An exploratory factor analysis of the cognitive functioning of first-year bachelor students with dyslexia

An increasing number of students with dyslexia register in higher education. As a consequence, information on their pattern of strengths and weaknesses is essential to construct adequate assessment and diagnostic protocols. In a sample of 100 first-year bachelor students with dyslexia and 100 control students, a large pool of cognitive skills were tested using a variety of tests. When we applied an exploratory factor analysis to scores, a model with ten factors fitted the data best. Effect sizes were used to express the processing costs of students with dyslexia. The factors related to reading, spelling, flashed orthography, phonology, naming, math, and reading fluency resulted in large effect sizes. A factor combining all measures for crystallized IQ had a medium effect size. The subtests for fluid intelligence were divided in two separate constructs. Relationships between all subtest scores are visualized and interpreted in a general theoretical and practical framework.     

Interpreting histograms. As easy as it seems?

Histograms are widely used, but recent studies have shown that they are not as easy to interpret as it might seem. In this article, we report on three studies on the interpretation of histograms in which we investigated, namely, (1) whether the misinterpretation by university students can be considered to be the result of heuristic reasoning, (2) whether we could influence performance by stimulating or hindering the analytic processing of histograms, and (3) whether experts still show signs of this heuristic misinterpretation. We found that both university students and experts show signs of incorrect heuristic reasoning when comparing the mean of two data sets presented by histograms. Stimulating or hindering analytic processing did not affect performance. These indications of heuristic reasoning and the impossibility to affect this analytic processing suggest that the incorrect heuristic misinterpretation of histograms is very persistent. Implications for theory and methodology, scientific and educational practice are discussed.     

Is the cure worse than the disease? A longitudinal study on the effect of grade retention in secondary education on achievement and academic self-concept

Holding students back when they do not meet a specific attainment level is common practice in a lot of countries. However, this practice is not without controversy and recent studies point at the negative effects of grade retention, especially in the long-term. The majority of these studies focused on grade retention in primary education. In our study, we focused on the effect of grade retention in Grade 8 on language achievement and academic self-concept. We matched students who were and were not retained based on their propensity to be retained and compared both groups using a growth curve analysis. The basic treatment “grade retention vs. promotion” was extended with the certificate these students received at the end of Grade 8. With this growth curve analysis, we were able to draw conclusions on the effect in the short-term, as well as in the long-term. In the short-term (i.e. the year of retention), it seems that grade retention had no negative effect on language achievement in the short-term, and even a positive effect on academic self-concept in the year of retention. The effects became more negative when we considered effects in the long-term. Especially for language achievement, we found a strong decline in the achievement of grade retainees. We found no negative effect of grade retention on academic self-concept. We can conclude that grade retention has a negative effect on the achievement of retained students in the long run, but has no negative effect on academic self-concept. When we take into account the certificate they received, it seems that following the teacher’s advice to change track is a better decision than repeating the grade in the same track.     

Workplace Learning in Dual Higher Professional Education

Workplace learning is considered an effective strategy for the development of vocation, career and professional identity. Dual training programs, in which learning at a vocational school and learning at work in a company are combined, are seen as strong carriers for skill formation processes. In this study we explore workplace learning in dual training programs in Dutch higher professional education. To gain an understanding of these learning environments and processes, a qualitative multiple case study was conducted in seven sectors. The findings show substantial differences in learning environments between and within sectors. However, cooperation between school and practice is minimal in all of the cases. Although students develop personal and job-related competencies that are useful for daily work routines, they acquire hardly any profound theoretical knowledge at the workplace. School fails to direct workplace learning. Given the considerable share of workplace learning in dual training programs, and the demands to higher professional education graduates in terms of being able to solve complex problems and develop new knowledge during their career as reflective practitioners, it is important that these shortcomings are resolved. More promising alternatives for workplace learning environments and questions for further research to improve workplace learning in higher professional education are discussed.     

