Why Engaging in Mathematical Practices May Explain Stronger Outcomes in Affect and Engagement: Comparing Student-Driven With Highly Guided Inquiry

This article investigates why students reported liking a student-driven learning design better than a highly guided design despite equivalent gains in knowledge assessments in both conditions. We created two learning designs based on the distinction in the literature between student-driven and teacher-led approaches. One teacher assigned each of her two 5th-grade classes to one design (n = 52); both designs addressed the mathematical concepts for the same amount of time. Data were collected using written assessments, surveys, and video. Students in both classes improved equivalently on assessments. On surveys, students in the student-driven condition were significantly more positive about learning. Video was coded to examine why students were more positive in the student-driven design. This analysis showed students engaging more frequently with data in discussing strategies, questioning peers, and aligning outcomes with prior experiences. We trace the association between students’ positive responses to learning and richer engagement in mathematical practices to specific features of the student-driven design. Furthermore, we reject competing explanations (e.g., amount of off-task behavior or adult intervention). We conclude that designing learning opportunities that promote mathematical practices affords opportunities to cultivate students’ disciplinary interest. We discuss implications for teachers and curriculum designers who are responding to new mathematics standards.     

Beyond the GRE: Using a Composite Score to Predict ?the Success of Puerto Rican Students in a Biomedical ?PhD Program

The use and validity of the Graduate Record Examination General Test (GRE) to predict the success of graduate school applicants is heavily debated, especially for its possible impact on the selection of underrepresented minorities into science, technology, engineering, and math fields. To better identify candidates who would succeed in our program with less reliance on the GRE and grade point average (GPA), we developed and tested a composite score (CS) that incorporates additional measurable predictors of success to evaluate incoming applicants. Uniform numerical values were assigned to GPA, GRE, research experience, advanced course work or degrees, presentations, and publications. We compared the CS of our students with their achievement of program goals and graduate school outcomes. The average CS was significantly higher in those students completing the graduate program versus dropouts (p < 0.002) and correlated with success in competing for fellowships and a shorter time to thesis defense. In contrast, these outcomes were not predicted by GPA, science GPA, or GRE. Recent implementation of an impromptu writing assessment during the interview suggests the CS can be improved further. We conclude that the CS provides a broader quantitative measure that better predicts success of students in our program and allows improved evaluation and selection of the most promising candidates.     

A critical investigation of the nature and extent of cyberbullying in two post-primary schools in Northern Ireland

This study aimed to investigate internet usage among post-primary pupils in years 9, 11 and 13 in two contrasting post-primary schools in Northern Ireland, the nature and incidence of cyberbullying among these pupils, and the ways in which their schools are currently addressing the problem. A mixed methodological approach was adopted: a paper questionnaire was completed by pupils in Years 9, 11 and 13 (n = 425) in the two post-primary schools; focus group interviews were conducted with pupils from each year group (n = 18); and individual semi-structured interviews were carried out with the pastoral care coordinators (deputy heads with responsibility for pupil wellbeing) of each school (n = 2). The findings confirm that the post-primary pupils in these two schools own a range of internet-capable media devices and spend considerable time online. The incidence of cyberbullying among these pupils was relatively low, and most often consisted of hurtful or nasty comments sent via texts or posted on social networking sites. The study reveals inconsistencies between the approaches taken by the two schools, but also generally low levels of staff training, little engagement with parents, a lack of pupil confidence in the school’s ability to discuss cyberbullying openly, and a worrying absence of any systematic evaluation of the effectiveness of the schools’ current strategies for tackling this complex issue.     

Discourse complexity of college writers with and without disabilities: a multidimensional analysis

The purpose of this study was to examine specific word- and sentence-level features most frequently used in the expository writing of four groups of college writers. Three groups were writers who demonstrated disabilities. Group 1 students (n = 87) demonstrated learning disabilities (LD); Group 2 (n = 50), attention-deficit/hyperactivity disorder (ADHD); and Group 3 (n = 58), combined LD and ADHD. Group 4 consisted of writers with no history of a documented disability (n = 92). Computer-based analysis and structural equation modeling were used to group specific linguistic features identified in the expository essays across all four groups. The frequency of linguistic features, not errors, was analyzed. Four communication dimensions (factors) were identified for the four groups of writers, but the factor loadings and correlations were significantly different across groups. Furthermore, the relationships of specific linguistic features were studied as to their impact on the verbosity, quality, and lexical complexity of students' expository essays. It is interesting to note that very high correlations were found between verbosity, quality, and lexical complexity, suggesting that these constructs are not as separate in their functioning as might be supposed. Implications for assessment and instruction are provided.     

Nurturing Creativity and Innovation Through FabKids: A Case Study

This paper will report on a case study that was conducted involving Grade 10 learners who were exposed to a high-tech rapid-prototyping environment of a Fabrication Laboratory as part of a FabKids experience. This project must be viewed in the context of a global shortage of key skills placing a higher priority on the initiation and development of a pipeline to attract youth into science, engineering and technology careers. Creativity and innovation feature high on the skills agenda but more importantly preliminary results indicate that learners from a broad range of schools were able to operate effectively in this post constructivist environment. Participants had to apply their knowledge, skill, attitudes and values in order to produce a solution to the challenges provided. The fundamentals of the design process of investigate, design, make, evaluate and communicate were emphasized where the FabKids had to draw on their own collective knowledge using a range of technologies available to them.     

Promoting and recognising excellence in the supervision of research students: an evidence‐based framework

One issue universities face is the need to demonstrate excellence in postgraduate research supervision at the individual, faculty and university level. While poor supervision might become obvious over time, with grievances, withdrawals and poor completion times and rates, this paper focuses specifically on identifying and demonstrating supervisory excellence. Currently, the amount and range of evidence used to support claims of supervisory excellence tends to be limited, leaving supervisors, faculties and institutions in a position where demonstrating excellence remains difficult. This paper proposes two inter‐dependent ideas which, considered together, help to redress this problem. The first is a ‘map’ for the collection and use of evidence of supervisory excellence. The second is a ‘template’ for a ‘supervisory excellence report’. The ‘map’ details the organisational elements, uses of data, and data types which can be considered. The ‘report’ explains one simple and potent way to organise and present these data for multiple purposes. Together they constitute a much‐needed framework for promoting and recognising excellence in the supervision of research students.     

How to use (five) curriculum design principles to align authentic learning environments,assessment, students’ approaches to thinking and learning outcomes

In this article, we articulate five principles of curriculum design and illustrate their application in a third‐year undergraduate course for environmental and ecological scientists. In this way, we provide a practical framework for others wishing to enhance their students’ learning. To apply the five principles, we created a learning environment consisting of a broad range of learning resources and activities which were structured and sequenced with an integrated assessment strategy. The combined effect of this ensured alignment between the learning environment we created, the thinking approaches students used and the learning outcomes they achieved. More specifically, the assessment activities guided students by requiring them to recognise when their understanding was limited – and then to engage them in thinking approaches that would develop their understanding further. By providing a framework of thoughts, ideas and information, we sought to progressively enhance the sophistication of our learners’ thinking. Thus, the assessment required students to integrate, synthesise and construct their understandings in ways consistent with the discipline and the professional pathways on which they had embarked. We intend that this illustration will act as a guide to other academics to adopt the same principles in their teaching.     

Correction to: The role of work-based learning for student engagement in vocational education and training: an application of the self-system model of motivational development

European Journal of Psychology of Education - Educational policy strategies give work-based learning (WBL) and dual learning pathways a prominent role in strengthening student engagement. Given...