How do tutors use data to support their students?

ABSTRACT

Despite widespread enthusiasm, evidence of the effectiveness of learning analytics remains mixed. One possible explanation for this is that insufficient attention has been paid to the contexts in which it is introduced. We report here on a small-scale study into the prior use of data and communications technologies by tutors, who comprise a key user group in The Open University’s tuition model. Tutors interviewed reported using a complex set of data sources and information tools, and creating local/personal tools and methods for keeping track of students and their interactions with them.     

On the evaluation of systemic science education reform: Searching for instructional sensitivity

We propose a multilevel‐multifaceted approach to evaluating the impact of education reform on student achievement that would be sensitive to context and small treatment effects. The approach uses different assessments based on their proximity to the enacted curriculum. Immediate assessments are artifacts (students' products) from the enactment of the curriculum; close assessments parallel the content and activities of the unit/curriculum; proximal assessments tap knowledge and skills relevant to the curriculum, but topics can be different; and distal assessments reflect state/national standards in a particular knowledge domain. To provide evidence about the sensitivity of the multilevel approach in ascertaining outcomes of hands‐on science programs we administered close, proximal, and distal performance assessments to evaluate the impact of instruction based on two Full Option Science System units—Variables, and Mixtures and Solutions—in a Bay Area school district. Results indicated that close assessments were more sensitive to the changes in students' pre‐ to post‐test performance than proximal assessments. © 2002 Wiley Periodicals, Inc. J Res Sci Teach 39: 369–393, 2002     

STEAM Designed and Enacted: Understanding the Process of Design and Implementation of STEAM Curriculum in an Elementary School

Journal of Science Education and Technology - Educators are now moving classroom instructional objectives away from what content do we need to know towards how can we support learners in the...     

隋"国计之富"与隋之速亡

隋朝素以“国计之富”艳称于中国历史，实际上隋的富庶，在某种程度上被夸大了，并不尽属实。隋代速亡，原因何在?或以为就在于其“国计之富”，也不符合史实，隋短祚而亡，原因主要在其内部离心因素过多。     

Pedagogy for partisanship: research training for Black graduate students in the Black intellectual tradition

Current and former students of two professors in a southern research university and a community educator, all participants in an African-centered research collaborative/apprenticeship, describe what and how we study together and our struggle to use our knowledge and research in service to our community. We uplift the works of key Pan-African/Black/Africana Studies/Nile Valley scholars to illustrate the African epistemic foundation of our collaborative/apprenticeship. We describe how we utilized the methodology of narrative inquiry to explore our experiences as participants in the HeKA (Heritage Knowledge in Action) research collaborative and how HeKA has provided ways of knowing and being centered in our culture and heritage. We present our findings, which include some of the dilemmas of Black doctoral students and emerging scholars engaged in HeKA and how this collaborative/apprenticeship serves as an emancipatory praxis to enable the next generation to realize their goals of partisan research and pedagogy in higher education.     

CONSOLIDATING LEARNING FROM EXPERIENCE

The article describes an experiential learning programme at the University School of Education, Newcastle upon Tyne, in which teams of postgraduate trainee teachers undertook problem solving placements in local businesses and public services. The evaluation revealed a contrast between high general satisfaction levels and low perceived relevance to teaching. This is analysed and discussed in relation to the perceptions student teachers develop during their training. The vital importance of briefing and debriefing in experiential programmes is emphasised, as an aid to learning when much of value is easily lost.