Assessing the effectiveness of a hybrid-flipped model of learning on fluid mechanics instruction: overall course performance,homework, and far- and near-transfer of learning

To examine the impact of a hybrid-flipped model utilising active learning techniques, the researchers inverted one section of an undergraduate fluid mechanics course, reduced seat time, and engaged in active learning sessions in the classroom. We compared this model to the traditional section on four performance measures. We employed a propensity score method entailing a two-stage regression analysis that considered eight covariates to address the potential bias of treatment selection. First, we estimated the probability score based on the eight covariates, and second, we used the inverse of the probability score as a regression weight on the performance of learners who did not select into the hybrid course. Results suggest that enrolment in the hybrid-flipped section had a marginally significant negative impact on the total course score and a significant negative impact on homework performance, possibly because of poor video usage by the hybrid-flipped learners. Suggested considerations are also discussed.     

Career development: Implications for providers of career services in higher education

Only recently have theorists and practitioners begun to consider and investigate the applications of developmental psychology to the delivery of career services. While there are several conceptual approaches to understanding the process of career development in general, the focus of this paper will be limited to the under-standing of career development in a college age population. In addition, the practical implications generated by this conceptual understanding will be discussed especially as they relate to the delivery of career services in higher education.     

AN INVESTIGATION OF THE ACCEPTABILITY OF VIDEOCONFERENCING WITHIN A SCHOOL‐BASED BEHAVIORAL CONSULTATION FRAMEWORK

School‐based behavioral consultation with classroom teachers is one of the primary ways school psychologists deliver intervention services to students. The present study aimed to evaluate the acceptability of videoconferencing (VC) with teachers as an alternative medium of consultative communication. Specifically, problem identification interviews (PIIs) were conducted with 60 classroom teachers to simulate a typical consultation interaction. Each teacher completed two PIIs with the researcher consultants, one in a traditional face‐to‐face (FtF) format and one in a videoconference (VC) format Teachers completed two brief pre‐post measures, the Fast Form of the Technology Acceptability Model (FF‐TAM) and the Distance Communication Comfort Scale (DCCS) to evaluate the acceptability of VC. Demographic moderators of the acceptability of VC were evaluated using a multiple regression analysis. The results suggest that although teachers rated VC as an acceptable communication medium prior to participating in the VC interview, teacher acceptability ratings increased to “highly acceptable” after participating in the study. Finally, no variables were identified that significantly moderated the relationship between teachers' acceptability rating of VC and their demographic variables. Implications for practice and future research are discussed.     

Social justice teacher educators: what kind of knowing is needed?

ABSTRACT

What do teacher educators need to know and do in order to move from espousing to enacting social justice in their own teacher educating practice? This article addresses this question by examining scholarship that focuses on the preparation of preservice teachers for social justice. Using five knowledge domains for teaching (personal, contextual, pedagogical, sociological, social) as an analytic lens, the authors examined teacher education literature published between 2010 and 2016 in three international journals from Australia, the U.K. and the U.S. The study reveals that teacher educators in different contexts seem to highlight personal and contextual knowledge in their preparation of equity-minded preservice teachers and provides insight into how they conceptualise educational equity and social justice. The study illuminates what is likely in place in initial teacher education programmes, and what may be needed or missing if teacher educators are to prepare teachers for today’s diverse classrooms.

Abbreviation ITE: Initial Teacher Education ITE     

Transforming Perceptions of Urban Education: Lessons From Rowan University's Urban Teacher Academy

To be an effective urban educator requires teachers to understand the contextual factors of students, the school, and the community, and their cumulative effects on learning. Urban teacher academies support a better understanding of urban classrooms and challenge stereotypes of the urban context. The focus of this study was to compare participants' perceptions of urban settings before and after 2 weeks spent at an urban teacher academy for high school students.     

Teaching Interprofessional Practice: An Exploratory Course Assignment in Social Work and Speech Language Pathology

The professions of social work (SWK) and speech language pathology (SLP) often involve the provision of services to a diverse group of client populations in a variety of settings; this is particularly true when meeting the complex needs of children and their families. It is widely accepted that collaborative treatment approaches utilizing multidisciplinary teams is an effective method of practice when serving children who are developmentally delayed or challenged, yet there is little information in the literature regarding the quantity, quality, and efficacy of collaboration among professional disciplines serving child populations. This article addresses the identified gap in the pedagogical literature regarding collaborative case management approaches between social workers (SWKs) and speech language pathologists (SLPs) using a case example describing a child in need of early intervention services. Following the case study, sample assessment questions are provided (utilizing the professional standards from both SWK and SLP) as a measure of professional competency and practice behavior. Finally, a discussion of the practical ways SWKs and SLPs can be trained in order to be mutually supportive in meeting the needs of children requiring multidisciplinary services through a collaborative or trans-team approach is provided.     

Conceptual change and killer whales: constructing ecological values for animals at the Vancouver Aquarium

Changes in the mode of presenting the killer whales within the aquarium required both marine mammal and interpretation staff to change their conceptions of the role and value of killer whale ‘performances’. The process of change that staff underwent is similar to, and can be facilitated by understanding of, conceptual change processes among learners of science. Similar constructivist strategies of conceptual challenge can guide the staff's interaction with visitors, as an attempt is made to help visitors see the ecological relationships of wild and captive killer whales.