Feeding forward from summative assessment: the Essay Feedback Checklist as a learning tool

Owing to the increasing diversity of assessments in higher education, feedback should be provided to students in a format that can assist future and alternative work. This study aimed to assess the effectiveness of the Essay Feedback Checklist on future alternative assessments. Participants were assigned to one of two groups, one of which completed the checklist prior to assessment 1 (essay) and received feedback using this method. Attainment on assessment 1 and assessment 2 (examination) were taken as pre- and post-test scores. Results revealed increased assessment scores for the checklist group, compared to those who received conventional feedback. Focus group data indicated that students particularly liked elements of the checklist as a feedback method, but potential drawbacks were also highlighted. Implications and future use of the checklist is then discussed.     

ADHD in schools: prevalence,multi‐professional involvements and school training needs in an LEA

As part of research undertaken by the first author, a survey of schools was carried out in one local education authority (LEA) in order to gather information about pupils diagnosed with Attention Deficit Hyperactivity Disorder (ADHD). All mainstream and special schools and pupil referral units were approached and a response rate of 94% was achieved. In 151 schools there were 413 pupils reported as being formally diagnosed with ADHD. The survey results include details of prevalence, the balance of gender, age and special educational need (SEN) Code of Practice levels, issues of diagnosis and medication, co‐morbidity and school training needs. In addition, responses from two ADHD study days, one held during the survey data collection phase and the second following dissemination of the results, provided supplementary information regarding school training needs. Implications for inclusive educational practice are discussed with reference to: prevalence rates; multi‐professional identification, assessment and management of the disorder; the need for and nature of the training schools require.     

Colouring in the Blanks: Memory Drawings of the 1990 Kuwait Invasion

This study used drawing tasks to examine the similarities and differences between females and males who shared a collective traumatic event in early childhood. Could these childhood memories be recorded, measured, and compared for gender differences in drawings by young adults who had shared a similar experience as children? Exploration of this question drove this qualitative research project to examine drawings by young Kuwaiti men and women, who were residents in Kuwait during the 1990 Saddam‐Hussein‐led Iraqi invasion of their country. Visual results from this study show colour, image and symbol (CIS) patterns, and differences in gender images in drawings which represent a select population's response to the 1990 Iraqi invasion of Kuwait.     

Toward Conceptual Clarity: A Scoping Review of Coteaching in Teacher Education

Abstract

While coteaching is not a novel or even new approach in P–12 classrooms, its application in teacher education contexts has become increasingly prevalent. Coteaching in teacher education has been touted for its potential to promote collaborative classroom practice, connect theory and praxis, counteract sociocultural disparities in classrooms, and improve outcomes for teacher candidates as well as P–12 students and inservice teachers. This article presents a scoping review of the 103 empirical studies focused on coteaching in teacher education to enhance conceptual clarity and heighten understandings of the nature and extent of such research. We map the methodological characteristics of these studies that serve to the breadth and depth to which coteaching in teacher education has been examined. Next, we describe the outcomes and phenomena explored by the 103 studies to reveal the intended results as well as points of tension for coteaching in teacher education. Finally, we couple an analysis of coteaching definitions within these studies with an analysis of the ways in which coteaching is implemented in teacher education. Notable findings of this scoping review include the extensive range of ways coteaching is implemented across the preservice teacher education curriculum, the variety of aims for coteaching in these contexts, and the need for continued grounding in frameworks to enhance understandings of coteaching practices and impacts for stakeholders including P–12 students, inservice teachers, teacher candidates, and university faculty.     

Unpacking the Ontogeny of Gesture Understanding: How Movement Becomes Meaningful Across Development

Gestures, hand movements that accompany speech, affect children's learning, memory, and thinking (e.g., Goldin‐Meadow, 2003). However, it remains unknown how children distinguish gestures from other kinds of actions. In this study, 4‐ to 9‐year‐olds (n = 339) and adults (n = 50) described one of three scenes: (a) an actor moving objects, (b) an actor moving her hands in the presence of objects (but not touching them), or (c) an actor moving her hands in the absence of objects. Participants across all ages were equally able to identify actions on objects as goal directed, but the ability to identify empty‐handed movements as representational actions (i.e., as gestures) increased with age and was influenced by the presence of objects, especially in older children.