Is Technology the Answer? Investigating Students’ Engagement in Math

Abstract

As technology has spread in schools, we know little about how technology mediates the performance of primary-aged students and their engagement in mathematics. Given the well-established link between achievement and engagement, understanding the impact of technology on engagement can inform practice. This study examines how technology might impact second graders’ engagement in mathematics using IXL, a math intervention administered on the iPad, as compared to a traditional paper–pencil approach. Although there was not a statistically significant difference in the pre–post student engagement surveys, the teacher focus group described increased student independence using technology and found it easier to differentiate and provide corrective feedback, while helping students build fluency.     

Improving science inquiry with elementary students of diverse backgrounds

This study examined the impact of an inquiry‐based instructional intervention on (a) children's ability to conduct science inquiry overall and to use specific skills in inquiry, and (b) narrowing the gaps in children's ability among demographic subgroups of students. The intervention consisted of instructional units, teacher workshops, and classroom practices. The study involved 25 third‐ and fourth‐grade students from six elementary schools representing diverse linguistic and cultural groups. Quantitative results demonstrated that the intervention enhanced the inquiry ability of all students regardless of grade, achievement, gender, ethnicity, socioeconomic status (SES), home language, and English proficiency. Particularly, low‐achieving, low‐SES, and English for Speakers of Other Languages (ESOL) exited students made impressive gains. The study adds to the existing literature on designing learning environments that foster science inquiry of all elementary students. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 42: 337–357, 2005     

A Research Preparatory Program for First-Year College Students: Student Selection and Preparation Lead to Persistence in Research

Undergraduate research experiences may increase persistence in STEM majors. We describe a research program that targets first-year students selected for their curiosity and attitudes towards science. We explain the implementation of the program over 3 years and present evaluation data using a group of matched controls. Participants and controls pursued STEM degrees at equivalent rates, but participants were significantly more involved in research. Initial laboratory interest and mentor pairing may have played a role in this finding. Female participants, particularly those with male laboratory mentors, engaged in more research than men.     

Enrolment,content and assessment: a review of examinable senior secondary (16–19 year olds) physical education courses: an international perspective

Senior secondary physical education courses for certification continue to attract increasing student enrolments amidst international concerns for the state and status of physical education in schools. Curricula analysis of senior secondary physical education has typically focussed on courses in local contexts. This review aims to contribute to the current discussion around physical education curricula through a document analysis of 15 senior secondary physical education courses for certification. Results from the analysis of curricula documents reveal similarities in subject aims, objectives and rationales, subject specific content and assessment. Senior secondary physical education is firmly based in both the biophysical and sociocultural fields of study and draws on a broad range of disciplines from which to study human movement. The stated rationales of the courses reviewed suggested that an understanding of the complex interrelationships between content areas underpins senior secondary physical education; however content was mostly prescribed in stand-alone units. This review identified more similarities than differences in content and assessment practices in senior secondary physical education, a point of distinction between the courses reviewed was those that assess physical performance and those that do not. Internal assessment provided for a variety of tasks to determine student learning, however, external assessment was dominated by a written examination.     

Embodying life-long learning: Transition and capstone experiences

This paper discusses the principle of Transition as it has been conceptualised by the Curriculum Renewal in Legal Education project. The project sought to develop a principled framework for renewing the final year of tertiary legal education in Australia. Capstone experiences were chosen as the most appropriate mechanism for assisting final year students to manage the transition process. Thoughtfully designed capstones assist students to integrate and synthesise their learning over their entire degree programme, facilitate closure on the undergraduate experience, and assist students to transition from student to emerging professional. We discuss the importance of addressing final year students’ transitional needs and explain how the principle facilitates this process. Although the framework has been developed specifically for legal education in Australia its approach enables transferability across disciplines and institutions. The framework addresses criticisms that universities and law schools are not meeting the needs of final year students by preparing them for the transition to graduate life in a complex and uncertain world.     

“It's Wrong to Exclude Girls From Something They Love.” Adolescents’ Attitudes About Sexism in Science,Technology, Engineering,and Math

The current research examined adolescents’ attitudes about sexism in fields related to science, technology, engineering, and math (STEM). The ethnically diverse sample (61% East Asian) was composed of 629 adolescents (M_age = 16.09) who attended a public school in the United States. Participants responded to closed- and open-ended questions about the prevalence and severity of sexism in STEM. We used latent profile analysis to classify participants into latent classes according to their responses. Of note, one latent class included participants who perceived sexism in STEM as a fairly common and very serious problem. Relative to the other classes, participants in this class were more likely to be girls and showed higher STEM value. Qualitative analyses illustrated that the participants in each class reasoned in fundamentally different ways about sexism in STEM.     

