophies of realism and pragmatism. A sample of 152 graduate students in education completed three instruments measuring educational attitudes and the basic and applied philosophies. Factor analytic results supported a dualistic theory rather than a bipolar theory for attitudes and philosophies. Pragmatists supported the progressive referents of children's interests and social development as educational goals, while realistsy supported traditional concepts emphasizing structure and the learning of content. The results are discussed in terms of the consistency between educational attitudes and a teacher's philosophy.