Is Peer Interaction Necessary for Optimal Active Learning?

Meta-analyses of active-learning research consistently show that active-learning techniques result in greater student performance than traditional lecture-based courses. However, some individual studies show no effect of active-learning interventions. This may be due to inexperienced implementation of active learning. To minimize the effect of inexperience, we should try to provide more explicit implementation recommendations based on research into the key components of effective active learning. We investigated the optimal implementation of active-learning exercises within a “lecture” course. Two sections of nonmajors biology were taught by the same instructor, in the same semester, using the same instructional materials and assessments. Students in one section completed in-class active-learning exercises in cooperative groups, while students in the other section completed the same activities individually. Performance on low-level, multiple-choice assessments was not significantly different between sections. However, students who worked in cooperative groups on the in-class activities significantly outperformed students who completed the activities individually on the higher-level, extended-response questions. Our results provide additional evidence that group processing of activities should be the recommended mode of implementation for in-class active-learning exercises.     

THE CRIB CARD EXAMINATION SYSTEM

The crib card examination system has features in common with conventional, open‐book and take home examinations, and appears to combine many of the advantageous features of each of these systems. This paper presents the findings of preliminary studies of some of the characteristics of crib card examinations. The examination results obtained with card use were similar to those in conventional examinations; students’ anxiety about examinations was reduced; and time was not wasted during the examination. However, the claim that card use may enhance learning was not substantiated; in fact the cards may encourage surface rather than deep approaches to learning.     

Teacher behavior, student interest and affective learning: putting theory to practice

Students of Project Adapt (PA), an instructional program for at-risk middle school students in Brooklyn NY, have displayed startling improvement on cognitive outcome measures. Teacher given grades and standardized tests illuminate the progress students have made since entering the program. The current investigation attempts to analyze PA on students' affective responses in a pre/post-test experimental design. Upon entering PA, students completed measures of interest, affect, and their previous teachers' behavior (pre). These ratings were then compared to end of year ratings on the same instruments (post). Results indicate students' perceive PA teachers utilizing different behaviors than their previous teachers. Additionally, student affect and interest increased significantly. Results of this study have implications for both instructional researchers and educational practitioners.     

Going Dutch: The Development of Collaborative Practices Between Higher Education and Museums and Galleries

This study reports on a very successful collaboration between teacher education courses in Manchester and Amsterdam and the Van Gogh Museum in Amsterdam. The central aim of the initiative was to promote and sustain partnerships between Higher Education (HE) institutions, public galleries and schools with a view to developing, delivering and sharing good practice in art and design within a European context.     

How do Objects become Objects of Reference?A Review of the Literature on Objects of Reference and a Proposed Model for the Use of Objects in Communication

Keith Park, a teacher of children with visual impairments and learning disabilities, provides an analytical review of the literature on objects of reference in order to formulate a model of object use in communication. Peirce's (1932) three categories of sign (index, icon and symbol) are suggested as a method of providing a developmental framework for the use of objects of reference.     

Ninth International Conference on Cultural Economics Boston,Mass., May 8–12, 1996 Call for papers

Ninth International Conference on Cultural Economics Boston, Mass., May 8–12, 1996 Call for papers     

Planning, teaching and assessing the curriculum for pupils with learning difficulties: a response from EQUALS

EQUALS is a national organisation that has a major concern for the development of a curriculum that promotes the inclusion of all pupils. The EQUALS movement has, in the past, published its own materials in support of curriculum development for pupils with learning difficulties. In this article, Keith Humphreys, EQUALS' quality assurance manager, provides a response to the publication of the QCA/DfEE guidelines. He discusses EQUALS' response to these guidelines and proposes a way forward for schools already using EQUALS materials. While acknowledging that the implementation of the QCA/DfEE guidelines will lead to an evolution of good practice, he articulates a concern that staff should continue to appreciate and value their own development work. Keith Humphreys details the ways in which EQUALS intends to support this process of evolution in the future.