Investigating First-Year Chemistry Learning Difficulties in the South Pacific: A Case Study from Fiji

The learning difficulties for new entrant chemistry students from a multi-national, regional, tertiary education institution in the South Pacific were investigated using a purpose-designed diagnostic instrument. The instrument contained 25 items distributed across three themes: scientific reasoning, numeracy and scientific language literacy. The research findings suggest that the main learning difficulty facing these students is in numeracy with students able to interpret numerical data presented in graphical form and to complete rudimentary numerical calculations, but unable to use numerical data or perform calculations involving ratios. Targeted remedial tutoring, based on the results of this diagnostic test instrument, rather than content-driven extra tutorials, are suggested for remediation of learning difficulties.     

Cognitive load imposed by ultrasound‐facilitated teaching does not adversely affect gross anatomy learning outcomes

Ultrasonography is increasingly used in medical education, but its impact on learning outcomes is unclear. Adding ultrasound may facilitate learning, but may also potentially overwhelm novice learners. Based upon the framework of cognitive load theory, this study seeks to evaluate the relationship between cognitive load associated with using ultrasound and learning outcomes. The use of ultrasound was hypothesized to facilitate learning in anatomy for 161 novice first‐year medical students. Using linear regression analyses, the relationship between reported cognitive load on using ultrasound and learning outcomes as measured by anatomy laboratory examination scores four weeks after ultrasound‐guided anatomy training was evaluated in consenting students. Second anatomy examination scores of students who were taught anatomy with ultrasound were compared with historical controls (those not taught with ultrasound). Ultrasound's perceived utility for learning was measured on a five‐point scale. Cognitive load on using ultrasound was measured on a nine‐point scale. Primary outcome was the laboratory examination score (60 questions). Learners found ultrasound useful for learning. Weighted factor score on “image interpretation” was negatively, but insignificantly, associated with examination scores [F (1,135) = 0.28, beta = ?0.22; P = 0.61]. Weighted factor score on “basic knobology” was positively and insignificantly associated with scores; [F (1,138) = 0.27, beta = 0.42; P = 0.60]. Cohorts exposed to ultrasound had significantly higher scores than historical controls (82.4% ± SD 8.6% vs. 78.8% ± 8.5%, Cohen's d = 0.41, P < 0.001). Using ultrasound to teach anatomy does not negatively impact learning and may improve learning outcomes. Anat Sci Educ 10: 144–151. © 2016 American Association of Anatomists.     

Cognitive-linguistic profiles of Chinese typical-functioning adolescent dyslexics and high-functioning dyslexics

Dyslexia is a developmental disability affecting the acquisition of reading and writing skills, and its developmental nature makes longitudinal research of great importance. This study therefore investigated the cognitive-linguistic profiles of the typical-functioning dyslexics and high-functioning dyslexics with longitudinal cohorts of Chinese-speaking adolescents diagnosed with childhood dyslexia. These two dyslexic groups of fifty students (with 25 typical-functioning dyslexics) were assessed in Grade 2 (Time 1) and in Grade 8 (Time 2), whereas 25 typically developing controls were assessed at Time 2. Students were administered measures of phonological awareness, morphological skills, visual-orthographic knowledge, rapid naming, verbal working memory, and literacy skills. Results showed that, at Time 2, both dyslexic groups performed less well than the control group on most of the measures. Deficits in rapid naming were particularly salient in both dyslexic groups. Comparing the two dyslexic groups, the typical-functioning dyslexics had more multiple deficits than the high-functioning dyslexics. Findings highlight the importance of rapid naming deficits as potential universal causes of dyslexia and the utility of targeting visual-orthographic knowledge and morphological skills in supporting the development of dyslexic adolescents.     

