Adapting to Adaptive Learning

ABSTRACT

Unfamiliarity with adaptive courseware and its uses may be a barrier to implementation. This article provides insights from a qualitative case study that was conducted to illuminate experiences and perceptions of faculty and staff involved in an adaptive learning technology pilot at a nonprofit university in the United States. Findings revealed that team dynamics, including diversity and persistence, were critical for the success of the project and overcoming the challenges of working with a vendor in terms of process, timeline, and role clarity. Finally, the study helps to underscore the importance of using adaptive courseware to support and train faculty.     

Just knowing how to read isn't enough! Assessing knowledge for teaching reading

Debates persist over the knowledge needed to teach elementary reading effectively. In one commonly held view verbal ability is what matters most and the best approach to improving teacher quality is to recruit teachers who themselves are good readers. Others argue that teachers need special forms of professional knowledge that differ substantially from common adult reading and verbal ability. These different assumptions about what teachers need to know are directly relevant to whether teaching reading demands specialized professional knowledge and they have lead to radically different policy recommendations for both teacher preparation and induction. This study presents preliminary evidence that elementary reading teachers can hold a special knowledge of language, text, and reading process that differs substantially from common reading and verbal ability. Implications for the measurement and study of teacher quality and related implications for teacher evaluation and teacher development are discussed.

Inherited prothrombotic risk factors in children with first ischemic stroke

Stroke in children is a heterogeneous disorder. Over 100 risk factors for stroke have been reported and genetic predisposition to stroke has been established. The most frequently reported risk factors are congenital heart malformations, hemolytic anemias, collagen vascular diseases, some rare inborn metabolic disorders, trauma, infection and thrombophilia. The aim of this article is to provide an overview of investigated inherited prothrombotic risk factors in children with first ischemic stroke. Various prothrombotic risk factors have been investigated in pediatric stroke including elevated homocysteine and lipoprotein (a), antithrombin, protein C and protein S deficiency, Factor V Leiden, Factor II G20210A and plasminogen activator inhibitor-1 4G/5G polymorphism. Despite similar criteria for inclusion of different studies in meta-analyses investigating first ischemic stroke in children, the obtained results were not consistent for all prothrombotic risk factors. The discrepancies found could be explained by methodological issues like different sample sizes, patient populations included and lack of controls. In order to provide the necessary power for randomized control trials, multi-center, multi-national approaches like International Pediatric Stroke Study have been initiated with the aim to describe risk factors for childhood stroke and explore their relationship with presentation, age, geography, and infarct characteristics. Although it is evident from numerous studies that the frequency of inherited prothrombotic factors is increased in pediatric stroke, single thrombophilia does not fully explain stroke in a child as it represents only a mild risk factor. Further studies are needed, as improved understanding of underlying mechanisms will improve primary and secondary prevention of childhood stroke.     

Prolonged hypervolemic hemodilution decreases functional capillary density of ileal mucosa in pigs revealed by sidestream dark-field imaging

Objective  

Hemodilution changes the physical properties of blood by reducing its hematocrit and blood viscosity. We tested whether prolonged hypervolemic hemodilution (HHD) impairs functional capillary density (FCD) of ileal mucosa in healthy mechanically-ventilated pigs and if there is any correlation between changes in FCD of ileal and sublingual mucosas during HHD.     

Effective teaching methods-- Project-based learning in physics

The paper presents results of the research of new effective teaching methods in physics and science. It is found out that it is necessary to educate pre-service teachers in approaches stressing the importance of the own activity of students, in competences how to create an interdisciplinary project. Project-based physics teaching and learning seems to be one of the most effective methods for teaching science for understanding. It is necessary to provide in-service teachers instruction （seminars） and prepare sample projects with proposals how to develop, run and evaluate interdisciplinary projects. Projects are important ＂real-world＂ physics modules, modern physics and everyday life problems can be integrated into the high school curriculum. Examples of projects that were worked out are presented.     

Factor analysis of the Woodcock-Johnson with conduct disordered adolescents

A factor analysis of the 12 subtests of the Woodcock-Johnson Tests of Cognitive Ability was performed, using 286 conduct disordered male adolescents as subjects. A principal factor analysis procedure was utilized. Factors to be retained were confirmed using the scree test. The factor analysis procedure yielded three factors. These were interpreted as being a primary verbal ability factor, a secondary reasoning factor, and a secondary numerical processing factor. The perceptual speed and memory groupings identified by Woodcock were not duplicated. Implications of these results suggest the cautious use of the Cognitive Factor cluster scores for diagnosis of strengths and weaknesses for the behavior disordered population.     

