Validity issues in Meta‐Analysis: Suggestions for Research and Policy

The technique of meta‐analysis has been credited with resolving research issues in the areas of class size and the efficacy of psychotherapy, yet meta‐analyses have failed to form a consensus regarding the effects of student ratings feedback to college teachers. This failure can be traced to three types of problems: (a) methodological problems with the technique of meta‐analysis; (b) the quality of the research base; and (c) the social and professional context in which research is conducted. Meta‐analysis is an important addition to what may become a rigorous review methodology, but it is not a substitute for the qualitative review. Comprehensive meta‐analyses should include (a) a discursive review of each study, (b) a report of how each effect‐size was calculated, (c) the location of the statistics on which the calculation was based, and (d) a discussion of the factors that limit the validity of the statistic. Individual authors can contribute to the validity of future quantitative syntheses by reporting their results more thoroughly and clearly.     

The development of a Children's Implant Profile

The decision to provide a child with a cochlear implant is quite complex, as it must include consideration not only of the implant itself but also of the habilitative services necessary following the surgical procedure. To provide a systematic means of selecting hearing-impaired children for cochlear implants, a team at Children's Hearing Institute, Manhattan Eye, Ear and Throat Hospital, developed the Children's Implant Profile (ChIP). There is no one profile of a successful implant user--at least 11 factors appear to contribute to successful implantation. In the ChIP, each factor is evaluated on a three-point scale: (1) no concern, (2) mild-to-moderate concern, and (3) great concern. A profile showing "no concern" on all 11 factors denotes clear acceptability of the child as an implant candidate. A profile including several ratings in the "mild-to-moderate concern" category suggests a need for further study to determine if improvements could be made in projected outcomes before initiating surgical procedures. Finally, ratings of "great concern," especially on more than one factor, indicate a very limited probability of successful implant outcomes, at least at the time of evaluation. A case study is presented to demonstrate the relationship between the evaluated factors and to show how the profile is used to address and remedy areas of concern.     

Student “burnout” as a mediator of the stress-outcome relationship

One hundred thirty-six graduate social work students participated in a questionnaire study designed to test the mediating influence of student burnout (strain) in the impact of student-specific stress on negative consequences. Consistent with the proposed stressstrain (burnout)outcome model, burnout was significantly related to each of three stress indicators and to two outcome measures (intention to quit school and physical and psychological symptoms). In five of six tests, thedirect stress-to-outcome relationship was small and nonsignificant, consistent with the crucial mediating role of burnout. Contrary to previous model tests involving parenting, work, and student stress, there was only very limited evidence for a buffering influence of social support. Implications were drawn for stress theory and for policy focusing on assessment of student burnout and benefits arising from its alleviation.     

Intensive mentoring that contributes to change in beginning elementary teachers’ learning to lead classroom discussions

This study examines whether targeted mentoring can make a difference during the induction years. The effects of a mentoring intervention based on principles of instructional quality and effective professional development were studied. Learning to lead classroom discussions is a high-leverage practice related to effective teaching. Forty-two beginning elementary teachers participated in yearlong mentoring to lead discussions for higher-order thinking. These novices were compared to 41 beginning teachers in the same high-poverty school district who did not receive the mentoring treatment. Qualitative and quantitative findings illustrate significant differences in beginning teacher practices based on involvement in the intensive mentoring.     

The teacher leadership process: Attempting change within embedded systems

This embedded case study examines the leadership practices of eleven teacher leaders in three urban schools to identify how these teacher leaders attempt to change the teaching practice of their colleagues while working as professional learning community leaders and as mentors for new teachers. Using a theoretical framework integrating complex systems theory with Kotter’s (Leading change. Harvard University Press, Cambridge, 1996) eight steps for leading organizational change, we analyze the work and perspectives of individual teacher leaders, and we examine how teams of teacher leaders and principals function collectively in their efforts to lead instructional change. Our findings have implications for schools seeking to utilize teacher leadership as a reform strategy for authentic instructional improvement.     

Conducting Video Research in the Learning Sciences: Guidance on Selection,Analysis, Technology,and Ethics

Linking research to a compelling societal interest can build financial commitments to research, bring increased attention to findings, and grow support for scaling up impacts. Among many compelling societal interests that learning scientists can cite—such as increasing the quality of life, preparing citizens to make decisions in a complex world, and enhancing social cohesion among a diverse population—economic competitiveness is a compelling societal interest that resonates broadly among stakeholders. Indeed, it is now somewhat common to introduce learning sciences research, as in the Cambridge Handbook of the Learning Sciences and the U.S. National Education Technology Plan, by citing economic rationales. Despite the utility of evoking a potential link between learning research and economic competitiveness in the minds of broader audiences, learning scientists engage in rather little critical discussion of whether such links are meaningful and empirically sound within their own programs of research. This article seeks both to problematize conventional wisdom about links between learning sciences research and economic growth and to suggest possible directions for future research aimed at discovering stronger links. Because the issues are complex, we do not reach firm conclusions. Rather, this article seeks to spark a discussion within the field.     

Rethinking Museum Visitors: Using K‐means Cluster Analysis to Explore a Museum's Audience

Abstract Understanding visitors is a necessary and complex undertaking. In this article, we present K‐means cluster analysis as one strategy that is particularly useful in unpacking the complex nature of museum visitors. Three questions organize the article and are as follows: 1) What is K‐means cluster analysis? 2) How is K‐means cluster analysis conducted? 3) Most importantly: What are the applications of K‐means cluster analysis for museum practitioners? To answer these questions, we present five steps that are vital to conducting a K‐means cluster analysis. We also present three cases studies to demonstrate differences among the results of three K‐means cluster analyses and provide practical applications of the findings.     

The influence of framing on transfer: initial evidence from a tutoring experiment

This paper investigates the idea that the framing of learning and transfer contexts can influence students’ propensity to transfer what they have learned. We predicted that transfer would be promoted by framing contexts in an expansive manner in which students are positioned as having the opportunity to contribute to larger conversations that extend across time, places, people, and topics. A one-on-one tutoring experiment was conducted to test this hypothesis by manipulating framing as either expansive or its opposite (bounded) within a complex instructional learning ecology. We investigated the degree to which high school biology students transferred knowledge from a learning session about the cardiovascular system to a transfer-of-learning session about the respiratory system depending on framing condition. Consistent with the framing hypothesis, students in the expansive condition were generally more likely to transfer facts, a conceptual principle, and a learning strategy from one system to another.     

‘I see what I see from the theory I have read.’ Student teachers learning through theory in practice

This article presents and discusses experiences from a research and development project where Norwegian student teachers were encouraged to bridge theory and practice by following a pupil’s learning processes over time, and to write papers based on empirical data and relevant subject theory. The evaluations of the project received high ratings from the student teachers, and an inductive analysis of the answers to open-ended questions revealed three key aspects behind its success: commuting between field practice and coursework, the authenticity of the tasks and future relevance for the teacher profession. These aspects are interpreted building upon Dewey’s concept educative experience. The findings are discussed in the light of the importance of understanding pupils’ knowledge, and the role of writing in inquiry-based learning processes. The project is also placed within an international discussion on the relationship between field practice and theoretical coursework as arenas for learning in teacher education.