Local Linear Observed‐Score Equating

Two methods of local linear observed‐score equating for use with anchor‐test and single‐group designs are introduced. In an empirical study, the two methods were compared with the current traditional linear methods for observed‐score equating. As a criterion, the bias in the equated scores relative to true equating based on Lord's (1980) definition of equity was used. The local method for the anchor‐test design yielded minimum bias, even for considerable variation of the relative difficulties of the two test forms and the length of the anchor test. Among the traditional methods, the method of chain equating performed best. The local method for single‐group designs yielded equated scores with bias comparable to the traditional methods. This method, however, appears to be of theoretical interest because it forces us to rethink the relationship between score equating and regression.     

A Paradox in the Study of the Benefits of Test‐Item Review

According to a popular belief, test takers should trust their initial instinct and retain their initial responses when they have the opportunity to review test items. More than 80 years of empirical research on item review, however, has contradicted this belief and shown minor but consistently positive score gains for test takers who changed answers they found to be incorrect during review. This study reanalyzed the problem of the benefits of answer changes using item response theory modeling of the probability of an answer change as a function of the test taker’s ability level and the properties of items. Our empirical results support the popular belief and reveal substantial losses due to changing initial responses for all ability levels. Both the contradiction of the earlier research and support of the popular belief are explained as a manifestation of Simpson’s paradox in statistics.     

Team learning: building shared mental models

To gain insight in the social processes that underlie knowledge sharing in teams, this article questions which team learning behaviors lead to the construction of a shared mental model. Additionally, it explores how the development of shared mental models mediates the relation between team learning behaviors and team effectiveness. Analyses were performed on student-teams engaged in a business simulation game. The measurement of shared mental models was based on cognitive mapping techniques. The results indicate that a team learning perspective provides insight in how people share knowledge. Particularly the team learning behaviors identified as co-construction and constructive conflict are related to the development of shared mental models. In addition, a shared mental model of the task environment in a team leads to improved performance. This underscores the importance of developing shared cognition in teamwork.     

Community Schools As An Educational Alternative In Africa: A Critique

With a view to basic formal education, this study explores actual experiences and potential values of current community-school initiatives in Africa. Using data from different programmes around the continent, it examines their dynamics in terms of various conceptions about alternative provisions for basic education. The wider policy question posed is whether community schools can respond in a meaningful and viable manner to the interests of learners and their communities, meet social-policy goals of equity and social justice, and foster reform. While its conclusions remain tentative, the study explores effective but problematic approaches supported by communities, non-governmental organizations and governments. It gives particular attention to those elements promoting empowerment and transforming educational provision and local socio-economic conditions. It also raises fundamental questions about sustainability and equity as well as the responsiveness of schools to community needs and their ability to assist learners in overcoming disadvantage and marginality.

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Zusammenfassung GEMEINDESCHULEN ALS EINE ERZIEHERISCHE ALTERNATIVE IN AFRIKA: EINE KRITIK – Mit einem Blick auf die formale Grundbildung erforscht diese Studie tatsächliche Erfahrungen und mögliche Werte gegenwärtiger Gemeindeschul-Initiativen in Afrika. Anhand der Nutzung von Daten aus verschiedenen Programmen vom ganzen Kontinent untersucht sie ihre Dynamik in Bezug auf verschiedene Konzeptionen von alternativer Grundbildungsversorgung. Die weitere politische Frage, die aufgestellt wird, lautet, ob Gemeindeschulen in einer bedeutungsvollen und gangbaren Weise auf die Interessen von Lernern und ihren Gemeinden antworten, sozialpolitische Ziele von Fairness und sozialer Gerechtigkeit erreichen und Reformen fördern können. Während ihre Schlussfolgerungen vorläufig bleiben, erforscht die Studie wirkungsvolle, aber problematische Zugänge, die von Gemeinden, Nicht-Regierungs-Organisationen und Regierungen unterstützt werden. Sie widmet jenen Elementen besondere Aufmerksamkeit, welche die Handlungskompetenz fördern und die erzieherische Versorgung sowie die örtlichen sozio-ökonomischen Bedingungen weiterentwickeln. Sie erhebt darüber hinaus grundlegende Fragen über die Nachhaltigkeit und Gerechtigkeit ebenso wie die Verantwortlichkeit von Schulen gegenüber den Bedürfnissen der Gemeinden sowie ihre Fähigkeit, die Lernenden darin zu unterstützen, Benachteiligung und gesellschaftliche Ausgrenzung zu überwinden.

