Problem analysis: Examining the selection and evaluation of data during problem‐solving consultation

The purpose of this study was to analyze how school psychologists engaged in problem analysis during problem‐solving consultation. Five aspects of the problem analysis process were examined: 1) the types of questions participants asked during problem identification, 2) the types of data participants requested, 3) the frequency of requests for each type of data, 4) the use of multiple methods and sources of data across multiple domains, and 5) the criteria used to interpret the data. Four school psychologists were recruited to each complete three fictional consultation cases within a computer‐simulated environment. A qualitative case study method was used. The results of this study revealed how school psychologists used theory, a multidimensional assessment framework, and self‐referent data to analyze a problem. Implications for future research are discussed. © 2011 Wiley Periodicals, Inc.     

Let’s Draw a Picture

In an undergraduate analysis course taught by one of the authors, three prompts are regularly given: (i) What do we know? (ii) What do we need to show? (iii) Let’s draw a picture. We focus on the third prompt and its role in helping students develop their confidence in learning how to construct proofs. Specific examples of visual models and their impact on student work are presented.     

A novel method for the performance of isometric exercise in the home

There is a paucity of research on devices suitable for home-based isometric exercise. Our aim was to compare cardiovascular responses to isometric exercise using novel and established methods. Ten individuals (age 34.0?±?8.5 years, mass 68.2?±?10.4?kg, height 1.72?±?0.09?m; mean?±?s) performed three different isometric exercise protocols with 48?h between each. Each protocol involved four repeated exercise bouts of 2?min at 30% maximum voluntary contraction force using alternate legs (transducer), alternate arms (transducer), or alternate arms (novel device). Systolic blood pressure, diastolic blood pressure, mean arterial blood pressure and heart rate were measured every 30?s. The highest (peak) values during each 2?min bout of exercise were recorded (peak systolic blood pressure, peak diastolic blood pressure, peak mean arterial blood pressure and peak heart rate). At the end of each 2?min exercise bout, the participants rated their perceived discomfort using Borg's CR-10 scale. There was a statistically significant difference in peak systolic blood pressure between isometric arm flexion using the force transducer and the novel device [158.1?±?10.8 vs. 149.1?±?13.9?mmHg (mean?±?s); P = 0.02]. Further analysis showed that peak systolic blood pressure was on average 9?mmHg higher using the force transducer with limits of agreement of –?15.97 to 33.97?mmHg. Analysis of the peak diastolic blood pressure, peak mean arterial blood pressure, peak heart rate and CR-10 data revealed no statistically significant differences between the three protocols. These results suggest that this novel, home-based method elicited similar cardiovascular responses during isometric exercise to those of established laboratory-based methods. However, the lower peak systolic blood pressure using the modified scales warrants further investigation before this method is used widely in the home.     

Teacher awareness of student alternate conceptions about rotational motion and gravity

Twenty high school physics teachers were interviewed to determine their awareness of student alternate conceptions in the areas of force and gravity. The teachers were also asked to indicate preferred teaching strategies dealing with alternate conceptions. Teacher predictions of student responses were compared to alternate conceptions held by 315 grade-nine students and published findings from other research studies. Edmonton students were found to possess nearly every alternate conception identified in previous research, in similar proportions. A few previously undocumented alternate conceptions were also identified. At times, students were observed to arrive at the currently acceptable conclusion by using alternate conceptions. The high school physics teachers, as a group, identified nearly all the alternate conceptions used by the students. However, individual teachers were generally aware of only a few alternate conceptions, with fully one third of them possessing alternate conceptions themselves in one or more of the tasks. The teachers were also unable to predict with any accuracy the different types of student responses or the proportion of students choosing each alternative. The teaching strategies outlined by the teachers would be considered only partially effective according to current research findings.