The comparison of performance by sex of deaf children on the WISC-R

The Performance Scale of the WISC-R was administered to 60 female and 65 male hearing-impaired subjects. The only significant sex difference found was on the Coding subtest, with females outperforming males by a mean scaled score difference of 1.77 points (t = −3.087, p<.01). Subtest intercorrelational results suggest that deaf females possessed significantly better visual-motor coordination and speed, while males demonstrated better spatial analysis and synthesis skills. A principal factor analysis procedure yielded only one factor for each sex. The high degree of factorial similarity between the female and male samples indicated that the underlying construct being measured by the WISC-R Performance subtests does not differ by gender.     

Reevaluation of von Willebrand disease diagnosis in a Croatian paediatric cohort combining bleeding scores,phenotypic laboratory assays and next generation sequencing: a pilot study

IntroductionThis study reevaluated von Willebrand disease (vWD) diagnosis in a Croatian paediatric cohort by combining bleeding scores (BS), phenotypic laboratory testing, and next-generation sequencing (NGS).Materials and methodsA total of 25 children (11 males and 14 females, median age 10 years, from 2 to 17) previously diagnosed with vWD were included. BS were calculated using an online bleeding assessment tool. Phenotypic laboratory analyses included platelet count, platelet function analyser closure times, prothrombin time, activated partial thromboplastin time, von Willebrand factor antigen (vWF:Ag), vWF gain-of-function mutant glycoprotein Ib binding activity (vWF:GPIbM), vWF collagen binding activity (vWF:CBA), factor VIII activity (FVIII:C) and multimeric analysis. Next-generation sequencing covered regions of both vWF and FVIII genes and was performed on MiSeq (Illumina, San Diego, USA).ResultsDisease-associated variants identified in 15 patients comprised 11 distinct heterozygous vWF gene variants in 13 patients and one novel FVIII gene variant (p.Glu2085Lys) in two male siblings. Four vWF variants were novel (p.Gln499Pro, p.Asp1277Tyr, p.Asp1277His, p.Lys1491Glu). Three patients without distinctive variants had vWF:GPIbM between 30 and 50%. Patients with identified vWF gene variants had statistically significant lower values of vWF:GPIbM (P = 0.002), vWF:Ag (P = 0.007), vWF:CBA (P < 0.001) and FVIII:C (P = 0.002), compared to those without. Correlations between BS and phenotypic laboratory test results were not statistically significant for either of the tests.ConclusionThe applied diagnostic approach confirmed the diagnosis of vWD in 13 patients and mild haemophilia A in two. Limited utility of BS in the paediatric population was evidenced.     

Financing public education in the southern states

A study of curriculum goals set forth in school-leaving examinations in mathematics and biology from Egypt, Iran, Jordan, Lebanon, Morocco, and Tunisia benchmarked against the French baccalaureat examinations. This investigation uncovers and contrasts the goals of secondary education as they are put forward in the tests that are used in the certification of completion of secondary studies in these countries. The work takes advantage of a metric developed for the Third International Mathematics and Science Study efforts to measure educational goals for school mathematics and science. Tests from the sample of Middle Eastern and North African (MENA) countries are found to emphasize traditional content and the ability to recall and apply routine procedures and algorithms. These goals are contrasted with French school-leaving examinations and the implications of these findings for understanding and assessing curriculum policy in MENA, in a context of educational reform and the challenges of economic competiveness are considered.     

Complexity and action research: exploring the theoretical and methodological connections

Complexity theory is essentially a formal attempt to question how coherent and purposive wholes emerge from the interactions of simple and sometimes non-purposive components. Explicit recognition of complexity can provide a fresh and enlightening perspective on action research. Through an expository discussion of the foundational postulates of complexity theory this article demonstrates the theoretical and methodological connections between complexity and action research, with particular emphasis on the relevance of complexity in educational and workplace contexts. Complexity is an emerging theoretical perspective, which presents possibilities for revolutionizing approaches to action research, as well as strengthening arguments promoting the value of action research in a wide range of contexts. Complexity, it is argued, can provide a valuable theoretical underpinning for action research. Furthermore, action research provides a valid methodological approach to the study of complexity. This article is primarily theoretical and attempts to demonstrate the application of complexity to a specific action research project will be left to future publication(s). Rather, this article explores the general applicability of complexity as both theory and metaphor in action research. The article begins with a brief exploration of the theory, particularly focusing on its application in the social sciences. The theoretical and methodological connections between complexity and action research are discussed through several of the foundational postulates of complexity, how these manifest in action research and how they add to our understanding of action research itself.