Pedagogy in the multimodal classroom: an analysis of the challenges and opportunities for teachers

Contemporary commentary notes that students are frequently ahead of their teachers in their ability to manipulate and be creative with the internet, digital programs, and mobile technology. In this context it is important to ask, ‘What knowledge do teachers need to teach in the contemporary context where texts are elaborately multimodal, constructed not just of print but of image, sound, and movement?’ This paper proposes some signposts to assist teachers with navigating in this environment. Using teachers’ and researchers’ reflections on practices in a diverse range of settings, both primary and secondary, the analysis explicates the challenges that teachers face in this multimodal context and elucidates some ways they can effectively operate within it. In particular, it argues that it is teachers’ expertise as analysts and critics of texts that needs to guide their planning and teaching in this ‘new’ text world.     

Formation control and collision avoidance for a class of multi-agent systems

In this paper, a control scheme is proposed for a group of elliptical agents to achieve a predefined formation. The agents are assumed to have the same dynamics, and communication among the agents are limited. The desired formation is realized based on the reference formation and the mapping decision. In the control design, searching algorithms for both cases of minimum distance and tangents are established for each agent and its neighbors. In order to avoid collision, an optimal path planning algorithm based on collision angles, and a self-center-based rotation algorithm are also proposed. Moreover, randomized method is used to provide the optimal mapping decision for the underlying system. Two examples and analyses are presented to demonstrate the effectiveness and potential of the new control scheme.     

Neoliberal values & queer/disability in Margarita with a Straw

ABSTRACT

Margarita with a Straw is an Indian movie about a queer/disabled woman exploring her sexuality. The article uses textual analysis with a discursive formation approach to analyze how the protagonist’s queer/disabled identity is constituted vis-à-vis intimate partnerships alongside the promotion of neoliberal values. One relationship with an able-bodied white man takes place within a caregiving dynamic that challenges her independence. The other relationship with a disabled South Asian woman creates an interdependence that bifurcates their identities as disabled-and-queer. The article argues that the promotion of neoliberal values in the context of queer/disability is about independence from dependence on sociopolitical systems.     

Designing video feedback to support the socioemotional aspects of online learning

The COVID-19 pandemic required instructors to rapidly redesign subject delivery for the online environment. In dealing with this emergency situation, instructors may have focused their energies primarily on transitioning learning and assessment activities to the online context rather than working to support the socioemotional aspects of learning, such as belonging and motivation. As a result, online classes may have lacked social presence, leaving students feeling unvalued and demotivated. Research findings by Borup, West, and Thomas (Educ Technol Res Dev 63(2):161–184, 2015) indicate that instructors may be able to support positive socioemotional outcomes for online students through the provision of video feedback comments. The purpose of this short response is to briefly review the work of Borup et al. (2015) and, in doing so, highlight three key design considerations relating to the creation and provision of video feedback comments in order to bolster socioemotional outcomes for online students. Limitations and implications for future research are also discussed, including cultural and inclusivity issues.

     

Autism Spectrum Disorders: Neurobiology and current assessment practices

This study reviews recent research related to the neurobiology of Autism Spectrum Disorders (ASDs) an provides an empirical analysis of current assessment practices. Data were collected through a survey of 117 school psychologists. The Childhood Autism Rating Scale (CARS), Gilliam Autism Rating Scale (GARS), and Gilliam Asperger's Disorder Scale (GADS) were the most frequently used measures. Among the less popular, but more intensive instruments, the Autism Diagnostic Observation Schedule (ADOS) appears to be gaining popularity within school‐based evaluations. Generally, respondents approached the assessment of ASDs from a traditional psychoeducational perspective and reported the use of a very narrow range of ASD‐specific instruments. Concerns are raised regarding the inconsistent inclusion of developmental questionnaires, parent/guardian interviews, and medical professionals in the ASD evaluation process. Implications for practice and the training of school psychologists are discussed. © 2008 Wiley Periodicals, Inc.     

Pedagogy of the Spirit: Comparing Evangelical and Latter-day Saint Youth Self-Reported In-Class Spiritual Experiences

This study statistically analyzes data from 756 evangelical and Latter-day Saint youth regarding their perceived in-class spiritual experiences of twenty items related to Christian theology. The data indicates similar spiritual outcomes between the two groups, with no statistically significant differences between eleven of the twenty spiritual experience items. However, evangelical participants most highly reported affective spiritual outcomes and least commonly reported action-oriented spiritual outcomes, while Latter-day Saint youth most highly reported action-oriented spiritual outcomes and least commonly reported cognitive spiritual outcomes. Action-oriented spiritual outcomes constitute the greatest difference between the two groups. We explore how the differences between evangelical and Latter-day Saint pedagogy and theology might account for these differences.     

Examining Predictors of Counselor‐in‐Training Intentional Nondisclosure

This study explored factors that best predict intentional nondisclosure by counselors‐in‐training (CITs) during onsite supervision, including social judgment about one’s supervisor, the supervisory working alliance (SWA), and supervisee attachment styles. Stepwise regression in a sample of 146 CITs revealed that the SWA and supervisee attachment avoidance predicted 60% of the variance in intentional nondisclosure.     

Treatment outcome for a maltreated population: benefits, procedural decisions, and challenges

OBJECTIVE: To review the benefits, challenges, and procedural decisions to consider when implementing and managing a treatment outcome program for a maltreated population. METHOD: We reviewed the reasons to implement a treatment outcome program, decisions regarding procedures, and challenges likely to be encountered based on literature in the field and the authors' 6 years of experience in developing and maintaining an outcome program at a center specializing in the treatment of maltreated children. RESULTS: The development of an outcome programs requires careful measurement selection, early and ongoing staff-involvement, support from higher management, a well-developed data base and client tracking system, a coordinator and support staff, clinical utility, planning for fiscal impact, and flexibility to contend with challenges. CONCLUSIONS: Based on our experience, the plethora of clinically rich and administratively useful information derived from an outcome program far outweighs the challenges and costs of establishing and maintaining an outcome program.