Validity Evidence against the Children’s New Ecological Paradigm Scale

Abstract

The Children’s New Ecological Paradigms scale was originally developed for children ages 10–12 and was presented as valuable for comparing that age group with older participants. This study uses cognitive interviews and measurement invariance testing to investigate how well the scores maintain the same meaning between these two age groups. The qualitative and quantitative results were consistent in revealing that at least 20% of the items function differently than expected when we use it for this purpose. The findings revealed similarities with critiques of the adult NEP and questioned the validity of the use of this instrument in its present form.     

Postmodern principles for responsive reading assessment

This paper reviews the concept of high‐stakes assessment against a background of postmodernism, and argues that the inaccessibility of cognitive processes is only one part of the problem of reading assessment: even greater challenges are posed by a postmodern analysis, in which an ‘incredulity toward metanarratives’ leads to a series of six theoretical positions, from each of which is derived a practical imperative that might guide us in establishing postmodern principles of assessment. These six imperatives are then explored in relation to two practical contexts, one in the area of portfolio or evidence‐based assessment, the other in the area of computer‐based assessment of reading. In both cases, it is argued that, working from first principles, the case for using such approaches can be established. Second, it is argued that while both these approaches to assessment offer empirical and methodological challenges that have yet to be met, they also offer opportunities for valuing the individual subject and diminishing the authority of the author and the text in ways that are in harmony with a postmodern position.     

Can’t pay,can’t play? Talent lead’s perspectives on the financial constraints experienced by athletes on the England Talent Pathway*

This study explored the extent of financial constraints experienced by athletes on the England Talent Pathway, as perceived by talent leads from various sports. Using a mixed-methods approach, 34 participants completed online surveys with 26 follow-up interviews. Findings showed the prevalence of financial constraints on individuals within the system, with three emerging themes: costs; demands on athletes; and potential funding support. “Pinch points”, causing the greatest severity of financial constraint, emerged further along the pathway and there were infrequent examples of mechanisms to identify talented athletes experiencing financial hardship. A means-tested system, premised on the demonstration of potential, is suggested by talent leads as a way of providing funding for athletes to ameliorate financial constraints in the future.     

Defining and seeking to identify critical Internet literacy: a discourse analysis of fifth‐graders' Internet search and evaluation activity

Pedagogic focus is shifting increasingly from teaching students to search the Internet efficiently to encouraging critical Internet literacy, but this paper argues that these more complex and subtle skills are both challenging to teach and difficult to identify. The paper presents an analysis of the discourse of triads of fifth graders undertaking an Internet search task that emphasised decisions relating to the trustworthiness and relevance of websites. The analysis uses two lenses – the Vygotskian concept of obuchenie and Mercer's notion of ‘inter‐thinking’ – to help identify discourse markers that could support teachers in identifying and teaching critical Internet literacy. More work is needed, but it is argued that if our goal is to develop critical Internet literacy, the concept of obuchenie helps us to understand the socio‐cognitive prerequisites of group learning in Internet searching tasks, while the concept of ‘interthinking’ offers us a distribution mechanism that can be applied in helping students acquire the skills of independent and critical analysis as they carry out those tasks.     

Assessing the effectiveness of a hybrid-flipped model of learning on fluid mechanics instruction: overall course performance,homework, and far- and near-transfer of learning

To examine the impact of a hybrid-flipped model utilising active learning techniques, the researchers inverted one section of an undergraduate fluid mechanics course, reduced seat time, and engaged in active learning sessions in the classroom. We compared this model to the traditional section on four performance measures. We employed a propensity score method entailing a two-stage regression analysis that considered eight covariates to address the potential bias of treatment selection. First, we estimated the probability score based on the eight covariates, and second, we used the inverse of the probability score as a regression weight on the performance of learners who did not select into the hybrid course. Results suggest that enrolment in the hybrid-flipped section had a marginally significant negative impact on the total course score and a significant negative impact on homework performance, possibly because of poor video usage by the hybrid-flipped learners. Suggested considerations are also discussed.     

Linking teaching and research in an undergraduate course and exploring student learning experiences

ABSTRACT

In this case study, we first describe how teaching and research are linked in a master’s course on tissue engineering. A central component of the course is an authentic research project that the students carry out in smaller groups and in collaboration with faculty. We then explore how the students experience learning in this kind of discovery-oriented environment. Data were collected through a survey, reflective writing, and interviews. Using a general inductive approach for qualitative analysis, we identified three themes related to the students’ learning experiences: learning to navigate the field, learning to do real research, and learning to work with others. Overall, the students strongly valued learning in a discovery-oriented environment and three aspects of the course contributed to much of its success: taking a holistic approach to linking teaching and research, engaging students in the whole inquiry process, and situating authentic problems in an authentic physical and social context.     

Effective usage of learning analytics: what do practitioners want and where should distance learning institutions be going?

ABSTRACT

The implementation of learning analytics may empower distance learning institutions to provide real-time feedback to students and teachers. Given the leading role of the Open University UK (OU) in research and application of learning analytics, this study aims to share the lessons learned from the experiences of 42 participants from a range of faculty, academic and professional positions, and expertise with learning analytics. Furthermore, we explored where distance learning institutions should be going next in terms of learning analytics adoption. The findings from the Learning Analytics User Stories (LAUS) workshop indicated four key areas where more work is needed: communication, personalisation, integrated design, and development of an evidence-base. The workshop outputs signalled the aspiration for an integrated analytics system transcending the entire student experience, from initial student inquiry right through to qualification completion and into life-long learning. We hope that our study will spark discussion on whether (or not) distance learning institutions should pursue the dream of an integrated, personalised, and evidence-based learning analytics system that clearly communicates useful feedback to staff and students, or whether this will become an Orwellian nightmare.     

Children's drawings provide a new perspective on teacher–child relationship quality and school adjustment

A growing literature points to the importance of children's relationships with their teachers as a factor influencing attitudinal, cognitive, and behavioral aspects of school adjustment. However, such data may be confounded when the same teacher rates school adjustment as well as relationship quality. The present study sought to address this problem by investigating direct (self-reported feelings about the teacher) and indirect (representations through drawings) procedures to assess children's perspectives on the relationship. Self-report questions were adapted from measures of school liking and maternal acceptance. Drawings applied Fury's system for describing relational negativity in child–family drawings. Results, based on a sample of 125 six-year-olds, showed significant associations between children's reports/drawings and teacher-rated relationship quality and school adjustment. Negativity in child–teacher drawings was a particularly salient correlate, suggesting that children's representations of relationships can provide a useful independent means of identifying relationship or adjustment difficulties at school.     

Teachers’ beliefs about inquiry-based learning and its impact on formative assessment practice

ABSTRACT

Background

Inquiry pedagogy has been advocated as means to engage and motivate students to learn science. The development of teacher formative assessment practice in inquiry is key for a successful implementation of student-centred inquiry pedagogy in the classroom.