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Resumen ESCUELAS COMUNITARIAS COMO ALTERNATIVA EDUCATIVA EN ÁFRICA: UNA CRÍTICA – Con miras a una educación básica formal, el autor explora con este estudio experiencias concretas y valores potenciales de iniciativas actuales relacionadas con escuelas comunitarias en África. Usando los datos de diferentes programas implementados a lo largo y a lo ancho del continente, examina su dinámica en cuanto a diferentes conceptos referentes a provisiones alternativas de educación básica. El interrogante político, más amplio, es el de si las escuelas comunitarias pueden ofrecer una respuesta razonable y viable a los intereses de los educandos y sus comunidades, alcanzar los objetivos sociopolíticos de igualdad y justicia social y promover las reformas. Si bien las conclusiones del estudio siguen siendo provisionales, explora enfoques efectivos, pero problemáticos sostenidos por comunidades, organizaciones no gubernamentales y gobiernos, prestando especial atención a aquellos elementos que promueven el fortalecimiento y la transformación de la provisión educativa y de las condiciones socioeconómicas locales. También plantea interrogantes fundamentales sobre persistencia y equidad y la capacidad de las escuelas de responder a las necesidades de las comunidades y de asistir a los educandos para superar desventajas y marginación.

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Résumé LES ÉCOLES COMMUNAUTAIRES EN TANT QU’UNE ALTERNATIVE ÉDUCATIVE EN AFRIQUE : UNE CRITIQUE – Tout en ayant un regard sur l’éducation formelle de base, cette étude explore les expériences actuelles et les valeurs potentielles des initiatives en cours dans les écoles communautaires en Afrique. Faisant usage des données des différents programmes sur tout le continent, elle examine leur dynamique en termes de conceptions différentes quant aux dispositions alternatives en faveur d’une éducation de base. La question politique plus large qui se pose est si les écoles communautaires peuvent répondre d’une façon significative et viable aux intérêts des apprenants et de leurs communautés, si elles vont à l’encontre des buts socio-politiques de l’équité et de la justice sociale, et si elles favorisent les réformes. Alors que ses conclusions demeurent provisoires, l’étude explore les approches effectives mais problématiques soutenues par des communautés, des organisations non gouvernementales et des gouvernements. Elle accorde une attention particulière à ces éléments qui promeuvent la mise en vigueur et transforment les besoins éducatifs et les conditions socio-économiques. Elle soulève en outre des questions fondamentales sur la persistance et l’équité ainsi que sur la responsabilité des écoles vis à vis des besoins de la communauté et sur leur capacité à aider les apprenants à surmonter des désavantages et la marginalité.

     

Rebels With a Cause? Adolescent Defiance From the Perspective of Reactance Theory and Self‐Determination Theory

The present investigation focused on adolescents' defiance against parents by drawing upon psychological reactance theory (Brehm, 1966) and self‐determination theory (Ryan & Deci, 2000). Psychological reactance would be elicited when freedom is taken away, thereby motivating individuals to engage in oppositional behavior. Throughout four studies (total N = 1,472, age ranging between 12 and 21 years), it was examined whether a controlling parenting style related to adolescents' experiences of autonomy need frustration (i.e., pressure) and reactance. Reactance, in turn, would relate to more externalizing and internalizing problems. Support was obtained for these associations in community and clinical samples, making use of different informants, and controlling for responsiveness and rule setting. A vignette‐based study provided further support. The discussion highlights theoretical and clinical implications.     

Professional development for design-based learning in engineering education: a case study

Design-based learning (DBL) is an educational approach in which students gather and apply theoretical knowledge to solve design problems. In this study, we examined how critical DBL dimensions (project characteristics, design elements, the teacher's role, assessment, and social context) are applied by teachers in the redesign of DBL projects. We conducted an intervention for the professional development of the DBL teachers in the Mechanical Engineering and the Electrical Engineering departments. We used the Experiential Learning Cycle as an educational model for the professionalisation programme. The findings show that the programme encouraged teachers to apply the DBL theoretical framework. However, there are some limitations with regard to specific project characteristics. Further research into supporting teachers to develop open-ended and multidisciplinary activities in the projects that support learning is recommended.