Effect of productive discussion on written argumentation in earth science classrooms

Abstract

Active teachers noted persistent problems in their classrooms, including low levels of student engagement and gaps in students’ use of evidence in forming arguments. Earth Science students provided written responses to two questions using the previously implemented Claim, Evidence, Reasoning (CER) framework. The first question was answered without a preceding discussion whereas the second question was answered following a discussion protocol—no discussion, discussion without Talk Science, and discussion with Talk Science. A ninth grade teacher more comprehensively implemented Talk Science by incorporating statements from all four goals whereas a seventh grade teacher did not. As a result, ninth grade students improved their use of evidence, reasoning, and content, but seventh graders did not show the same improvements. All students valued the discussion, but this study shows that Talk Science discussions can be used to improve students’ content knowledge and CER argumentation skills.     

Psychosocial Adjustment among Children Experiencing Persistent and Intermittent Family Economic Hardship

Much research on family economic hardship and its effects on children has been cross-sectional in nature, has focused primarily on white children, and has assessed the impact of episodic rather than chronic economic difficulties. In contrast, the present research was designed to study outcomes associated with persistent economic hardship among a heterogeneous group of children over time. Results showed that, for both black and white children, a broad range of difficulties was associated with enduring economic hardship. Children who experienced persistent family economic hardship were more likely than those who did not to have difficulties in peer relations, show conduct problems at school, and report low self-esteem. Children who experienced intermittent family economic hardship fell between the other 2 groups. Connections between persistent economic hardship and psychosocial adjustment were more pronounced for boys than for girls. Consistent with suggestions by a number of investigators, the impact of economic hardship on children in the present sample was mediated in part by its association with parental behavior.     

Coming to my grown-up self: Young adults learn about young children

At first I didn't want to play with it because it looked too gooey, admits eighteen-year-old Sa'shawn about the fingerpaint she used in her child care class, until someone from my class put it on my hand and it didn't feel as bad as it looked. Then I got started and there was no stopping me. After that, when I came to my grown-up self, I noticed that the children would love it.Rachel Theilheimer teaches child care to young adults at YALA and is an instructor of Early Childhood Education at the Borough of Manhattan Community College. Interested readers can write to YALA at 320 E. 96th St., New York, NY 10028.     

Sociodemographic and Environmental Correlates of Racial Socialization by Black Parents

The present study focused on the content and practice of racial socialization by black parents. Sociodemographic correlates of patterns of racial socialization were examined using data from a national probability sample of 2,107 respondents (National Study of Black Americans). Multivariate analysis revealed that gender, age, marital status, region, and racial composition of neighborhood predicted whether or not black parents imparted racial socialization messages to their children. Black parents envision racial socialization as involving several components, including messages regarding their experience as minority group members, themes emphasizing individual character and goals, and information related to black cultural heritage. The findings highlighted the critical importance of sociodemographic and environmental influences on the socialization process. Implications for future research on racial socialization are discussed.     

The social adaptation of mainstreamed mildly retarded children

The purpose of the present study was to assess the social adaptation of mainstreamed mildly retarded children, comparing them to a matched sample of regular education students. Results indicated that mildly retarded children were quite rejected by their peers, and, compared to nonretarded classmates, they reported significantly more dissatisfaction and anxiety about their peer relations. With respect to behavioral style, there were no group differences in peer- or teacher-reported aggressiveness or disruptiveness. However, retarded children were perceived as more shy and avoidant, as less cooperative, and as less likely to exhibit leadership skills. Further analysis of the behavioral assessment data, via cluster analysis, revealed 2 subtypes of rejected retarded children: an internalizing group perceived as displaying high levels of shy/avoidant behavior and an externalizing group perceived as high in aggressive and/or disruptive behavior. In addition, the internalizing group reported higher social anxiety than did the externalizing group. Implications for school-based intervention research with mildly retarded children are discussed.     

Student satisfaction and perceptions of quality: testing the linkages for PhD students

Student satisfaction and the quality of education are of compelling interest to students, academic staff, policy-makers and higher education researchers internationally. There is a widespread belief in their ‘cause and effect’ relationship. This paper tests these beliefs and explores how the level of student satisfaction is linked with the perceived quality of PhD education. Using expectancy value theory as a framework and interview data from PhD students and their supervisors, this paper suggests that satisfaction is not necessarily perceived as an indicator of quality education. Levels of student satisfaction can be influenced by students’ expectations prior to their study and their preconceived beliefs regarding the value of a PhD education. Concern is raised that an overemphasis on student satisfaction may pose a threat to the quality of PhD programmes, making it increasingly difficult for universities to retain their integrity and reducing the intellectual challenges that PhD students need to experience.     

With Scale in Mind: A Continuous Improvement Model for Implementation

The conventional approach to scaling up educational reforms considers the development and testing phases to be distinct from the work of implementing at scale. Decades of research suggest that this approach yields inconsistent and often disappointing improvements for schools most in need. More recent scholarship on scaling school improvement suggests that these activities should be integrated into implementation, although this presents challenges in how we evaluate implementation in particular schools. This paper presents a framework to conceptualize implementation when design, implementation, and scaling up are integrated activities.     

‘We’ve got a lack of family values’: an examination of how teachers formulate and justify their approach to teaching sex and relationships education

Sex and Relationship Education (SRE) in England has been the focus of critical scrutiny on several occasions, but there has been little attention paid to how teachers formulate their provision, especially given their crucial role in determining what is taught in the classroom. While current policy suggests that provision should be inclusive of sexual diversity, it simultaneously gives educators the scope to determine the form this takes. This is an important issue given the substantial impact that teachers’ views and discourses have on what is taught. Using a discourse analytical framework, this study sought to examine how teachers of SRE formulate and account for their provision, with a particular focus on how their assumptions about young people’s sexual health needs underpin their actions. Initially, teachers sought to formulate their activities in terms of an overall ethos, providing legitimacy for the key elements of their programme being aligned with official government health promotion strategy, as opposed to other areas such as pleasure and diversity. This was supported by their constructions of young people, particularly young women and individuals from ‘at risk’ communities, as being particularly vulnerable.