“Taking Good Care of Our Health”: Parent-Adolescent Perceptions of Boundary Management About Health Information

Family members’ communication about health has a significant impact on issues of obtaining social support, avoiding stigma, and seeking and receiving appropriate medical treatment and care. A Communication Privacy Management (CPM) theoretical perspective was used to analyze 85 semi-structured, in-depth interviews with parents and one of their adolescent children in 40 families. Findings reveal intergenerational motivations and strategies for managing individual and collective privacy boundaries around health information and the consequences of this management for individuals and families. Motivations include protecting personal privacy, preventing stress, and soliciting social support. Strategies for boundary management include humor and topic avoidance. Implications for future research in the areas of privacy management, health, and family relationships are discussed.     

Nearly 4 years after an event: children's eyewitness memory and adults' perceptions of children's accuracy

OBJECTIVE: The current study examined children's eyewitness memory nearly 4 years after an event and the ability of adults to evaluate such memory. METHOD: In Phase 1, 7- and 10-year olds were interviewed about a past event after a nearly 4-year delay. The interview included leading questions relevant to child abuse as well as statements designed to implicate the original confederate. In Phase 2, laypersons and professionals watched a videotaped interview (from Phase 1) that they were misled to believe was from an ongoing abuse investigation. Respondents then rated the child's accuracy and credibility, and the probability that the child had been abused. RESULTS: In Phase 1, few significant age differences in memory accuracy were found, perhaps owing in part to small sample size. Although children made a variety of commission errors, none claimed outright to have been abused. Nevertheless, some of the children's answers (e.g., saying that their picture had been taken, or that they had been in a bathtub) might cause concern in a forensic setting. In Phase 2, professional and nonprofessional respondents were unable to reliably estimate the overall accuracy of children's statements. However, respondents were able to reasonably estimate the accuracy of children's answers to abuse questions. Respondents were also more likely to think that 7-year olds compared to 10-year olds had been abused. Professionals were significantly less likely than nonprofessionals to believe that credible evidence of abuse existed. Professionals who indicated personal experience with child abuse or a close relationship with an abuse victim were more likely to rate children as abused. A gender bias to rate boys as more accurate than girls was apparent among laypersons but not professionals. CONCLUSIONS: Children were generally resistant to suggestions that abuse occurred during a long-ago generally forgotten event, but some potentially concerning errors were made. Both professionals and non-professionals had difficulty estimating the accuracy of children's reports, but adults were more likely to rate children as accurate if the children answered abuse-related questions correctly. Training and personal experience were associated with adults' ratings of children's reports. Implications for evaluations of child abuse reports are discussed.     

Virtual Reality Training Environments: Contexts and Concerns

Abstract

Virtual reality (VR) is a rapidly developing medium for training, entertainment and education. As yet little research exists into the efficacy of VR systems. Because of the current high cost of VR training systems, careful consideration should be given to their use. This article will discuss contexts where VR might be appropriate, present advantages and disadvantages of VR as a training technology, and present a case study of a VR training environment, used at the NASA Johnson Space Center in preparation for the repair of the Hubble Space Telescope.     

ePortfolios and Reflective Practice for Food Science Students

The study investigated students’ perceptions and attitudes toward the use of ePortfolios for reflective practice as a learning and teaching strategy. A mixed‐method approach was applied to the study in a first‐year food science unit, at a regional Australian university. Data were generated via 3 sources, in order to provide the evidential basis for the investigation, including: a mixed method survey, access to student's exam results, and students’ ePortfolio reflections. The findings identified 3 key positive aspects. First, a variety of assessment methods was key to enhancing the overall learning of 1st‐year food science students. Second, ePortfolio reflective writing can be a key aspect for improved student engagement. Finally, structured ePortfolio sessions can help food science students consolidate knowledge, while also allowing them to encounter new ideas related to food science theory and develop technical knowledge. However, technological issues with using an ePortoflio can cloud the value of the reflective task for some students. Recommendations are made for how to better support and implement reflective practice using ePortfolios to enhance the learning of food science students.