Seeing eye to eye: An evaluation of the use of video-conferencing to support collaboration

Student mobility and trans-national collaborative modes of learning at University level have been strongly promoted within Europe. However, such initiatives are expensive, difficult to organise and do not always attain their objectives. Recently there has been considerable interest in the extent to which computer-mediated communication between students in different countries can either supplement or substitute for actual student mobility. This paper reports an evaluation of a project in which video-conferencing was introduced in the context of an established Anglo-Spanish programme in which UK and Spanish Fashion students undertake collaborative projects in each others’ countries. Project aims included fostering and supporting second language use, providing an innovative context for collaborative art and design projects and offering an opportunity to simulate trans-national working conditions. Questionnaires, observation and interview data indicate that not all these objectives were realised, though student reaction to the technology and to the benefits it afforded for collaboration were broadly positive. The strengths and weaknesses of video-conferencing as a support to collaborative learning in this context are discussed.     

A quantitative study of the lithosphere and gravity anomalies along the atlantic coast

The principle of isobaric equilibrium is quantitatively applied to a strong lithosphere near a continental boundary. Following methods outlined in earlier papers, the deformation of the lithosphere near Cape Henry is determined from the magnitude and distribution of the sedimentary and fluid load superimposed on the original crystalline basement. From the calculated figure and the equivalent load, the resulting distribution of vertical stress and gravity defect are estimated. Except for the prediction of appreciable positive gravity defects at the continental shelf the calculated and observed gravity distributions are quite similar. The fibre stress due to the deformation is evaluated and it is shown that the position of the calculated maximum stress in tension on the landward side coincides with the observed position of lithospheric failure or the Fall Line. The strength in tension of the upper lithosphere here is shown to be less than 8.5 X 10⁸ dynes/cm². The simultaneous prediction of the approximate magnitudes of the gravity anomalies, their distribution and the location of the Fall line appears to show that a strong elastic lithosphere characterized by the constant b = 8.4 ± 2 × 10^?8 cm^?1 has a real and important geological existence.The investigation shows that due to the finite strength of the lithosphere, long linear areas parallel to continental coast lines are usually regions of disturbed gravity.     

A quantitative study of isobaric equilibrium and gravity anomalies in the hawaiian islands

The deformation of a strong elastic lithosphere supported by an underlying weak magma is calculated for a long mountainous load. The deformations, produce vertical superposed stresses in the lithosphere that contribute to the support of the mountain and distribute its weight over a large area.Employing the principle of isobaric equilibrium, the distribution of the vertical supporting stress and the associated gravity anomalies may be determined by analysis.The results of the analysis are applied to the Hawaiian chain and it is shown that the calculated physical properties and gravity anomalies are remarkably like those observed. It is inferred from the study that: (a) a strong lithosphere underlies the Hawaiians and this section is practically identical with those underlying other regions; (b) the lithosphere will support one-sided stresses approximating 10⁹ dynes/cm.² for long periods of time; (c) the distribution of gravity anomaly may be described quantitatively in terms of the calculated deformations; (d) the principle of isobaric equilibrium is obeyed throughout the region whereas the isostatic principle is generally violated; and (e) the distribution of compensating masses is not at all like that demanded by the principle of isostasy.It is concluded that isostasy leads to results that are clearly wrong when applied to mountains or other deformed regions. The principle of isobaric equilibrium appears, however, to be well established by the investigation.     

Promoting Success in High School World History: Peer Tutoring Versus Guided Notes

The purpose of this investigation was to compare qualitative and quantitative outcomes associated with peer tutoring versus teacher–directed guided notes in world history for secondary–level students with mild disabilities. Sixteen students with mild disabilities (15 of whom had learning disabilities) participated in a nine–week quarter of one of the two instructional conditions. The same special education teachers taught students during world history classes. Measures included pre– and posttests of reading fluency, comprehension strategies, and content tests, including end–of–chapter tests, cumulative–delayed–recall tests, and a delayed–recall end–of–year final exam covering the entire academic year. In addition, qualitative procedures were employed, including interviews of teachers and students regarding their instructional preferences. Findings indicated that students who participated in peer tutoring significantly outperformed those who participated in the guided–notes condition on content–area tests. No significant differences were obtained on oral–reading–fluency measures, but students in the tutoring condition performed significantly better at using a reading comprehension summarization strategy independently, and at remembering the strategy steps. Results of student interviews suggested that students responded positively overall to tutoring and guided notes, and provided specific relevant insights on each procedure. Students in the tutoring condition indicated that the time spent tutoring felt like one of the shortest academic quarters for them. Findings are discussed with respect to both benefits and challenges associated with implementing peer tutoring in high school special education content–area classes.     

Reliability and validity of the Classroom Observations of Student–Teacher Interactions (COSTI) for kindergarten reading instruction

This paper describes the technical adequacy and potential uses of an observation system used to measure the quality of literacy instruction in kindergarten classrooms. The Classroom Observations of Student–Teacher Interactions (COSTI) documents the frequency of four student–teacher interactions during beginning reading instruction: explicit teacher demonstrations, student independent practice, student errors, and teacher corrective feedback. Data were collected during kindergarten reading instruction, and the analyses address reliability, stability of the coded teaching behaviors, and predictive validity. Results indicated that data could be collected reliably and that teachers’ provision of opportunities for independent student practice was stable across the school year. Student independent practice opportunities also predicted gains in several important reading outcomes. Implications are discussed, including potential uses of the instrument for providing teachers with feedback on their literacy instruction and for extending the knowledge base on effective literacy instructional practices.