Formatively assessing prospective teachers’ skills in leading mathematics discussions

Educational Studies in Mathematics - Mathematics discussions are important for helping students to develop conceptual understanding and to learn disciplinary norms and practices. In recent years,...     

Why flipping the classroom is not enough: Digital curriculum making after the pandemic

PROSPECTS - To slow down the proliferation of Covid-19, governments virtually shut down public life, temporarily closed schools, and forced teaching to be done exclusively on a remote basis. These...     

Short- and long-term outreach at the zoo: cognitive learning about marine ecological and conservational issues

Although zoos envision themselves as environmental education institutions and governmental policies require that students become environmentally responsible citizens, it is surprising, that little research is done with regard to school field trips to the zoo. Many students are not aware that their everyday life affects marine environments that may enhance through spatially disconnection from marine ecosystems. A zoo field trip may overcome this disconnection. Considering knowledge as prerequisite for environmental attitudes and behavior, our study focused on cognitive learning of high school students at an instructional zoo field trip about marine ecology and conservation, by applying two cooperative learning settings. The study followed a quasi-experimental design, applying multiple-choice pre-post-retention tests. The results show satisfying short- and long-term knowledge achievement. Our cooperative learning settings seems to be a suitable approach for zoo field trips to facilitate a satisfying cognitive outcome concerning marine ecology and conservational issues.     

Negotiating the Contested Terrain of Equity-Focused Change Efforts in Schools: Critical Race Theory as a Leadership Framework for Creating More Equitable Schools

Educational leaders attempting to enact equity-focused change in their schools are frequently met with fierce opposition by politically powerful parents whose children are well served by the status quo. The purpose of this conceptual article is to: (a) explore the utility of Critical Race Theory as a framework for helping K-12 school leaders anticipate and make sense of resistance to change efforts aimed at creating greater educational equity for underserved students, and (b) suggest ways that school leaders can more effectively engage in equity reforms in their schools. To do this, we examine a highly contested public debate over a recent equity-focused change effort at Berkeley High School (BHS)—a large, racially and socioeconomically diverse public school in Northern California. Using the events at BHS as an example, we argue that change efforts could be undertaken more effectively by: (a) identifying and addressing the underlying property interests up front, (b) anticipating how majoritarian narratives rooted in “colorblindness” and deficit thinking would be employed as a means for obscuring and maintaining unequal access to scarce resources, and (c) focusing on specific areas of interest convergence.     

Hierarchical web resources retrieval by exploiting Fuzzy Formal Concept Analysis

In recent years, knowledge structuring is assuming important roles in several real world applications such as decision support, cooperative problem solving, e-commerce, Semantic Web and, even in planning systems. Ontologies play an important role in supporting automated processes to access information and are at the core of new strategies for the development of knowledge-based systems. Yet, developing an ontology is a time-consuming task which often needs an accurate domain expertise to tackle structural and logical difficulties in the definition of concepts as well as conceivable relationships. This work presents an ontology-based retrieval approach, that supports data organization and visualization and provides a friendly navigation model. It exploits the fuzzy extension of the Formal Concept Analysis theory to elicit conceptualizations from datasets and generate a hierarchy-based representation of extracted knowledge. An intuitive graphical interface provides a multi-facets view of the built ontology. Through a transparent query-based retrieval, final users navigate across concepts, relations and population.     

Development of morphological priming effects in reading aloud in the biscriptal Bosnian orthography

Reading and Writing - A substantial body of research has noted morphological priming effects in visual word recognition in deep orthographies, but it is still unclear whether similar effects exist...     

The challenge of promoting self-regulated learning among primary school children with a low socioeconomic and immigrant background

The authors explore the effects of student tutoring as an approach to provide support on self-regulated learning (SRL) to fifth- and sixth-grade students with a low socioeconomic or immigrant background. In total, 401 Flemish (Belgium) students participated. A quasi-experimental study with pretest, posttest, and retention test control group design was used, combining teacher ratings, self-report questionnaires, and think-aloud protocols. The teacher rating results show a significantly positive effect from pretest to posttest for the experimental condition, but this was not maintained at the retention test. The questionnaire and think-aloud results reveal no significant effects on students’ SRL. However, differential effects depending on students’ motivational profile were found. This study illustrates the complexity of promoting SRL among primary school children with a low socioeconomic or immigrant background, recommending further research into conditions and factors influencing the effectiveness of student tutoring programs promoting SRL.     

Dynamic changes in perfectionism dimensions and psychological distress among adolescents assessed before and during the COVID-19 pandemic

This prospective longitudinal study evaluated changes in psychological distress among adolescents, pre-pandemic to intra-pandemic, the extent to which within-person and between-person differences in trait multidimensional perfectionism were associated with such changes, and the role of stress in explaining associations between perfectionism and psychological distress. Adolescents (N = 187; 80% female; 78% White, 7% Asian Canadian, 2% Indigenous Peoples in Canada, 2% Black or African Canadian, 2% Latin Canadian, or 9% Other; M_age = 17.96 years) completed online surveys assessing perfectionism (i.e., self-oriented perfectionism and socially prescribed perfectionism), depression, anxiety, and stress pre-pandemic (i.e., March 12, 2020 or earlier) and during Ontario, Canada's first (i.e., March 13, 2020 to July 24, 2020) and second (December 26, 2020 to February 7, 2021) government-mandated lockdowns. Between-person differences and within-person changes in multidimensional trait perfectionism were associated with increases in psychological distress and perceived stress. Perceived stress served as an intermediary pathway linking multidimensional trait perfectionism to psychological distress during the pandemic.     

The digital home learning environment and its relation to children’s ICT self-efficacy

Learning Environments Research - With the rapid progress of technological development, self-efficacy in reference to digital devices (i.e., information and computer technology [ICT] self-efficacy)...     

Stereotype threat in learning situations? An investigation among language minority students

Stereotype threat (ST) is a potential explanation for inequalities in language competencies observed between students from different language backgrounds. Language competencies are an important prerequisite for educational success, wherefore the significance for investigation arises. While ST effects on achievement are empirically well documented, little is known about whether ST also impairs learning. Thus, we investigated vocabulary learning in language minority elementary school students, also searching for potential moderators. In a pre-post design, 240 fourth-grade students in Germany who were on average 10 years old (M_Age = 9.92, SD = 0.64; 49.8% female) were randomly assigned to one of four experimental conditions: implicit ST, explicit ST without threat removal before posttest, explicit ST with threat removal before posttest, and a control group. Results showed that learning difficult vocabulary from reading two narrative texts was unaffected by ST. Neither students’ identification with their culture of residence and culture of origin nor stereotyped domain of reading were moderators. The findings are discussed with regard to content and methodological aspects such that a motivation effect might have undermined a possible ST effect. Implications for future research include examining the question at what age children become susceptible to ST and whether students have internalized negative stereotypes about their own group, which could increase the likelihood of ST effects occurring.