The Big-fish–little-pond-effect Stands Up to Critical Scrutiny: Implications for Theory, Methodology, and Future Research

The big-fish–little-pond effect (BFLPE) predicts that equally able students have lower academic self-concepts (ASCs) when attending schools where the average ability levels of classmates is high, and higher ASCs when attending schools where the school-average ability is low. BFLPE findings are remarkably robust, generalizing over a wide variety of different individual student and contextual level characteristics, settings, countries, long-term follow-ups, and research designs. Because of the importance of ASC in predicting future achievement, coursework selection, and educational attainment, the results have important implications for the way in which schools are organized (e.g., tracking, ability grouping, academically selective schools, and gifted education programs). In response to Dai and Rinn (Educ. Psychol. Rev., 2008), we summarize the theoretical model underlying the BFLPE, minimal conditions for testing the BFLPE, support for its robust generalizability, its relation to social comparison theory, and recent research extending previous implications, demonstrating that the BFLPE stands up to scrutiny. Quotations (associated page numbers) to the Dai and Rinn (2008) article are based on a prepublication version of the article available to the authors of this article that may have changed during the final preparation for publication. The authors would also like to express thanks to David Dai and Anne Rinn for their encouragement and assistance to us in preparation of our article, whilst still acknowledging that they might not agree will all the views expressed here.     

Cultivating Hope Through Learning for the Common Good

This article examines how an orientation toward hope can guide institutions of higher education in achieving their ultimate purpose of providing education for the common good of society. In today's cultural context, colleges and universities must navigate a multitude of challenges and competing philosophies, many of which question the validity of their inherent value and purpose. As society continues to press questions of market relevance, sustainability, accessibility, quality, and the value of higher education, a basic question remains: How, amid all of these challenges, can today's postsecondary institutions contribute to the cultivation of a better society? In this regard, faith-based colleges and universities can offer guidance. By carrying out their distinctive mandate of infusing their educational mission with the holistic character formation of students, these institutions can promote the common good by coupling the Gospel message of personal hope in Jesus Christ with the call to cultural influence and transformation. To demonstrate this concept, a framework is offered that describes both a starting point—a biblical foundation for understanding humanity and hope—and a pathway through learning. The application of this framework—uncommon learning for the common good—invites implications for curricular design, the facilitation of learning, and institutional leadership that faculty and administrators from across the spectrum of higher education may find timely and relevant to their own learning contexts.     

《教育技术的含义》译文

教育技术是通过创造、使用、管理适当的技术性的过程和资源,以促进学习和改善绩效的研究与符合道德规范的实践。这是美国教育传播与技术协会(AECT)2004年在《教育技术的含义》文献中提出的关于教育技术概念的新定义。该文献包括背景、定义、定义的元素、与教育技术概念的关系、与绩效技术概念的关系、定义背后的假设、目的和受众、历史上的早期定义、结论、参考文献十个部分。     

Silent versus oral reading comprehension and efficiency

Seventy‐four students read passages from an individually administered test of reading comprehension (a subtest from the Test of Dyslexia, a test of reading and related abilities currently in development; McCallum & Bell, 2001), and then answered literal and inferential questions. Students were randomly assigned to one of two conditions; 39 students read the passages silently and 35 read orally, with time recorded for each passage read. Comprehension and time were dependent measures for a Multivariate Analysis of Covariance (MANCOVA) and two follow‐up Analyses of Covariance (ANCOVA). After controlling for reading ability, results from the MANCOVA showed a significant combined effect ( p < .05); however, a comparison of mean reading comprehension scores showed no significant difference between silent readers and oral readers ( p > .05). On the other hand, with reading ability controlled, silent readers took significantly less time to complete passages compared to those who read orally ( p < .02). In fact, students took 30% longer to read orally than silently, on average. When test directions do not specify either oral or silent reading and error analysis is not a goal, testing will be more efficient via silent responding with no loss of comprehension. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 241–246, 2004.     

Achieving equivalence: a transnational curriculum design framework

Transnational education is now essential to university international development strategies. As a result, tertiary educators are expected to engage with the complexities of diverse cultural contexts, different delivery modes, and mixed student cohorts to design quality learning experiences for all. To support this transition we developed a transnational curriculum design framework that synthesises knowledge about what impacts on curriculum design. This framework aims to help academic developers communicate complex educational concepts and foster international communities of practice. It guides cyclical implementation that is focused on achieving equivalent and quality educational outcomes for students regardless of their location across the globe.     

Research Study on an Applied Interdisciplinary Product Development Course for College Sophomores

This research compares the industry readiness, product development skill level, and overall knowledge gains of students taking an undergraduate research course (treatment) to those who did not (control). This 2‐semester Applied Interdisciplinary Product Development (AIPD) course for sophomores brought together interdisciplinary teams of food science, nutrition, and packaging science students in a hands‐on setting to create healthy food products for children, complete with retail packaging. A Subject Knowledge Assessment (SKA) was used to evaluate the mean percent difference value (MPDV) of food science, nutrition, packaging science, and general product development knowledge gained through the course. SKA results indicated that the MPDV were significantly different (α = 0.05) between the treatment and comparison groups in the overall score and in every subject area score except packaging science. Data from an Exit Questionnaire (EQ) was used for evaluation of attitudes pertaining to product development knowledge and skills, department engagement, and pedagogy. EQ results indicated that mean scores between the treatment and comparison groups were significantly different (α = 0.05) in 7 of the 9 statements on product development knowledge and skills, both statements pertaining to pedagogy, and the statement pertaining to department engagement. Overall, the research project was considered a successful intervention for educating sophomores at the University. Overall, the research project was considered a successful intervention for educating sophomores in the Food, Nutrition and Packaging Science department at Clemson University. The student‐lead teams were held to a greater degree of accountability for their success in terms of education gleaned and value of experience gained as metric for the University and other IFT Accredited programs.