The Search for Corporatist Structures in British Higher Technological Education: the creation of the National Advisory Council on Education in Industry and Commerce (NACEIC) in 1948

The creation of the National Advisory Council on Education in Industry and Commerce in 1948 was an example of corporatist trends in British Technical education. Inspired by officials of the Central Government's education department to regulate the orderly development of higher technical education, NACEIC marked a form of interest representation where interests were recognised, legitimated and participated in the development and exercise of enhanced slate powers. Yet officials were so sensitive to the strength of existing pluralist forms of representation that only rudimentary ‘quasi‐corporatist’ institutions emerged. Using a case study of Official Records to show officials making decisions offers evidence of the significance of both economic developments and political concerns in corporatist developments. It confirms the basic weakness of corporatist developments in Britain in the lack of lower level corporate organisation, particularly among industrial employers.     

Presentation Factors in the Learning of Chinese Characters: The order and position of Hanyu pinyin and English translations

The influence of different instructional presentations upon meaning and pronunciation acquisition in character learning was examined. High school students learned to identify a series of characters in terms of their associated pinyin and English translation prompts. Acquisition was shown to proceed more rapidly when the Chinese character was presented before rather than after the prompts. The addition of colour‐coded prompts led to superior learning. Retention over two weeks was greater in the case of characters presented before prompts with colour‐coding. These data are interpreted in terms of split attention, which arises when learners attend to multiple inputs simultaneously, and the beneficial effects of attending to a character prior to its prompts. The presentation of the Chinese character first and then its pinyin and colour‐coded English translation is recommended.     

How much is transferred from training to the job? The 10% delusion as a catalyst for thinking about transfer

This article explores the common belief that only a small amount of what is taught in a training program is actually transferred to the job. After providing evidence of the source of the generalization and the acceptance of the notion despite the lack of empirical, behavioral evidence, we take the opportunity to examine the likely reasons for that acceptance. We present five questionable assumptions behind the generalization about minimal transfer. Based on this analysis, we offer four practical strategies for planning, assessing, and reporting training transfer. These strategies include investigating and accounting for variables influencing transfer, expanding the definition of use, stating realistic transfer goals, creating specific transfer objectives, describing observable indicators of use, setting quantitative standards of successful transfer, and reporting the complete transfer story. These strategies provide avenues for producing a more accurate picture of the training transfer experience.     

Trauma narratives and nomos in teacher education

The present article draws on data from a three-year study of pedagogy in teacher education that attempts to disrupt normative structures of reading and being in the teacher education classroom. The author uses Bourdieu’s work to emphasize the ways in which academic fields become ruled by unspoken rules and practices – “nomos” – and demonstrates a use of trauma narratives in teacher education that can disrupt such unspoken rules and practices. The article challenges taken-for-granted assumptions in teacher education that students must be positioned as future teachers; that reading educational research and texts should be a priority; that writing assignments should be privileged; and that a cognitive approach to learning in teacher education should be privileged.     

Network Applications for Group-Based Learning: Is More Better?

Group-based learning is being introduced into many settings in higher education. Is this a sustainable development with respect to the resources required? Under what conditions can group-based learning be applied successfully in distance education and in increasingly flexible campus-based learning? Can networked support facilitate and enrich courses where group-based learning is applied? These questions formed the basis of the motivation for the research project whose main results are presented here. The goals set for the research were the identification of problems associated with the planning, operationalisation, and monitoring of group tasks in group-based learning in higher education, and the identification of networked support options which, in combination with appropriate instructional decisions, have the potential to remedy these problems. The solutions identified were tested in the context of three case studies.     

The Quantitative/Qualitative Divide Revisited: A Study of Published Research,Doctoral Program Curricula,and Journal Editor Perceptions

This article explores the quantitative/qualitative divide in the fields of criminology and criminal justice. The article reports findings from a study of: (1) quantitative and qualitative methods used in a sample of journal articles published in top‐tier and lower‐tier academic journals; (2) doctoral methods and statistics curricula; and (3) journal editor perceptions about the quantitative/qualitative divide. The study found a large gap between the use of quantitative and qualitative methods in published research that reported empirical findings. The content analysis of Ph.D. curricula suggests that the qualitative/quantitative divide in published research is a logical extension of a similar divide in the teaching of methods in doctoral programs. The interviews with journal editors suggest that they are generally receptive to qualitatively oriented research; however, these journal editors also identified several important barriers that contribute to the ongoing divide in published criminology and criminal justice research. Implications are discussed.