Using Peer Feedback to Improve Students’ Scientific Inquiry

This article examines a 7th grade teacher’s pedagogical practices to support her students to provide peer feedback to one another using technology during scientific inquiry. This research is part of a larger study in which teachers in California and Washington and their classes engaged in inquiry projects using a Web-based system called Web of Inquiry. Videotapes of classroom lessons and artifacts such as student work were collected as part of the corpus of data. In the case examined, Ms. E supports her students to collectively define “meaningful feedback,” thereby improving the quality of feedback that was provided in the future. This is especially timely, given the attention in Next Generation Science Standards to cross-cutting concepts and practices that require students discuss and debate ideas with each other in order to improve their understanding and their written inquiry reports (NGSS, 2013).     

The role of Aboriginal literacy in improving English literacy in remote Aboriginal communities: an empirical systems analysis with the Interplay Wellbeing Framework

Indigenous language endangerment is critical in Australia, with only 120 of 250 known languages remaining, and only 13 considered strong. A related issue is the gap in formal education outcomes for Aboriginal and Torres Strait Islander people compared with other Australians, with the gap wider in remote regions. Little empirical research exists in Australia to explore the role of developing Aboriginal literacy through bilingual education to address these combined issues. As a ‘shared space’ collaboration between remote communities, government, and scientists, the Interplay Wellbeing Framework and associated Survey were designed to represent community values and priorities in a quantifiable system to inform policy and practice. A cohort of 842 Aboriginal people aged 15–34 years from four remote communities completed individual surveys designed and administered by Aboriginal community researchers. We applied structural equation modelling to this data to understand the role of cultural indicators on education outcomes. Results confirmed the importance of strong relationships between community and schools. Furthermore, learning about culture and learning literacy in ones first language in schools to develop Aboriginal literacy, is established as a necessary step to improve English literacy in remote schools. This suggests bilingual education and strengthening culture and community involvement in schools are necessary to improve both education outcomes and language preservation.     

Developing an Interdepartmental Training Program for E-Resources Troubleshooting

The purpose of this article is to show how analysis of historical data from reported e-resources access problems at the Georgia State University Library was employed to improve the format and quality of future access problem identification and reportage and to create training for public services staff. The goal of the training was to provide front line staff at public service points with an appropriate level of knowledge, enabling them to either resolve basic issues with patrons in real time, or to report critical information effectively to others, thereby ensuring faster and more accurate problem resolution. The authors discuss the development, delivery, and impact of this ongoing training.     

The design and implementation of learning paths in a learning management system

Learning paths have the potential to play an important role in the way educators serve their learners. Empirical research about learning paths is scarce, particularly in a secondary education setting. The present quasi-experimental study took place in the context of a biology course involving 360 secondary school students. A 2?×?2 factorial research design was adopted. Learners were engaged in learning activities in a learning path. These learning activities (1) differed in design and (2) were either undertaken individually or collaboratively. Gender was considered as a critical co-variable, given the focus on science learning. All learning paths were developed on the basis of visual representations, but in the experimental design conditions, learners worked with learning paths designed according to Mayer's multimedia guidelines (2003). Multilevel analyses were applied to study the impact on learning outcomes according to the design of learning paths, the individual/collaborative setting, and the co-variable gender. The study provides empirical evidence that both the design and the group setting (collaborative versus individual) have an impact on learning outcomes. Although there was no main effect, several significant interaction effects with gender were found. The results are helpful to direct research about the design and implementation of learning paths in a secondary school setting and underpin the relevance of representation modes in science learning.     

Meaningfulness is in the eye of the reader: eye-tracking insights of L2 learners reading e-books and their pedagogical implications

This study employed eye-tracking technology to probe the online reading behavior of 52 advanced L2 English learners. These participants read an e-book containing six types of multimedia supports for either vocabulary acquisition or comprehension. The six supports consisted of three micro-level supports that provided information about specific words (glosses, vocabulary focus, and footnotes), and three macro-level supports that provided global or background information (illustrations, infographics, and photos). The participants read the ebook under two presentation modes: (1) simultaneous mode: where digital input and supports were presented at the same time; and (2) sequential mode: where the digital content and supports were incrementally presented. Analyses showed that when reading for vocabulary acquisition, vocabulary focus and glosses were significantly fixated on, and when reading for comprehension, illustrations were more intensely fixated on. Additionally, when the digital content was incrementally presented, vocabulary focus received significantly higher total fixation duration. This suggests that reading under the sequential mode has the potency to guide L2 learners’ focal attention toward micro-level supports. In contrast, under the simultaneous presentation mode, L2 learners seemed to divide their focal attention among both micro-level and macro-level supports. Pedagogical implications are discussed based on the findings of this study.     

