An ecological approach to the on-line assessment of problem-solving paths: Principles and applications

In this paper, we propose a theoretical framework for designing on-line situated assessment tools for multimedia instructional systems. Based on an ecological psychology approach to situated learning, a graph theoretic methodology is applied to monitor students' performance (solution paths) throughout the learning activity. Deviation of the student's path from the target (expert) path generates indicators which can function as alerts to the student and to the instructor. The information collected in the dribble files and presented visually enables the instructor to identify problems quickly and intervene appropriately. The feasibility of the methodology is explored in case studies describing three instructional systems that teach (1) critical thinking and problem-solving skills, (2) principles of hemodynamic monitoring and treatment, and (3) orthodontic treatment, respectively.     

What really influences minority attendance? Sequential analyses of the high school and beyond sophomore cohort

While the factors that influence college minority student attendance have been the subject of recent study, there remain unresolved questions about how different factors influence college attendance decisions of applicants from historically disadvantaged backgrounds. In particular, there is ambiguity about whether blacks are more or less likely to attend than whites and what factors might improve their attendance rates. This study uses two sets of logistic regressions to identify the factors that can promote minority attendance: a set that examines attendance by all high school seniors in the high school class of 1982 and a set that examines attendance by college applicants in this class. Consistent with prior research on student access, three factors are identified that can potentially improve college attendance by minority students: (1) improved academic preparation in elementary and high school; (2) increased aspirations for higher levels of educational attainment; (3) increased levels of financial aid. Public interventions that would improve any of these factors for minority high school students are likely to improve minority participation rates.     

Sexual reconviction rates in the United Kingdom and actuarial risk estimates

OBJECTIVE: Assessing the risk of further offending behavior by adult sexual perpetrators of children is highly relevant and important to professionals involved in child protection. Recent progress in assessing risk in sexual offenders has established the validity of actuarial measures, although there continues to be some debate about the application of these instruments. This paper summarizes the debate between clinical and actuarial approaches and reviews the "base rate" for United Kingdom sexual offense reconviction. METHOD: A review of the literature revealed 16 UK sexual reconviction studies, 8 using incarcerated samples (N=5,915) and 8 using non-incarcerated samples (N=1,274). UK estimates of sexual reconviction rates are compared with European and North American studies. RESULTS: The mean sexual reconviction rates for the incarcerated sample at 2 years (6.0%), 4 years (7.8%) and 6 years or more (19.5%) were higher than that of the comparative non-incarcerated sample at 2 years (5.7%), up to 4 years (5.9%), and 6 years or more (15.5%). The overall sexual reconviction rate for both samples combined was 5.8% at 2 years, and 17.5% at 6 years or more. CONCLUSIONS: The sexual reconviction rate for incarcerated sexual offenders is higher than that of non-incarcerated sexual offenders. The UK sexual reconviction rates were comparable with European and North American studies.     

Does teachers’ pedagogical content knowledge affect their fluency instruction?

The relation is studied between teachers’ pedagogical content knowledge of reading and the quality of their subsequent classroom behaviour in teaching fluent reading. A confirmatory factor analysis model with two latent variables is tested and shows adequate goodness-of-fit indices. Contrary to our expectations, the results of structural equation modelling reveal a small but significant γ-value of .29, indicating that only 8% of the variance in teachers’ classroom behaviour in teaching fluent reading is accounted for by teachers’ pedagogical content knowledge of reading. Presumably teacher knowledge is not as stable and conclusive as one might think. More research is needed in determining the factors that work restricting for teachers in putting their knowledge into classroom practice. It is recommended that preservice and in-service teacher training should not be limited to transfer of knowledge, but should also assist teachers in designing and performing effective fluent reading instruction.     

Domain Coloring and the Argument Principle

Abstract

The domain-coloring algorithm allows us to visualize complex-valued functions on the plane in a single image—an alternative to before-and-after mapping diagrams. It helps us see when a function is analytic and aids in understanding contour integrals. The culmination of this article is a visual discovery and subsequent proof of the Argument Principle, which relates the count of poles and zeros of a meromorphic function inside a contour to the accumulated change in argument of the function around the contour. Throughout, I offer connections to standard learning goals of courses in complex variables.     

Forming, Losing, Renewing, and Replacing Friendships: Applying Temporal Parameters to the Assessment of Children's Friendship Experiences

Friendship formation and dissolution were tracked over time in a summer camp to examine whether such events are valid indicators of individual differences in children's friendship adjustment. Subjects were 216 children ages 8–15 years. Sociometric nominations were used to determine the identities of reciprocal friends. Loneliness at camp was also tracked over time. In addition, data on group acceptance, behavioral reputations, social competence, and behavioral problems were gathered from peers and counselors. Analyses suggested that friendship formation and duration were coherent, independent dimensions of individual differences and distinct from the overall extensivity of involvement in friendships. Regression analyses indicated that the temporal parameters of participation in friendship enhanced the prediction of changes in loneliness at camp. Age and sex differences in temporal parameters were explored, and 4 discrete trajectories for friendship involvement were identified. Children with different trajectories differed in their behavioral profiles from one another and from children who were chronically friendless.