Developing an interpretive learning framework for understanding action research projects

In contemporary educational settings, school leaders and teachers face increased accountability and pressure to raise student performance. Utilising professional learning to develop individual and collective capability is a common feature of these settings. In Australia, there is evidence that many schools have implemented action research to support the improvement agenda. A significant part of this agenda is providing evidence of outcomes arising from the action cycles. Indicators of progress and outcomes provide evidence of improvement to external audiences and afford insights and feedback for participants, which assist in developing further plans to address improvement. This paper outlines the development and use of an interpretive learning framework, incorporating a two-part reflection tool, developed to assess the quality of action research projects conducted by teacher researchers in schools. To do this, individual school case accounts were initially developed from analysis of action project data. A thematic analysis was then undertaken and the emergent themes, together with pertinent action research literature, informed the basis of the tool and its two integrated elements: an innovation matrix and rubric. Both elements permit understanding of project strengths and areas for further development within individual projects.     

Adaptive Assistance for Learning Improvement Efforts: The Case of the Institute for Learning

Districts across the country face significant demands to strengthen student learning districtwide, and many are turning to intermediary organizations to help them build their capacity for such demanding, large-scale work. However, how these “learning-support intermediary organizations” assist with these capacity-building efforts is little understood. This article reports data from a largely qualitative investigation into how one such intermediary organization, the Institute for Learning (IFL) at the University of Pittsburgh, partnered with multiple urban districts to help build district capacity for districtwide learning improvements. Our conceptual framework draws on sociocultural learning theory to identify key features of the IFL-district assistance relationships that seem associated with these outcomes. We utilized data from interviews, observations, document reviews, and focus groups conducted over a five-year period. Findings elaborate specific features of their assistance relationships—which we call adaptive assistance relationships—such as enabling particular forms of modeling, tools, and opportunities for rich dialogue. We conclude with implications for the research and practice of districtwide learning improvement efforts and the participation of intermediary organizations in the process.     

Epistemic profiles and metacognition: support for the consistency hypothesis

Relations were examined between epistemic profiles, metacognition, problem solving, and achievement in the context of learning in an educational psychology course. Two hundred thirty-one university students completed self-report inventories reflecting their epistemic profiles and use of metacognitive strategies, and were epistemically profiled as rational, empirical, or both rational and empirical in their approaches to knowing. From the larger sample, 78 students participated in a problem-solving session using a think aloud protocol. Results demonstrated that for self-reported metacognitive strategies, students profiled as both rational and empirical had the highest frequency of metacognitive strategy use compared to students profiled as empirical. Similarly, during problem solving, students profiled as both rational and empirical had the highest frequency of regulation of cognition compared to students profiled as empirical or rational. Finally, students profiled as both rational and empirical attained higher levels of problem-solving achievement compared to students profiled as empirical.     

Students as Virtual Scientists: An exploration of students' and teachers' perceived realness of a remote electron microscopy investigation

Remote access technologies enable students to investigate science by utilizing scientific tools and communicating in real-time with scientists and researchers with only a computer and an Internet connection. Very little is known about student perceptions of how real remote investigations are and how immersed the students are in the experience. This study, conducted with high school students and their teachers, explored the impact of students' perception of ownership and virtual presence during a remote investigation using a scanning electron microscope. Students were randomly assigned to one of two treatment groups: students able to select their own insect to use during the remote investigation, and students that did not select their own insects to view during the remote investigation. The results of this study showed that students in the experimental group who had choice and ownership of their insect reported being more present (less distracted) during the remote investigation than students in the control group, whereas students in the control group reported controlling the technology was easier than the experimental group. Students indicated the remote investigation was very real; however, the teachers of these students were less likely to describe the investigation as being real. The results of this study have practical implications for designing remote learning environments.     

#SheBelieves: the use of Instagram to frame the US Women’s Soccer Team during #FIFAWWC

Abstract

The purpose of the study was to examine of the representation of women athletes during the 2015 FIFA Women’s World Cup. More specifically, we examined how individuals used various event-related hashtags (ie #SheBelieves and #FIFAWWC) on Instagram during the 2015 FIFA Women’s World Cup to frame identity, and challenge or reinforce gender stereotypes from the bottom-up. A content analysis of athlete photos containing #FIFAWWC (n = 706) and athlete photos containing #SheBelieves (n = 629) revealed that users primarily portrayed women athletes as athletically competent. Specifically, nearly 90% of Instagram posts containing either #FIFAWWC or #SheBelieves portrayed athletes in either athletic action or preparing for athletic action. These findings demonstrate that social media provide an opportunity to challenge gender stereotypes in women’s sports and thereby illustrate that social media users are willing to create their own frames around women athletes.     

Field testing of physiological responses associated with Nordic Walking

This study compared the physiological responses (oxygen consumption and energy expenditure) of Nordic Walking to regular walking under field-testing conditions. Eleven women (M age = 27.1 years, SD = 6.4) and 11 men (M age = 33.8 years, SD = 9.0) walked 1,600 m with and without walking poles on a level, 200-m track. For women, Nordic Walking resulted in increased oxygen consumption (M = 14.9 ml x kg(-1) x min(-1), SD = 3.2 vs. M = 1 7.9 ml x kg(-1) min(-1), SD = 3.5; p < .001), caloric expenditure (M = 4.6 kcal x min(-1), SD = 1.2 vs. M = 5.4 kcal x min(-1), SD = 1.2; p < .001), and heart rate (M = 113.7 bpm, SD = 12.0 vs. M = 118.7 bpm, SD = 14.8; p < .05) compared to regular walking. For men, Nordic Walking resulted in increased oxygen consumption (M = 12.8 ml x kg(-1) min(-1), SD = 1.8 vs. M = 15.5, SD =3.4 ml x kg(-1) min(-1); p < .01), caloric expenditure (M = 5.7 kcal x min(-1), SD = 1.3 vs. M = 6.9 kcal x min(-1), SD = 1.8; p < .001), and heart rate (M = 101.6 bpm, SD = 12.0 bpm vs. M = 109.8 bpm, SD = 14.7; p < .01) compared to regular walking. Nordic Walking, examined in the field, results in a significant increase in oxygen use and caloric expenditure compared to regular walking, without significantly increasing perceived exertion.     

Using ePortfolios to Assess Student Achievement within an Online Library and Information Studies Program

As a result of suggestions from the American Library Association (ALA) the Division of Library and Information Science (DLIS) program at St. John's University implemented an end-of-program electronic portfolio (ePortfolio) requirement. The purpose of this ePortfolio is to provide information on student proficiency in the eight ALA core competencies to our external accrediting agency—the ALA Committee on Accreditation (CoA). This article will discuss how a Library and Information Studies (LIS) faculty member and a New Media and Communications Specialist worked together in developing the ePortfolio as an assessment tool for ALA reaccreditation within an online LIS program.     

Examiner practices and culturally inflected doctoral theses

Increase in numbers of postgraduate students worldwide represent an opportunity and necessity for nurturing and recognising the diversity of culturally inflected research topics, methodologies and expression. However, there are tensions in the definitions, encouragement and recognition of diversity in theses, and in balances of power in supervisor, student and examiner relationships involved in doctoral achievement. We consider such tensions and opportunities using small-scale qualitative research with experienced examiners. We explore ways in which examiners perceive they take culturally aware approaches to responding to, enabling and rewarding the quality of culturally inflected doctoral theses.