Scaffolding Student Understanding in Small-Group Work: Students’ Uptake of Teacher Support in Subsequent Small-Group Interaction

Providing contingent or adaptive support (i.e., scaffolding) is effective. Yet it is unclear how it promotes students’ learning. In this mixed-methods study, we investigated to what extent the effect of contingent support for students’ learning is mediated by the extent to which students take up teachers’ support in subsequent small-group work. We define contingent support as support that contains adapted levels of teacher control or regulation based on the learner’s level of understanding. To explore the research question, we analyzed all interactions from 35 lessons of 7 secondary social studies teachers and 7 small groups of students. Logistic multilevel mediation analyses showed that the likelihood of students formulating accurate answers during small-group work was higher when students applied the teacher’s support in subsequent small-group work (as opposed to ignoring that support). However, the contingency of a teacher’s support did not affect students’ uptake or the accuracy of their answers. Additional qualitative analyses showed that students’ uptake of contingent support was sometimes hampered by untimely fading of the support. Moreover, we found that contingent support that was then gradually faded was the most effective in fostering students’ uptake of a teacher’s support.     

The quality of talk in children''s collaborative activity in the classroom

This paper describes research based on observational data of the talk of children working together on educational activities in primary school classrooms. It offers an analysis of the quality of observed talk, an analysis which emerges from a sociocultural perspective on the process of teaching and learning. The paper is organized around four main themes: (a) the role of oral language and joint activity in the construction of knowledge; (b) education in schools as a cultural and linguistic activity; (c) the role of a teacher in fostering certain kinds of discourse; and (d) the need for applied educational research to be based on close working relationships between teachers and researchers.     

Critical service-learning: promoting values orientation and enterprise skills in pre-service teacher programmes

Experiential learning pathways within education programmes such as Service-learning are a means to enrich the learning of pre-service teachers. As a pathway, Service-learning provides value-oriented learning focused on inclusion, diversity, and difference. This paper adopts critical social theory to examine how, along with these values, critical Service-learning promotes a deeper comprehension of values such as empathy, civic responsibility, social justice, and equity. Our paper also studies how, along with values, enterprise skills develop when pre-service teachers adopt a self-responsible, decision-making approach to implementing inclusion, social justice, and equity. Fifty-one data sets from interviews, questionnaires, and reflection logs with two groups of students over two semesters were examined to comprehend the unique experiences of students as they navigated through values and enterprise skills. The study concludes by reiterating the value of incorporating nontraditional ways of learning that align with the traditional pedagogical offerings for pre-service teachers.     

Challenging Appraisal Orthodoxies: Teacher Evaluation and Professional Development in the United Arab Emirates

This paper presents findings from a 4-year study of faculty appraisal at two higher education institutions (HEIs) in the United Arab Emirates (UAE). It finds that neither teachers nor academic managers are opposed to evaluative appraisal, and, contrary to much of the literature, most are happy for evaluative and developmental elements to be combined. It then examines the apparent paradox of continuing professional development in a context where federally-funded HEIs have the money to attract more teachers than they need; the legal right to dismiss any of them for any reason; and a strong belief on the part of managers that these particular students need and deserve only the very best teachers. It concludes that these features of the UAE context present a considerable challenge to the popular notion that people are an institution’s most precious resource and need to be developed at every opportunity.     

Acceleration profile of an acrobatic act during training and shows using wearable technology

Abstract

The purpose of this study was to describe the mechanical characteristics of a trampoline circus act and its individual tracks performed in training and shows using a tri-axial accelerometer. A track is an artist’s specific role within a choreographed act. Seven male acrobats performed their trampoline act during training and shows while wearing a triaxial accelerometer and reported ratings of perceived exertion (RPE) after each trial. Average acceleration (AVG), root mean square (RMS), root mean to the fourth (RM4), time spent in specific acceleration ranges and RPE were measured/recorded from training and show acts. Paired t-tests compared dependent variables between training and show. Acceleration AVG, RMS and RM4 were significantly higher (p < 0.05) in training than show. RPE was significantly higher (p < 0.05) in show than training. No significant differences existed in time spent in any of the acceleration ranges between training and show. GPS devices have been used to manage workloads in field sports but are inoperable in theatres. But, inertial measurements may be an effective alternative to describe mechanical demands in theatre or arena environments. Wearable technology may be useful to coaches to improve understanding of track demands to manage artist workloads.     

The “Gallop Poll”: Using Evaluation to Develop Fossil Horses in Cyberspace,An Online Exhibition

The number, complexity, and popularity of World Wide Web sites has increased dramatically in recent years, providing a new opportunity for museum access. This case study describes the front‐end and formative evaluations conducted during the development of the Florida Museum of Natural History's first virtual exhibition, Fossil Horses in Cyberspace < http:www.flmnh.ufl.edunatscivertpaleofhcfhc.htm >, which during 2000 received −540,000 hits equating to −60,000 user sessions. As with physical exhibitions, evaluation is critical to enhancing the educational effectiveness and appeal of online exhibitions.