Effects of variations in task design on mathematics teachers’ learning experiences: a case of a sorting task

The goal of the study presented in this article was to examine how variations in task design may affect mathematics teachers’ learning experiences. The study focuses on sorting tasks, i.e., learning tasks that require grouping a given set of mathematical items, in as many ways as possible, according to different criteria suggested by the learners. We present an example of a sorting task for which the items to be grouped are related to basic concepts of analytical geometry that are connected to the notion of loci of points. Based on a design experiment of three iterations with practicing secondary school mathematics teachers, we report on intended and enacted objects of learning inherent in three versions of the task. Empirically based suggestions are drawn about design of sorting tasks that potentially evoke desirable learning experiences.     

The impact of attaining the Welsh Baccalaureate Advanced Diploma on academic performance in bioscience higher education

Since the introduction of the Welsh Baccalaureate Advanced Diploma Qualification (WBQ) in 2003, an increasing number of students are applying to higher education institutions (HEIs) with this qualification. The advanced-level WBQ is regarded as equivalent to one General Certificate of Education A-Level (GCE A-Level). This study assesses the impact of attaining the WBQ in addition to three GCE A-Levels on overall university degree performance in comparison to attaining four GCE A-Levels, in three cohorts of undergraduate students (Year 1?=?318, Year 2?=?280, Year 3?=?236) studying Biosciences from 2005 to 2011 at a UK HEI. Binary logistic regression was used to compare the academic attainment of students who had achieved four GCE A-Levels to those who had achieved three GCE A-Levels in addition to the WBQ. Comparisons were also made between students who had achieved three GCE A-Levels and those who had achieved three GCE A-Levels in addition to the WBQ. The results suggest that students who achieved the WBQ qualification in its current form, in addition to three GCE A-Levels, performed less well academically in undergraduate studies than those who achieved four GCE A-Levels. Furthermore, this effect was still present when the balance between coursework and examination was considered, and when students who had achieved the WBQ in addition to three GCE A-Levels were compared to students who had achieved three GCE A-Levels.     

Psychoeducational Support for Parents of Children with Intellectual Disability: An Outcome Study

The pressures frequently encountered by the parents of children with chronic conditions and the concomitant impact on family life have been well‐documented. Family‐focussed interventions have been advocated to address parents’ difficulties. The present evaluation study was undertaken to ascertain long‐term outcomes of the psychoeducational support program, Caring for Parent Caregivers. The aim of the program is to empower the individual and thereby strengthen family resources. Quantitative and qualitative analytical procedures, which included the written evaluations of treatment subjects, were employed to examine program effectiveness. For the fathers and mothers of children with disabilities, psychological health and well‐being was assessed on the General Health Questionnaire, using a pretest and follow‐up control group design. Results showed a statistically significant difference between groups, 12 months after treatment, with program participants displaying less emotional distress than control group subjects. The positive direction of behavioural and attitudinal outcomes, which emerged from evaluation of the small group intervention, were similar for both mothers and fathers. Overall satisfaction with the program was very high, with useful recommendations for program development and for future research and practice being identified.     

Study procrastination, achievement, and academic motivation in web-based and blended distance learning

Growth in distance education is increasing the need to examine students' learning strategies in distance and blended learning environments. Students' cramming or spaced-review behaviors were measured and compared across delivery formats as well as examined related to course achievement and attitudes across a term. Although theory would predict that spaced study rather than last minute cramming would yield higher achievement, researchers report mixed findings in both areas. One hundred fifty-seven students in distance and blended course formats were blocked into 5 groups based on their cramming/spaced-review patterns a week prior to each of 3 posttests. Significant differences were observed in cramming/spaced-review behaviors between delivery formats and for achievement and attitudes.     

Engaging faculty in service-learning: opportunities and barriers to promoting our public mission

Tertiary Education and Management - Community engagement has been defined as a collaborative enterprise between higher education institutes and external communities where stakeholders can...     

Toward core competencies for entrepreneurship librarians

This article shares results of a survey of North American academic librarians supporting campus entrepreneurship to identify the job responsibilities and tasks, skills and experience they employ, and the impact of campus context on engagement with this community. A contextual approach draws on a variety of sources to identify competencies which were adapted and then ranked. Research services and outreach; market and industry research; innovation and problem solving are identified as key competencies. While the frameworks that guide business and liaison librarianship provide a starting point, the combination and application of these established skills sets the entrepreneurship librarian apart.     

Web‐delivered,problem‐based learning in organisational behaviour: a new form of CAOS

Recent calls have been made for a fundamental reorientation in higher education from a curriculum that simply transmits information (learner as receiver) to one that encourages students actively to construct their own knowledge and practice using new skills and concepts (learner as constructor). In response, the Case Analysis in Organisational Situations (CAOS) assessment tool was developed for use in teaching organisational behaviour. It follows the principles of problem‐based learning and group work, using an unfolding case design. A pre‐test (n=365), immediate post‐test (n=323) and delayed post‐test (n=129) design was implemented to evaluate the effectiveness of this new learning tool. The assessment of student approaches to learning revealed that students were more likely to adopt a deep approach to learning at the end of CAOS than at the beginning. In general, the results show that CAOS is a useful web‐based tool that promotes learning in organisational behaviour. The benefits of CAOS and some suggested improvements to the existing CAOS format are discussed.