A Comparison of Text,Voice, and Screencasting Feedback to Online Students

The emergence of simple video and voice recording software has allowed faculty to deliver online course content in a variety of rich formats. But most faculty are still using traditional text comments for feedback to students. The author launched a study comparing student and faculty perceptions of text, voice, and screencasting feedback. The results provide some interesting insights into the advantages and disadvantages of different forms of feedback. The author finishes with best practices for providing screencasting feedback to students.     

Integrated Reading and Writing Interventions for Students with Learning Disabilities: A Review of the Literature

In this systematic review of literature that spans 1975–2015, integrated reading and writing interventions for students with learning disabilities (LD) or students with academic difficulties were evaluated to understand the extant research, identify encouraging practices, and guide future research. Ten studies met inclusion criteria and each study was evaluated according to the relevant What Works Clearinghouse (WWC) design standards. Eight of the 10 investigations were conducted with students in grades 4–8. While only 4 of the 10 studies met WWC design with or without reservations, results from these studies are encouraging. Study findings suggest several areas for immediate future research relating to methodological and treatment variables and considerations for classroom instruction in order to respond to advanced expectations for the successful integration of reading and writing across subjects. In addition to employing stronger experimental designs and additional replications of encouraging studies, future research should explore the utility of integrated reading and writing interventions with secondary students with who have academic difficulties.     

Dawn of science

Descartes discovered the link between algebra and geometry, which forms the cornerstone of applied geometry today.     

Books of the Month: Kidvid

TELEVISION AND BEHAVIOR: TEN YEARS OF SCIENTIFIC PROGRESS AND IMPLICATIONS FOR THE EIGHTIES (Washington: Government Printing Office, 1982—price not given, paper, two vols)

John P. Murray, TELEVISION & YOUTH: 25 YEARS OF RESEARCH & CONTROVERSY (Bowys Town Center for the Study of Youth Development, Research Use and Public Service Division, Boys Town, Neb. 68010—$10.00, paper)

TELEVISION'S IMPACT ON CHILDREN AND ADOLESCENTS: A SPECIAL INTEREST RESOURCE GUIDE IN EDUCATION (Oryx Press, 2214 N. Central at Encanto, Phoenix, Az. 85004—price not given, paper)     

Distance education copyright,intellectual property,and antitrust concerns

Abstract

An empirical examination of accredited American higher education institutions was conducted to obtain baseline data regarding distance education copyright, intellectual property, and antitrust concerns. Additionally, a multiple‐case study involving ten of the top thirty accredited distance education institutions in America was conducted. Policy approaches were examined for all institutions, and differences were discussed between public and private institutions as well as between the following Carnegie Classification institutions: Research I and II, Doctorate I and II, and Master's I and II. Data indicated that, out of the schools surveyed, 22% of the institutions in these Carnegie Classification categories published copyright and intellectual property policies on their institution's Web site. In the case study, it was found that 90% of the institutions centrally controlled their distance education program administration as well as the copyright and intellectual property policies related to it.     

Scientific concept development in Solomon Island students: a comparative analysis

Abstract

This paper summarises the results of an investigation of Solomon Islands secondary school students’ interpretations of three concepts: vision, animals and burning. Internal comparisons among the three areas and external comparisons with findings reported from other societies are made. While some support is given to the idea that children from different cultures may develop similar conceptions, this support is qualified and is shown to be dependent on the type of phenomenon investigated. The degree to which there is immediate personal experience of phenomena may be important, as may the presence or absence of culturally supported explanations. The commonly reported resistance of children's conceptions to school science teaching is also shown not to be universally true. The article ends with a plea for caution in the cross‐cultural extrapolation of research into children's conceptions.