Promoting Strategic Learning by Eighth‐Grade Students Struggling in Mathematics: A Report of Three Case Studies

Abstract. This article presents three in‐depth case studies focused on supporting students with learning challenges to learn math strategically. Participants were three eighth‐grade students enrolled in a learning assistance classroom who were of at least average intelligence but who were performing significantly below grade level in mathematics. These case studies document the processes by which these students were supported to self‐regulate their learning in mathematics more effectively. We begin by outlining important instructional foci in mathematics education for intermediate or secondary students with learning disabilities, along with what research indicates are effective instructional processes. In that context, we introduce the theoretical principles underlying the instructional model used here—Strategic Content Learning (SCL). Based on analyses of case study data, we describe how SCL instruction was structured to promote strategic learning. Throughout the discussion, intervention processes are described in sufficient detail to be of use to practitioners.     

Moving toward a grand theory of development: in memory of Esther Thelen

This paper is in memory of Esther Thelen, who passed away while President of the Society for Research in Child Development. A survey of Esther Thelen's career reveals a trajectory from early work on simple movements like stepping, to the study of goal-directed reaching, to work on the embodiment of cognition, and, ultimately, to a grand theory of development--dynamic systems theory. Four central concepts emerged during her career: (1) a new emphasis on time; (2) the proposal that behavior is softly assembled from the interaction of multiple subsystems; (3) the embodiment of perception, action, and cognition; and (4) a new respect for individuality. Esther Thelen communicated these ideas to scientists and practitioners alike, so the ultimate benefactors of her work were children.     

Are They Watching? Visitors and Videos in Exhibitions

Abstract Data from the Women's Health summative evaluation video study prompted a comparison with similar data for other videos in exhibitions. Values for attraction power, holding time, and holding power were compiled in a database of 45 video titles. On average, 32 percent of the visitors are attracted to videos, and the average time spent watching is 137 seconds. An attraction power of more than 60 percent was exceptional. On average, people watched more than one‐third of the total length of videos, but less than one half. A holding power of more than .70 was exceptional. Once a video has attracted people's attention, it does not always hold it. Visitors are constantly tempted to move to another exhibit element, looking for what's next. One cannot assume that introductory videos will be watched thoroughly by the majority of visitors. This has implications for introductory videos that are expected to teach visitors concepts and vocabulary necessary to understand the rest of the exhibition or a main message that ties everything together. Using these data as a guideline, we can realistically gauge what levels of use are possible, and what levels of success, as measured by visitors' attention, can be anticipated.