Transforming what they read: helping eleven‐year‐olds engage with Internet information

This article explores an issue of great current concern: how do we help primary aged children to engage with, and to benefit from, information from the Internet? The notion of ‘engagement’ is considered in the context of constructivist learning theory. A short case study based on a small‐scale research project in a primary school classroom in England is presented in order to illustrate the difficulties that arise when children undertake information handling work involving access to vast amounts of information. The end products from two groups of children are found to be far from what might have been expected from children of their ability, background and experience. Engagement with the ideas contained in non‐fiction texts is isolated as a crucial factor. Approaches, including the EXIT model, are presented and considered as ways in which engagement might be encouraged.     

Estimation of the Reliability of Differences Under Revised Reliabilities of Component Scores

Projecting the changes in the reliability of a difference score (d =× - Y ) as a consequence of changes in the reliabilities of X and Y does not represent a straightforward application of the Spearman-Brown formula. Formulas are developed for estimating the changes in the reliability of X-Y under two possible assumptions: (a ) × and Y have equal variances both before and after their reliabilities are altered, and (b ) × and Y have unequal variances before and after × and Y are modified. The second of these situations, which includes the first as a special case, is probably the more common .     

Perceived teacher directiveness,student variables,grades, and satisfaction: aptitude x treatment interactions?

Researchers have reported that student authoritarianism, dogmatism, intelligence, convergent-divergent abilities, conceptual level, anxiety, compulsivity, achievement motivation, achievement orientation, locus of control, independence-dependence, and extraversion-introversion interact with teacher directiveness in relation to grades and satisfaction. Evidence that the student variables are moderately intercorrelated suggested that some of the interactions may not be independent. The present study was initiated to simplify the multivariate nature of these interactive patterns by carrying out a modified stepwise regression analysis of the twelve interactions which could result in a lesser number of nonredundant interactions emerging, weighted according to how much unique variance they could account for in grades and satisfaction. Data were collected from 445 students in the classes of 26 Grade 11 and 12 English teachers at five schools in regard to English grades, satisfaction with the teacher and the course, the 12 student variables, and perceived teacher directiveness. Only achievement motivation produced significant interactions. Consequently, the planned regression models could not be constructed.     

A review of photovoice applications in environment,sustainability, and conservation contexts: is the method maintaining its emancipatory intents?

Abstract

Photovoice, a Participatory Action Research method developed by Wang and Burris, has gained popularity as a pedagogical tool to engage youth with environmental, sustainability, and conservation issues. Influenced by Paulo Freire’s critical pedagogy, feminist theory, and documentary photography, photovoice supports reflection about place, critical dialogue about community issues, and social change by reaching policymakers. Some scholars have modified the method and applied varying frameworks to increase relevance for diverse participants. However, adaptation also may lose the original tenets. Through a scoping review, this study examined methodological applications to science, conservation, and sustainability education and whether emerging approaches align with Wang and Burris’ original goals. The scoping review identified and analyzed four applications of photovoice: i) place as pedagogy, ii) conservation and sustainability, iii) STEM teaching; and iv) decolonizing education. Current scholarship shows promise for photovoice in environmental education applications to support participatory, diverse, and equitable educational settings, but some projects would benefit from more explicit attention to the original emancipatory intents of the method.     

Predicting predictability: The influence of student and institutional characteristics on the prediction of grades

This study examined the statistical and institutional influences on the prediction of first-year college grades, using data from College Board validity studies and the College Handbook. The criterion was the size of the multiple correlation between academic predictors and first-year college grades. The independent variables were the statistical data of the validity study and college characteristics. In general, the extent of the variation of the academic ability of the students was positively related to the size of the multiple correlation, and the heterogeneity of the programs and experience of college negatively related. Further analyses investigated the characteristics that were associated with the greater or lesser efficiency of the predictors (SAT Verbal and Mathematical and high school grades.)     

Writing for Science as Scholarly Communication

A humane method (from the perspective of faculty and of students) to improve the writing of students, from freshmen to graduate, is described. This method follows the standard procedure of submission of a paper to a journal, whereby the students (peer) review each other's work, revise their papers in light of the referee's comments (or rebut them). Then acceptance for publication by the editor is marked by a high grade. It has been used in a variety of physics-related courses (astronomy, high-fidelity sound, biophysics), and also in general university-wide courses (The Atomic Bomb, The Bhagavad-Gita). The method introduces students to broadly-accepted scholarly communication modes of communicating ideas, with anonymous reviews. With suitable organization the time spent by faculty can be readily reduced, and faculty efficiency improved, to make the method convenient and viable. Also, it seems that other disciplines can use this method to advantage.     

The undergraduate experience: Commonalities and differences among colleges

Item and scale responses of students in 42 colleges to the College Student Experiences Questionnaire were examined to determine the frequency with which students had engaged in a wide variety of college activities. Results suggested that students most commonly attended and carried out activities related to studying and classwork, but typically did not engage in a great many intellectual and extracurricular activities. Students in selective and general liberal arts colleges were more active and involved in their colleges' lives than students in doctoral universities or comprehensive colleges and universities. Community college students were just as active as other students in academic areas, but were far less involved in out-of-class activities.