Video Modeling and Explicit Instruction: A Comparison of Strategies for Teaching Mathematics to Students with Learning Disabilities

As classrooms begin to adopt a greater number of digital technologies such as computers and tablets, it is important for educators to understand how effective such tools can be in aiding in the delivery of instruction to students who struggle in mathematics, such as those identified with a learning disability in mathematics. One digital‐based instructional strategy with a limited research base for students with a learning disability is video modeling. Through a single subject alternating treatments design, this study compared the use of video modeling to face‐to‐face explicit instruction for teaching geometry word problems to three secondary students with a learning disability in mathematics. Across 10 sessions of intervention, all three students demonstrated improved performance on all dependent variables with both interventions, while the explicit instruction condition produced slightly greater accuracy scores for two of the three students. The results and their implications for the field of mathematics are discussed.     

Making Sense out of Incentives: A Framework for Considering the Design,Use, and Implementation of Incentives to Improve Attendance

ABSTRACT

Accumulating evidence indicates that student attendance is closely tied to a range of educational outcomes, and yet millions of students are chronically absent each year. Under the Every Student Succeeds Act (ESSA), schools are now held accountable for their students' attendance at a scale this country has never before seen. As such, this is a crucial time to understand what research and evaluations suggest about what schools can do to move the needle on student attendance. As researchers work toward understanding the impact of different interventions and practices, and how results vary by grade level, on-the-ground experiences in schools highlight the pervasive use of incentives from pre-K to grade 12. Schools have employed a wide range of incentives to improve attendance, with varied levels of success. Unfortunately, there is little guidance on what policymakers and practitioners ought to consider when deciding if incentives are an appropriate intervention, and then how to design incentives in ways that align with the nature of specific attendance barriers and problems. This article presents a framework to fill that gap. We outline the design considerations when creating attendance incentives and offer guidance to practitioners deciding what to implement in their school.     

The Privatization of the Internet's Backbone Network

Scholars have neglected the privatization of the Internet's backbone network, despite the obvious significance of the U.S. government turning control of a powerful new communication technology over to the private sector. This article analyzes the transition from a government-sponsored backbone network to multiple commercially owned backbone networks. The authors also analyze the implications of the privatization on the Internet's governance, competition, and performance.     

A group of nurses experience open learning—further explorations of the impact

The ideological moorings of distance education, both as a discipline and as a mode, rest on cognisance of multiple and varying contexts of learners, which it aims to address through responsive course content creation and delivery strategies. One of the frames through which the context needs to be understood is gender. There is research stating that gender both structures and influences the world of the learner and learner experience; therefore, learning needs to be contextualised to women’s personal, social, mental and emotional milieux. Through a qualitative inquiry, undertaken within the constructivist framework, aimed at uncovering the perspectives of learners and counsellors associated with five programmes of Indira Gandhi National Open University, the present paper attempts to revisit gender in open and distance learning (ODL). It seeks to uncover the impact of gender on learning through the distance mode; the need and availability of support structures in ODL to address the specific needs of women; the reflection and transaction of gender perspectives in content and pedagogy and, through this, to identify issues that may be relevant in the present‐day context. The findings of the study are not a function of gender alone. A matrix of variables appears to impact learner experience and response to ODL – the structuring of the programme and its requirements, the role(s) played by the counsellors, the motivations and the learning milieux created by the learners – all independently and collectively influence the learners’ – male and female – experience of ODL. While gender is not the independent variable each time, this does not mean that there are no gender‐specific issues any more – only that they need to be examined and answered in a particular context.     

Internationalizing the Community College Experience

September 11, 2001 heightened the need for America to train a new generation of leaders with the ability to navigate different cultures and to succeed in the international marketplace. This paper seeks to place the community college firmly in the mix of developing such leaders through the internationalization of the community college experience. Specifically, we suggest that a focus on the 3Is— Internet (technology in the classroom); Internationalization of the curriculum (encouraging international activities in the classroom); and Interdependency (understanding of other cultures, languages, and customs)—through the illustration of case studies, will create a more educated global citizenry.     

Development and validation of Online Classroom Learning Environment Inventory (OCLEI): The case of Indonesia during the COVID-19 pandemic

Learning Environments Research - This paper reports the development and validation of a new questionnaire to assess students' perceptions of the online learning environment in Indonesia during...     

Serum carcinoembryonic antigen levels in head and neck cancer

Carcinoembryonic antigen (CEA) levels were estimated in sera of 25 patients with head and neck cancer. The levels were found to be significantly higher in patients as compared to the controls. However, the rise was nearly to the same extent in all the patients studied, irrespective of the site or character of lesion but was directly proportional to the stage of cancer and to the presence of lymphnode metastasis. After radiotherapy serum CEA levels were significantly reduced.     

Scaled telerobotic control of a manipulator in real time with laser assistance for ADL tasks

In this paper we present a novel concept of shared autonomous and teleoperation control of a remote manipulator with a laser-based assistance in a hard real-time environment for people with disabilities to perform activities of daily living (ADL). The laser pointer enables the user to make high-level decisions, such as target object selection, and it enables the system to generate a trajectories and virtual constraints to be used for autonomous motion or scaled teleoperation. Autonomous, position-teleoperation and velocity-teleoperation control methods have been implemented in the control code. Scaling and virtual fixtures have been used in the teleoperation based control depending on the user preference.A real-time QNX operating system has been used to control a PUMA 560 robotic arm using a Phantom Omni master through a TCP/IP port. A SICK laser range finder was used to for the telerobotic control. The system was implemented with different control modes, and three healthy human subjects were trained to use the system for a pick-and-place task. Data were collected and presented for different control modes, and a comparison between these modes based on the time to complete the task was presented.     

Evaluation of engineering and technology activities in primary schools in terms of learning environment,attitudes and understanding

Because the importance of science, technology, engineering and mathematics (STEM) education continues to be recognised around the world, we developed and validated an instrument to assess the learning environment and student attitudes in STEM classrooms, with a specific focus on engineering and technology (E&T) activities in primary schools. When a four-scale instrument assessing classroom cooperation and involvement and student enjoyment and career interest was administered to 1095 grade 4–7 students in 36 classes in 10 schools, data analyses supported its factorial validity and reliability. When the new questionnaire and understanding scales were used to evaluate E&T activities, statistically-significant pretest–posttest changes in career interest and understanding (with large effect sizes ranging from 0.70 to 0.81 standard deviations) supported the efficacy of the instructional activities.