Instructional support and implementation structure during elementary teachers’ science education simulation use

This investigation sought to identify patterns in elementary science teachers’ computer simulation use, particularly implementation structures and instructional supports commonly employed by teachers. Data included video-recorded science lessons of 96 elementary teachers who used computer simulations in one or more science lessons. Results indicated teachers used a one-to-one student-to-computer ratio most often either during class-wide individual computer use or during a rotating station structure. Worksheets, general support, and peer collaboration were the most common forms of instructional support. The least common instructional support forms included lesson pacing, initial play, and a closure discussion. Students’ simulation use was supported in the fewest ways during a rotating station structure. Results suggest that simulation professional development with elementary teachers needs to explicitly focus on implementation structures and instructional support to enhance participants’ pedagogical knowledge and improve instructional simulation use. In addition, research is needed to provide theoretical explanations for the observed patterns that should subsequently be addressed in supporting teachers’ instructional simulation use during professional development or in teacher preparation programs.     

‘Swallow your pride and fear’: the educational strategies of high-achieving non-traditional university students

Abstract

With more graduates, degree outcomes have a renewed significance for high-achieving students to stand out in a graduate crowd. In the United Kingdom, over a quarter of undergraduates now leave university with the highest grade – a ‘first-class’ degree – although students from non-traditional and underprivileged backgrounds are the least likely. This article explores the experiences of high-achieving non-traditional (HANT) university students. Drawing on in-depth interviews with 30 final-year students who are on course to achieve a first-class degree from working-class, minority ethnic and/or mature backgrounds, we examine their pathways to academic success through identity works and negotiations. We argue that early successes are crucial for students to re-evaluate their self-expectations as students who can achieve in higher education, while self-esteem, pride or fear can prevent students from maximising their available resources and opportunities. Implications for practice and policy are discussed, including the reflective advice from HANT students towards academic success.     

Family Effects on Student Achievement in Hong Kong

We examine the effects of family structures and processes on student achievement in Hong Kong. Specifically, we show that the negative effects of single parenthood in past studies are not universal. In Hong Kong, 4,405 15-year-old students completed a questionnaire, and tests in reading, mathematics and science. We analysed the data using multilevel models of Rasch test scores and Warm estimated indices of questionnaire items. In all subjects, the scores of children living with single parents did not differ significantly from those of children living with two parents. Moreover, students living with no parents had lower reading and science scores than other students, and this effect was mediated by lower family investment and involvement.     

Paper-based analytical devices for point-of-care blood tests

Blood can be a window to health, and as a result, is the most intensively studied human biofluid. Blood tests can diagnose diseases, monitor therapeutic drugs, and provide information about the health of an individual. Rapid response blood tests are becoming increasingly essential, especially when subsequent treatment is required. Toward this need, paper-based devices have been excellent tools for performing blood tests due to their ability to conduct rapid and low-cost diagnostics and analyses in a non-laboratory environment. In this Perspective, we review recent advances in paper-based blood tests, particularly focusing on the specific techniques and assays applied. Additionally, we discuss the future of these paper-based devices, such as how the signal intensity can be enhanced and how the in situ synthesis of nanomaterials can be used to improve the sensitivity, functionality, and operational simplicity. With these advances, paper-based devices are becoming increasingly valuable tools for point-of-care blood tests in various practical scenarios.     

Exploring pedagogical strategies to integrate a holistic approach to education into ESL classes

Holistic education is a popular trend in the midst of various educational reforms, yet little systematic research has been done to consider its application in the teaching of English as a Foreign Language (EFL) and English as a Second Language (ESL) for Asian Chinese learners. According to the New Zealand Ministry of Education, holistic education is defined as an approach to teaching to include the physical, social, emotional, cultural, and cognitive dimensions of a person’s growth. Education reform in Taiwan has adopted a Western constructivist approach. However, in Confucian Heritage Culture (CHC), open teacher–student and student–student interactions are not as common as they are in the social constructivist model found in the Anglo-Saxon culture. CHC values social harmony, teachers’ authority, and silence to avoid confrontation. Without understanding the affective and social environment in the Western context, holistic education is unlikely to be successfully implemented in Taiwan. The purpose of this research is to understand the contextualization of the holistic environment and pedagogical strategies that nurture student–teacher and student–student interactions in a holistic approach to EFL. This study utilized qualitative research methods of observation and in-depth interviews of New Zealand English teachers and observed the pedagogical practices in New Zealand English classes. This research provided effective pedagogical strategies for implementing the social and affective support of a holistic educational approach for Asian EFL students.

Run-to-run product quality control of batch processes

Batch processes have been increasingly used in the production of low volume and high value added products. Consequently, optimization control in batch processes is crucial in order to derive the maximum benefit. In this paper, a run-to-run product quality control based on iterative learning optimization control is developed. Moreover, a rigorous theorem is proposed and proven in this paper, which states that the tracking error under the optimal iterative learning control (ILC) law can converge to zero. In this paper, a typical nonlinear batch continuous stirred tank reactor (CSTR) is considered, and the results show that the performance of trajectory tracking is gradually improved by the ILC. Project supported by the Science Foundation of Shanghai Municipal Education Commission (Grant No.09Y208), and the Science Foundation of Science and Technology Commission of Shanghai Municipality (Grant Nos.08DZ2272400, 09DZ2273400) and the “11th Five-Year Plan” 211 Construction Project of Shanghai University     

An experimental study of a museum-based,science PD programme’s impact on teachers and their students

We present results of an experimental study of an urban, museum-based science teacher PD programme. A total of 125 teachers and 1676 of their students in grades 4–8 were tested at the beginning and end of the school year in which the PD programme took place. Teachers and students were assessed on subject content knowledge and attitudes towards science, along with teacher classroom behaviour. Subject content questions were mostly taken from standardised state tests and literature, with an ‘Explain:’ prompt added to some items. Teachers in the treatment group showed a 7% gain in subject content knowledge over the control group. Students of teachers in the treatment group showed a 4% gain in subject content knowledge over the control group on multiple-choice items and an 11% gain on the constructed response items. There was no overall change in science attitudes of teachers or students over the control groups but we did find differences in teachers’ reported self-efficacy and teaching anxiety levels, plus PD teachers reported doing more student-centered science teaching activities than the control group. All teachers came into the PD with high initial excitement, perhaps reflecting its context within an informal learning environment.     

Universals and specifics in learning strategies: Explaining adolescent mathematics, science, and reading achievement across 34 countries

We examined whether strategies of memorization, transfer through elaboration, and metacognition accounted for reading, science, and mathematics achievement across 34 countries. 158,848 fifteen-year-olds completed a reading literacy test and a questionnaire. Of these students, 88,401 completed a science test, and 88,590 completed a mathematics test. We analyzed the data using multi-level regressions of Rasch-estimated test scores and modeled differences across countries and across schools. Students who reported using memorization strategies often scored lower in all subjects. Transfer through elaboration was not significantly linked to any achievement scores. Lastly, students reporting greater use of metacognitive strategies often scored higher. Compared to students in individualistic societies, to achievement scores of students in collective cultures were linked more strongly to schoolmates' use of metacognitive strategies and less strongly to their own use of metacognitive strategies. These results highlight how cultural contexts can moderate the links between adolescents' learning strategies and their academic achievement.     

未来互联网的几点看法

多样性和融合互联网在我们的生活中已根深蒂固,并且它的规模庞大,因此,互联网未来的发展必将是通过不断的进化(迁移),而不是重新建立新的互联网(即使新的互联网某些方面要比传统的互联网更好