Can research on science learning and instruction inform standards for science education?

We contrast the current science education reform effort with the reforms of the 1960s and suggest how the current effort could be enhanced. We identify insights from recent research that we believe can inform the reform process, in particular, to reach all science students and also impart a cohesive view of science. We propose an alternative models view of scientific explanation and show how this view would contribute to reforms of (1) course goals, (2) social aspects of science learning, (3) instructional practices, and (4) roles for technology.This paper summarizes discussions and debates that the authors have had over the last few years. The dialogue stems, in part, from our joint participation in the American Educational Research Association Special Interest Group on Education in Science and Technology (AERA SIG:EST) leadership. This paper communicates the spirit of our thinking and does not necessarily reflect the view of SIG:EST, or any other organization.We gratefully acknowledge the support of National Science Foundation Grant MDR-9253462 in work related to this paper. We appreciate helpful comments from Eileen Lewis and the Computer as Learning Partner group.This material is based upon research supported by the National Science Foundation under grant RED-9155744. Any opinions, findings, and conclusions or recommendations expressed in this publication are those of the authors and not necessarily reflect the views of the National Science Foundation.     

Recognition of facial emotions among maltreated children with high rates of post-traumatic stress disorder

OBJECTIVE: The purpose of this study is to examine processing of facial emotions in a sample of maltreated children showing high rates of post-traumatic stress disorder (PTSD). Maltreatment during childhood has been associated independently with both atypical processing of emotion and the development of PTSD. However, research has provided little evidence indicating how high rates of PTSD might relate to maltreated children's processing of emotions. METHOD: Participants' reaction time and labeling of emotions were measured using a morphed facial emotion identification task. Participants included a diverse sample of maltreated children with and without PTSD and controls ranging in age from 8 to 15 years. Maltreated children had been removed from their homes and placed in state custody following experiences of maltreatment. Diagnoses of PTSD and other disorders were determined through combination of parent, child, and teacher reports. RESULTS: Maltreated children displayed faster reaction times than controls when labeling emotional facial expressions, and this result was most pronounced for fearful faces. Relative to children who were not maltreated, maltreated children both with and without PTSD showed enhanced response times when identifying fearful faces. There was no group difference in labeling of emotions when identifying different facial emotions. CONCLUSIONS: Maltreated children show heightened ability to identify fearful faces, evidenced by faster reaction times relative to controls. This association between maltreatment and atypical processing of emotion is independent of PTSD diagnosis.     

Design of technology-based information-referenced grouping systems for use in large urban schools

There are many subtle but extremely important differences between grouping students and tracking students for purposes of designing appropriate instructional interventions. Unfortunately, in many inner-city urban settings, the policy of grouping students eventually becomes a policy ofde facto tracking of students. While grouping students seems to be an educationally justifiable policy in many school situations, tracking students raises serious concerns with regard to its educational value, social desirability, and complicity with the legal notions of due process and equal protection. This study examines the use of a specific form ofshort-term grouping of students that is based on an information-referenced criterion for selection. Using a large sample of ninth- and eleventh-grade students, an information-referenced grouping procedure was designed for the areas of language arts and mathematics. The study finds that grouping selections, using an information-referenced criterion, are strongly associated with teachers perceptions of these students' actual educational and information needs. In addition, the information-referenced grouping design provides important specific educational feedback to both students and teachers to help low-attaining students move to mainstream classes. Finally, many of the due process concerns raised by educational researchers with regard to abuses and shortcomings of presently used ability or standardized test-driven grouping efforts are addressed.     

The university brand and social media: using data analytics to assess brand authenticity

Recent economic pressures have demanded higher education institutions respond with strong, authentic brand promises. This mixed method multi-case study explored the authenticity of common brand promises at three Universities in Canada through Twitter and Facebook postings from February to April 2016 using a cloud-based text and network analytic tool. Our study revealed the content shared on social media channels, while largely trustworthy, was fraught with shades of gray and revealed that sometimes brand promises were used against the university when they appeared disingenuous or threatened institutional norms around equity and social justice. Further, social media strategies are still largely limited to push notification suggesting universities are missing opportunities to strengthen their brand and counter negative messaging. For marketing managers it reinforces investments should be directed toward creating engaging and authentic content that can be expressed through multiple touch-points including social media and this can be monitored through low-cost analytic tools.     

The vacillating mathematician

The problem of a mathematician who walks from her home to her office and changes her mind repeatedly during this walk is discussed. Stochastic generalizations of this problem can be used to model many real-life situations.     

Effects of maze geometry and experience on exploratory behavior in the rat

Rats were exposed twice in a rotated sequence to a series of six mazes, consisting of hexagonal alleys, balanced for different alley length and structural complexity. Locomotor activity increased with alley length and decreased with structural complexity of the mazes. Locomotion became less stereotyped with increased experience, showing an increasing number of turns, less constant velocity, loss of the initial preference for outward leading alleys and weakening of the forward tendency at reentry from side alleys into hexagonal alleys. In contrast to these qualitative changes of locomotion, the amount of activity remained almost unchanged throughout the experiment. The results suggest that these increases in locomotion complexity depend upon complex interactions between experience and stimulus content of the mazes.     

The influence of discussion groups in a case-based learning environment

The common practice of using discussion groups during case-based learning makes the role of discussion important in these learning environments. However, little empirical research has been done to investigate the influence of discussion on performance and motivation in case-based learning. The purpose of this article is to present the results of a study conducted to examine the role of discussion groups in a case-based environment. College students completed two cases either individually or in small discussion groups. Measures included two case analyses, an attitude survey, time on task, and document analysis. Results revealed significant performance and time differences between instructional methods on the first case, but not on the second case. In addition, results indicated significant differences in student attitudes between treatments. Overall, participants who worked in groups liked their method significantly better than those who worked alone, felt they learned more working in a group than they would have working alone, and expressed a preference for working in a group if they had to do the class over again. Implications for implementing case-based learning and future research are discussed. Anna E. Flynn is Vice President and NAPM Associate Professor with the National Association of Purchasing Management.