Can We Learn From Student Mistakes in a Formative,Reading Comprehension Assessment?

This article describes an ongoing project to develop a formative, inferential reading comprehension assessment of causal story comprehension. It has three features to enhance classroom use: equated scale scores for progress monitoring within and across grades, a scale score to distinguish among low‐scoring students based on patterns of mistakes, and a reading efficiency index. Instead of two response types for each multiple‐choice item, correct and incorrect, each item has three response types: correct and two incorrect response types. Prior results on reliability, convergent and discriminant validity, and predictive utility of mistake subscores are briefly described. The three‐response‐type structure of items required rethinking the item response theory (IRT) modeling. IRT‐modeling results are presented, and implications for formative assessments and instructional use are discussed.     

Science education and affect

Thought experiments are tools often used by physicists. Learning authentic physics then also means that students need to develop a familiarity with the reasoning processes of thought experiments. This study examines the nature of learning processes that involve communication about image‐based micro‐worlds in optics. The results of this study show that students’ investigations often have the structure of thought experiments. Thought experiments that use computer‐based microworlds are powerful because they capitalize on the human capability for imagery that allow learners to ‘see’ the physical processes and construct qualitative understandings. In this study, the structure of students’ activities as thought experiments arose from their collective efforts which started with the construction of an optics simulation. In the course of the activities, students’ understanding evolved from fragmented views of optical situations to system views that included multiple components. Collaborative thought experiments are therefore emergent phenomena, triggered by the events as a whole rather than being pre‐designed. In the course of the activities, students who participated in collective problem solving gradually adopted shared graphical representations and meanings.     

Evaluating a Classroom Multimedia Programme in the Teaching of Literacy

This paper explores classroom interventions using a particular form of multimedia ICT, and looks to study pupil learning gains which accrue from its use. Work within the Literacy Hour in eight schools was detailed in order to evaluate the effectiveness of this communication system and the research data include pre- and post-test assessments, along with interviews with classroom teachers and pupils. The children are presented with a series of journalistic tasks and classroom activities which they resolve through the use of a compact and coordinated information system. The outcomes demonstrate that children can become self-directive and very active, exploratory, learners in a very short period of time. They quickly enjoy the freedom and control which the system permits, and through which they can be shown to enhance particular literacy skills. The lessons to be learned here relate to the management and organisation of classroom teaching in the face of systems which promote rapid devolution of learning to the learner.     

Integration of children with specific language impairments

Abstract

Current knowledge of the integration of children with specific language impairment (SLI) is examined. The paper begins by defining this group of children and the nature of their difficulties. The heterogeneous characteristics of SLI children are discussed. It then addresses the educational provisions made for SLI children and the opportunities for integration present in different models of provision. Research on the integration of SLI children is evaluated with particular emphasis on the difficulties encountered by this group of children. The paper concludes with some thoughts for future research.     

The affective dimensions of learning science

In this study, we identified middle school and college students' prior ideas about electrostatic induction and interviewed them through presenting observational evidence which supported or refuted their own prior ideas. Their responses to the evidence were interpreted from perspectives based on philosophies of science, especially the Popperian and Lakatosian views of scientific hypothesis testing. In the process of confirmation, almost all of the students showed a logical error known as an 'error of affirmation of the consequent' in a syllogism. The students' falsification processes were classified into two groups: those which rejected the hard core of prior ideas, and those which modified the students' protective belt of auxiliary ideas related to the hard core while still preserving the hard core. From an analysis of the students' falsification processes, it was found that the Lakatosian rather than the Popperian view was more acceptable in understanding the students' responses to the conflicting evidence. It was observed that the quality of the understanding of auxiliary ideas should also play an important role in the changing of core concepts.     

Vocational Expectations and Self‐Stigmatizing Views Among Collegiate Recovery Students: An Exploratory Investigation

Collegiate recovery programs (CRPs) provide support for students in recovery from substance use disorders. Little research exists examining factors relevant to this population, making it challenging to prioritize recovery and educational goals. This study used a national sample (N = 80) of students involved in CRPs to investigate the relationships among self‐stigma, quality of life, psychological health, and vocational expectations. A regression model revealed these factors to explain 34% of self‐stigmatizing views in this sample.     

Social processes and outcomes of in-school contact between deaf and hearing peers

Studies of social processes and outcomes of the placement of deaf students with hearing peers cannot be easily summarized, but can be grouped into a least four major categories of focus: social skills, interaction and participation, sociometric status and acceptance, and affective functioning. We review 33 studies available since 1980 in which a mainstreamed or included deaf sample was compared to another group. Studies indicated (1) that hearing students were more socially mature than deaf students in public schools, (2) that deaf students interacted with deaf classmates more than hearing ones, (3) that deaf students were somewhat accepted by their hearing classmates, and (4) that self-esteem was not related to extent of mainstreaming. There was a tendency for studies to use observational methods with very young children, teacher evaluations with middle school children, and questionnaires with older children. Three major areas of methodology limit general conclusions: samples, measurements of variables, and experimental manipulations. The reviewed studies provide a basis for understanding the social processes and outcomes in these placement situations; however, it is not possible to make broad generalizations about effects of placement.