Mentors' perceptions of their roles in mentoring student teachers

Mentoring may be seen as a process that helps student teachers become professional teachers. In this context, a variety of significant roles played by mentors have been identified in the literature. This paper reports on mentors' perceptions of the most important roles selected from a given list, as revealed through questionnaire and interview data. This analysis forms part of a large‐scale evaluative project of a school–university partnership scheme initiated by the University of Hong Kong. The findings indicate overwhelming attention given to the role of ‘provider of feedback’, which stresses the provision of pragmatic advice given to student teachers according to their personal strengths and weaknesses. However, for those mentors whose perception of the most important role had changed over time, the direction of change was towards roles such as ‘counselor’, ‘equal partner’ and ‘critical friend’, which emphasize a more relational aspect of working together with student teachers to achieve professional development.     

The influence of deformation on barbell mechanics during the clean pull

For simplicity of biomechanical analyses, the weightlifting barbell is typically modelled as a rigid, nondeformable object. Most coaches and weightlifters, however, are aware of the elastic nature of the barbell, and its influence on the successful completion of lifting attempts. Variables such as velocity, work performed, and power output are indicators of the quality of performance during the snatch, clean, and related weightlifting pulling movements. The aim of this study was to establish whether differences exist in determining these biomechanical parameters when the centre of the barbell is analysed compared with each end of the barbell. Nine men performed three maximal-effort repetitions in the clean pull exercise at 85% of their self-reported single repetition maximum (1-RM) clean (90-155 kg) using a barbell instrumented for mechanical analysis. Results indicated that peak barbell speed was 5-30% (P < 0.05) lower for the centre of the barbell than the ends. Although differences (P < 0.05) in kinetic and potential energy were found between the centre and ends of the bar, differences between total work performed were small (< 6%; P < 0.05) and no differences were observed for average power (P > 0.05). Although approximately the same work and power occur for the centre and ends of the barbell, they manifest as different kinematics as a result of the elastic nature of the equipment. The elastic characteristics should be considered when selecting instrumentation and variables for research involving barbells. Coaches should be aware of the elasticity of barbells, including selecting appropriate viewing angles as well as understanding how deformation may affect the ends of the barbell relative to the centre.     

An algorithm for modeling the sinusoidal input/steady-state response behavior of nonlinear systems over a set of frequencies and amplitudes

An algorithm for constructing a black box model of the sinusoidal input/steady-state response behavior of nonlinear time-invariant systems over a set of frequencies and amplitudes is presented. It is assumed that the steady-state response is periodic of the same fundamental frequency as the excitation, and that the Fourier coefficients are continuous functions of amplitude and square-integrable functions of frequency. The algorithm converges, in a mean-square sense, to an exact representation of the first N harmonics of the steady-state response minus its d.c. component. The model constructed by the algorithm admits a relatively simple physical realization characterized by 2NM+1 linear dynamic elements, and N(2M+1)+1 nonlinear static elements. The underlying mathematical structure of the model is an orthogonal series expansion relative to time whose coefficients are themselves truncated orthogonal expansions relative to frequency. Here M, the number of harmonics used for frequency interpolation, is determined by the algorithm. Of the N(2M+1)+1 memoryless nonlinearities which characterize the model, N of these are specified ahead of time (Tchebysheff polynomials), and 2NM+1 are parameters which mold the representation to the specific system being modeled. Each of these functions of a single variable can be obtained in a pointwise manner directly from steady-state measurements. The algorithm was implemented on a digital computer, and forced versions of the classic equations of van der Pol and Duffing were run as examples. An additional analytic example of a frequency multiplier of prescribed bandwidth was also presented.     

Joint stiffness and running economy during imposed forefoot strike before and after a long run in rearfoot strike runners

Research has focused on the effects of acute strike pattern modifications on lower extremity joint stiffness and running economy (RE). Strike pattern modifications on running biomechanics have mostly been studied while runners complete short running bouts. This study examined the effects of an imposed forefoot strike (FFS) on RE and ankle and knee joint stiffness before and after a long run in habitual rearfoot strike (RFS) runners. Joint kinetics and RE were collected before and after a long run. Sagittal joint kinetics were computed from kinematic and ground reaction force data that were collected during over-ground running trials in 13 male runners. RE was measured during treadmill running. Knee flexion range of motion, knee extensor moment and ankle joint stiffness were lower while plantarflexor moment and knee joint stiffness were greater during imposed FFS compared with RFS. The long run did not influence the difference in ankle and knee joint stiffness between strike patterns. Runners were more economical during RFS than imposed FFS and RE was not influenced by the long run. These findings suggest that using a FFS pattern towards the end of a long run may not be mechanically or metabolically beneficial for well-trained male RFS runners.