Third graders' use of writing to facilitate learning of engineering concepts

Incorporating engineering instruction into the elementary curriculum is not without challenges. Traditionally, researchers investigated using engineering design to promote students learning science concepts. More recently, researchers have conducted qualitative investigations to measure students' learning of engineering concepts after engaging in engineering design. In this study, we extended work on elementary engineering instruction by implementing an integrated engineering and writing unit with 58 third-grade students. Using stratified random assignment based on pre-intervention engineering vocabulary assessment scores, we assigned students to treatment (n = 28) or comparison (n = 30). During a 10-day unit, all students participated in design challenges, emulated the practices of actual engineers, and used writing to support and document their learning, as they designed and authored their own five-page pop-up books. Students in the treatment condition participated in additional writing during 8 of the 10 unit lessons. During this time, they responded to journal prompts related to lesson objectives. At the same time, students in the comparison condition participated in small-group discussions during which they discussed journal prompts orally. We found that all students made statistically significant gains from pre- to posttest on an engineering vocabulary assessment; total words written, number of different engineering concepts used, and depth of understanding of engineering concepts in a written essay response; and number of different engineering concepts used in an oral interview response, regardless of their incoming writing skills and regardless of whether they participated in additional writing or small-group discussion of lesson objectives. This study is the first to quantitatively document the effectiveness of a combined elementary engineering and writing intervention for promoting students' learning of engineering concepts in multiple ways (rote recall, written representation, and oral representation). We argue that literacy, particularly writing, provides an effective and feasible method for incorporating engineering instruction into the elementary curriculum.     

The bells: A re‐appraisal

The Bells, although universally described by critics as melodrama, departs markedly from the traits most usually associated with the form. An investigation of this seeming contradiction leads to the testing of an alternate model for melodrama and an illumination of the play's structure by means of this model. The resulting analysis points clearly to the need for more theoretical work into the nature of melodrama.     

Evolving strategies for using interactive video resources in mathematics classrooms

In order to understand the role of interactive video (IV) in mathematics classrooms, teachers were given a set of IV resources which were very mixed in character and style, and from which they could freely select. These were used in lessons over an extended period, in some cases two years or longer. By interviewing and by observing lessons, it has been possible to draw some tentative conclusions about the relative merits of different styles of IV in mathematics classrooms. IV resources are often managed in a similar way to computers and this similarity seems to have influenced teachers' opinions and choices. However, the affective impact of video was also evident in teachers' choices. A complex picture emerges with no one style dominating.     

Affordances,Technical Agency,and the Politics of Technologies of Cultural Production

Culture Digitally is a collective of scholars, gathered by Tarleton Gillespie (Cornell University) and Hector Postigo (Temple University). With the generous funding of the National Science Foundation, the group supports scholarly inquiry into new media and cultural production through numerous projects, collaborations, a scholarly blog, and annual workshops. For more information on projects and researchers affiliated with Culture Digitally, visit culturedigitally.org or follow @CultureDig).     

The motivations,attitudes, perceptions and skills of customer service staff working in Australian university student administration

In 2012, government changes to higher education shifted Australia to a demand driven funding model. The consequential increase in student numbers, along with greater focus on retention and student satisfaction, resulted in rising customer expectations. There are now strategic imperatives to change administrative cultures to focus on delivering service excellence. This study analyses customer service behaviours of student administration staff at one Australian university. Using a conceptual framework of motivations, attitudes, perceptions and skills towards customer service, this small-scale study suggests that staff are intrinsically motivated and have largely positive attitudes towards their student customers. A gap was identified between individuals’ perceptions of their customer service delivery compared with that of colleagues, while staff learn informally from their supervisors and colleagues. Finally, this paper explores how universities might develop and embed a workforce that is student-centric, delivering outstanding customer service, while at the same time upholding governance and compliance requirements.     

Writing: importance, development, and instruction

In this article, we examine why writing is important, how it develops, and effective writing practices. We situate the 5 articles in this special issue of Reading and Writing in this literature, providing a context for the contribution of each paper.