Promises and Pitfalls of Adapting Utility Value Interventions for Online Math Courses

A growing body of research suggests that interventions promoting students’ utility value for a subject can improve their academic outcomes. However, numerous questions remain regarding how much to adapt prior intervention materials to promote utility value in new educational contexts and how implementation constraints of an educational context may impact the success of these interventions. In this study, using a design-based process we developed and tested three utility value interventions in a new educational context (online high school math). We found that one of the interventions increased utility value compared to control conditions, but we also encountered constraints on intervention implementation that limited the effectiveness of our intervention and the conclusions we could draw from this work. We use our experience as a case study to illustrate the costs and benefits of making certain implementation choices when partnering with practitioners to administer utility value interventions in new contexts.     

Warranting Practices: Teachers Embedding the National Numeracy Strategy

This paper explores the notion of the 'evidence-based practitioner' in relation to the National Numeracy Strategy (NNS). The exploration is dealt with in the context of a pilot study of the implementation of the NNS one year before its national launch in September 1999. We begin by describing some of the milestones encountered in the relatively short life history of evidence-based practice (EBP) and exploring some of its various articulations. Challenging the appropriateness of current externally derived formulations of 'evidence' we develop the notion of 'warranting' in order to examine alternative ways in which teachers legitimate their professional practice in relation to the NNS. We conclude that what we observe is a series of shifting and multiple meanings and justifications, carrying different constraints and possibilities for practice.     

An evaluation of the role of email in promoting science investigative skills in primary rural schools in England

This project evaluated the effect of collaboration via email links on the quality of 10–11 year old students’ science investigative skills in six primary rural schools. After a joint planning meeting, sixty children collected, identified and shared information via email about moths in their area, in order to produce a joint booklet. All email traffic was monitored throughout the project. Indepth structured observations and interviews were carried out at the schools. Children completed daily diaries. The children demonstrated a variety of science skills, particularly observation and recording. Their competence and confidence in using computers, handling email and in manipulating a data base developed during the project. The project identified a number of important issues relating to teacher inservice training requirements, the importance of a suitable progression of IT experiences throughout the school, development in cooperative groupwork for children, and software design.     

Snapshots of uncertainty: A new tool for the indentification of students' conceptions of scientific phenomena

In preparation for an experiment to investigate the effectiveness of teaching conservation principles, we showed a large number of Grade 8 students two cubes of exactly the same size but with very different masses, and two other cubes of very different sizes but with the same mass (confirmed using scales). Students were then asked to predict the extent of the water level rise which would occur if each cube of each pair were to be placed in similar beakers of water and submerged. Initially almost all predicted on the basis of mass being the significant factor. A teaching sequence followed in which students interacted with different objects and measured water displacement. Following this they were retested on the same task and many now predicted that the rise of water level would depend only on the volume of the object being submerged. On the other hand some still stated that only mass would be important, and others believed a balance between the two would be the determining factor.     

‘They are able to play football in South Africa’: Austria’s ‘little Wunderteam’ on tour in 1936

From the end of the nineteenth century South Africa had become a popular touring destination for British and colonial sports teams. Tours in the popular sport of cricket, football and rugby were very popular. These tours tested local opposition against foreign competition, brought in revenue to local and national sports associations and contributed to the development of a white South African identity. Austrian football teams were extensive travellers and popular attractions around the world. Prior to the Second World War Austrian football was highly regarded and was able to compete and hold its own against English and Scottish clubs and representative teams. This article considers an unusual tour by a combined Viennese football team to South Africa in 1936. We consider the preparations for the tour, the different playing styles and the way in which the visitors were received around the country. At the broader political level, the tour was important as leading South African politicians and Austrian diplomats attended matches and functions while on tour. This can be understood in the context of both countries attempting to flex their political identity and muscle in light of more dominant neighbours and colonial masters.     

The key kinematic determinants of undulatory underwater swimming at maximal velocity

The optimisation of undulatory underwater swimming is highly important in competitive swimming performance. Nineteen kinematic variables were identified from previous research undertaken to assess undulatory underwater swimming performance. The purpose of the present study was to determine which kinematic variables were key to the production of maximal undulatory underwater swimming velocity. Kinematic data at maximal undulatory underwater swimming velocity were collected from 17 skilled swimmers. A series of separate backward-elimination analysis of covariance models was produced with cycle frequency and cycle length as dependent variables (DVs) and participant as a fixed factor, as including cycle frequency and cycle length would explain 100% of the maximal swimming velocity variance. The covariates identified in the cycle-frequency and cycle-length models were used to form the saturated model for maximal swimming velocity. The final parsimonious model identified three covariates (maximal knee joint angular velocity, maximal ankle angular velocity and knee range of movement) as determinants of the variance in maximal swimming velocity (adjusted-r² = 0.929). However, when participant was removed as a fixed factor there was a large reduction in explained variance (adjusted r² = 0.397) and only maximal knee joint angular velocity continued to contribute significantly, highlighting its importance to the production of maximal swimming velocity. The reduction in explained variance suggests an emphasis on inter-individual differences in undulatory underwater swimming technique and/or anthropometry. Future research should examine the efficacy of other anthropometric, kinematic and coordination variables to better understand the production of maximal swimming velocity and consider the importance of individual undulatory underwater swimming techniques when interpreting the data.     

New media,new panics

ABSTRACT

When Stuart Hall and his Birmingham School colleagues argued that media technologies were essential to the production of moral panics, they focused on the relationship between mass media and the state. Because new technologies have altered our cultures of ostracism and punishment, we offer a revised analysis of this relationship that examines the role of online shaming in current moral panics. Not only do we analyze the new technological affordances of digital media, we argue that our current shaming culture is symptomatic of a deep-seated political disenfranchisement that leaves subjects grasping to “do something.” Contributing to a social media-driven panic culture that punishes and ostracizes deviants thus stands in for meaningful political participation. Ultimately, we argue that the evolving orientation to public life fostered by these new technologies has created a culture of shaming whereby citizens often prosecute their own discrete moral panics amid the more sustained sense of political crisis that characterizes contemporary life.     

The standards for academics’ standards-based assessment practices

The use of standards-based assessment (SBA) has gained prominence in higher education due to a wide range of research evidence that supports its effectiveness in improving learning and teaching. Although the concept is widely used in academic discourse and practice, it has multiple interpretations which have led to diverse assessment practices to the extent that some of these depart from the principles of SBA. To help build a common understanding of what constitutes SBA practices, we explored the construct of academic SBA practices using both theoretical and empirical approaches. We developed a tool, based on the principles of SBA emerging from practices noted in the literature and identified from focus groups. We used factor analysis to extract the dimensions of the construct and to establish empirical evidence for the utilisation of the tool using a data set of 410 academics who engaged in self-assessment. Results showed that a six-factor model is the most parsimonious among other models. We used these dimensions to develop a framework for describing academic SBA practices. The use of the framework and tool has critical implications for curriculum design, professional practice and development, and policy articulation.