Mental arithmetic in children with mathematics learning disabilities: the adaptive use of approximate calculation in an addition verification task

The adaptive use of approximate calculation was examined using a verification task with 18 third graders with mathematics learning disabilities, 22 typically achieving third graders, and 21 typically achieving second graders. Participants were asked to make true-false decisions on simple and complex addition problems while the distance between the proposed and the correct answer was manipulated. Both typically achieving groups were sensitive to answer plausibility on simple problems, were faster at rejecting extremely incorrect results than at accepting correct answers on complex addition problems, and showed a reduction of the complexity effect on implausible problems, attesting to the use of approximate calculation. Conversely, children with mathematics disabilities were unaffected by answer plausibility on simple addition problems, processed implausible and correct sums with equal speed on complex problems, and exhibited a smaller reduction of the complexity effect on implausible problems. They also made more errors on implausible problems. Different hypotheses are discussed to account for these results.     

Dynamic task selection: Effects of feedback and learner control on efficiency and motivation

Structural features of learning tasks are relevant for problem solving but not salient for novice learners. Feedback in the form of Knowledge of Correct Response (KCR) during practice is expected to help learners recognize the structural features and to profit from learner control over the selection of learning tasks. A 2 × 2 factorial experiment (N = 118) was conducted to study the effects of the KCR feedback (present and absent) and control over the selection of learning tasks (learner control and program control). The presence of the KCR feedback yielded higher efficiency on a near-transfer test as well as higher learner motivation. An interaction between feedback and control, indicating extra beneficial effects of feedback when learners control the selection of learning tasks, was not found. Theoretical and practical implications are discussed.     

Models for the development of generic skills in Finnish higher education

This article examines how Finnish universities and other higher education institutes have responded to the challenges posed by rapid changes in the world of work and societies all over Europe, particularly with reference to the development of generic skills. The data were collected by means of individual and group interviews at three Finnish higher education institutes, including two universities and one university of applied sciences. The interviews involved 63 persons in charge of management, development and teaching at these institutes. As a result of the qualitative data analysis, we distinguished four models to represent the development of generic skills, which we named (1) Specialist Model, (2) Science-based Renewal Model, (3) Project-based Integrative Model, and (4) Model of Networked Culture. These models serve as analytical tools that help higher education institutes to examine their existing practices and to develop new ones.     

Participation in online discussion environments: Is it really effective?

This study aimed to develop a rubric to assess participation of students in online discussion environments. For this purpose, the study included 168 students who participated in a course offered online during the spring semester of the 2015–2016 academic year. Developed based on the literature, the rubric consists of two parts (Form and Content, and Number and Density) and seven criteria in total. “Form and Content” consists of congruity of the message in terms of subject, clarity of the message, original value of the message, interactional value of the message, and directing the subject; whereas, “Number and Density” consists of the number of messages and their density. Four different discussion subjects were presented to the students in an online discussion environment. The researchers analyzed the students’ messages individually. Exploratory Factor Analysis was performed in order to obtain evidence for construct validity. After conducting the factor analysis, results showed that the first dimension, which is “form and content” sub-factor, is unidimensional. The “number and density” sub-factor was included in the graded scoring key based on the literature and expert opinion. The findings show that the graded scoring key is reliable and valid.     

Prerequisites for the successful group mentoring of first-year university students: a case study

In this article we present a case study on a group mentoring practice proven successful in earlier studies in terms of student self-regulation and collaboration. The purpose of our study was to uncover the factors behind the success by interviewing the mentor teachers. The findings showed that the group mentoring focused on four main themes: (a) promoting social relationships, (b) providing personal support, (c) providing study guidance, and (d) strengthening the agency of students. The findings suggest that the leading ethos of group mentoring was related to a humanistic approach to mentoring. However, successful mentoring also seemed to require both situated apprentice and critical constructivist perspectives in addition to the humanistic approach. It is concluded that the combination of multiple goals and contents in group mentoring is the main contributing factor behind the success of the mentoring model examined. Additionally, the teachers reported a variety of positive impacts of group mentoring on teachers’ work.     

Value orientations of elementary and secondary physical education teachers in Flanders

The purpose of this research was to examine and compare physical educators'value profiles. The Value Orientation Inventory was used to collect data from 528 elementary and 637 secondary physical education teachers in Flanders. Teacher characteristics, including gender and years of teaching experience revealed only minor differences in value orientations. Significant differences in teachers' value orientations were observed between teachers in elementary and secondary schools. The different value profiles of these two teacher groups are discussed in the perspective of the recently introduced conceptual innovations in physical education mandated by the Flemish government. The teachers at the elementary level placed a high priority on the disciplinary mastery and the self-actualization orientations; those at the secondary level scored high on the social responsibility and disciplinary mastery orientations. The findings from this study suggest that teaching level influences teachers' value orientation. Teachers appeared to adjust their curricular priorities to meet the demands and needs of students in elementary versus secondary schools.