Producing Scientific Explanations in Physics—a Multimodal Account

Research in Science Education - This study focuses on the relationship between students’ use of language resources and their conceptualisation of phenomena in producing scientific...     

Mathematical Modeling in the Elementary Grades: Developing and Testing an Assessment

Mathematical modeling is a high-leverage topic, critical for college and career readiness, participation in STEM education, and civic engagement. Mathematical modeling involves connecting real-world situations, phenomenon, and/or data with mathematical models, and in this way applies across various STEM disciplines, including mathematics, engineering, and science. Although research has begun to explore mathematical modeling instruction in the elementary grades, questions remain about how to assess student learning at the elementary level. We addressed this need by designing an assessment of mathematical modeling competencies for students in grades 3 through 5. Informed by international research, our assessment includes a hybrid structure to assess mathematical modeling competencies holistically (as students engage in the complete modeling process) and atomistically (as students engage in different components of the modeling process, including making sense of phenomena and real-world situations, setting up and operating on mathematical models, and interpreting results in relation to the real-world context). We conducted student interviews, followed by two rounds of pilot testing to inform item development and ensure acceptable psychometric properties. The final assessment included 13 items (9 multiple choice, 3 open-response, and 1 complete modeling task). We describe our assessment development process, and provide sample assessment items and detailed coding rubrics. We summarize quantitative analyses which established high reliability and low standard error for our assessment, supporting its use for grades 3 to 5. Implications of our framework and assessment for mathematical modeling instruction and future research on STEM learning are discussed.

     

‘Role stretch’: assessing the blurring of teaching and non‐teaching in the classroom assistant role in Scotland

With the increasing number of teaching and classroom assistants across the UK there is now much debate about what their role should be. In particular concerns have arisen about the extent to which they overstep the boundary from supporting teaching and learning into teaching pupils. This study assesses this issue within Scotland. It draws on a national survey of 2000 head teachers, teachers and classroom assistants and interviews with directors of education in nearly half of all Scottish local authorities. Findings from the research suggest a small number of classroom assistants in Scotland are overstepping the boundary into teaching. The paper concludes with an explanation as to why this is happening taking into account aspects such as local authority policy, school size and the individual characteristics of the classroom assistants.     

Student perceptions of the classroom environment: Relations to motivation and achievement in mathematics

This study examined the relationship of 979 middle school students’ perceptions of their mathematics classroom environment to their motivation and achievement. Structural equation modeling indicated that motivational variables (utility, personal achievement goals, efficacy) mediated the influence of perceived teacher expectations, teacher support and use of reform practices on mathematics standardised test scores. Our study provides empirical evidence that students’ perceptions that their teachers believe that they are capable of learning and understanding mathematics positively relate to their Mastery and Performance Goal orientations and mathematics Utility. Further, we found an interaction between students’ perceptions of the frequency of reform practice use in their mathematics classroom and mathematics efficacy. For students with lower mathematics efficacy, their perceptions of more frequent use of reform practices in their mathematics class related to higher standardised test performance. For students with higher mathematics efficacy, perceived use of reform practices did not significantly relate to standardised test performance. These data suggest that frequent exposure to reform practices is especially critical for students who judge themselves as being less capable in mathematics and who are lower performers. This finding differs from prior research that has suggested that reform practice use benefits higher achievers but not lower achievers. An important implication of our study is the need for coordinated, ongoing professional development that highlights reform pedagogy and beliefs while also focusing on student motivation theories and strategies.     

Developing Timorese early years teachers’ pedagogy through an Australian mentoring programme

This paper explores the successful mentoring of Timor-Leste early years teachers by Australian teachers to expand their knowledge and practice of child-centred play-based pedagogy. The mentoring programme for the Timorese teachers occurred through an extended visit to a school in Victoria, Australia, for eight weeks to work with mentor teachers in their early years classrooms. Data were collected to explore the effectiveness of the programme through classroom observations and participant interviews. Observations were conducted in the classrooms of the mentees before the programme to provide context for the interviews and after the programme for indications of pedagogical change. The mentoring programme supported the Timorese teachers to reflect and review early years pedagogy. It led to changes in their teaching philosophy, design of learning activities and the inclusion of assessment practices. After two years the Timor-Leste teachers were using a child-centred play-based model of teaching and learning to guide the development, organisation and facilitation of learning activities at their kindergarten. The foundation of the mentor programme’s success was the trusted and equitable relationships between the teachers and the organisations involved. Understanding of cultural differences was acknowledged and supported the robust discussions and reflections that empowered teachers to take action.     

Fathers as sexuality educators: aspirations and realities. An Interpretative Phenomenological Analysis

Men can play a significant role in teaching their children about sexuality but fathers’ practices and perceptions in this domain remain under explored. This study presents an Interpretative Phenomenological Analysis of eight fathers’ perceptions and practices in educating their ten-year-old children about physical maturation, reproduction and relationships. A Foucauldian analysis with a focus on governmentality and biopower revealed tensions and contradictions between the fathers’ aspirations and their realities, which appeared to be underpinned by the dynamic, contradictory, shifting, plural nature of fatherhood identities. Whilst fathers wished to adhere to the cultural imperative for father–child emotional closeness, a disparity between their ambitions and their conduct emerged. Care appeared to be a deeply gendered concept for the fathers and despite their aspirations for an intimate relationship with their children, gendered norms for motherhood and fatherhood prevailed resulting in passivity in their role as sexuality educators. The study concludes by arguing that challenges to structures and subcultural contexts, which may deter fathers from fully engaging with their sons and daughters in this aspect of communication are required.