A generative theory of textbook design: Using annotated illustrations to foster meaningful learning of science text

In three experiments, college students read a text explaining how lightning works and then took problem-solving transfer tests. Some students (integrated group) also viewed illustrations depicting the major stages in the formation of lightning that (a) were placed adjacent to corresponding text paragraphs and (b) contained annotations repeating the verbal cause-and-effect information from the text. Other students (separated group) viewed the same illustrations (a) on a separate page and (b) without annotations, after they had finished reading the text. The integrated group generated approximately 50% more creative solutions on transfer problems than the separated group, and this pattern was stronger for students who lacked experience in meteorology than for high-experience students. The positive effects of integrated illustrations depended on incorporating annotations (i.e., captions and labels) into the illustrations rather than placing illustrations close to corresponding paragraphs. Results were interpreted in light of a generative theory of multimedia learning which posits that meaningful learning requires constructing connections between visual and verbal representations of a system.     

MANAGING STRESS AMONG ADULT WOMEN STUDENTS IN COMMUNITY COLLEGES

Stress management for adult women students in community colleges is essential because of the enormous demands they face from family, career, and financial responsibilities. Community colleges and adult educators must help adult women students identify their major sources of stress as well as provide strategies to alleviate those stressors. An extensive review of the literature and a campus-based study found high levels of stress resulting from parenting, nancial, and health concerns. Age was also found to be an important stress factor. Recommendations for helping adult women students are discussed.     

Mixing metaphors: The school as patsy 1

Despite the frequent juxtaposition of the terms "risk taking" and "change" in literature on school reform, we know very little about risk-taking behavior. Research conducted in the field of a psychology of risk-taking behavior has identified three essential elements of risk: (a) loss, (b) significance of loss, and (c) uncertainty (Yates &; Stone, 1992). In this case study, teacher risk taking was examined in the context of the development of a school-within-a-school (SWS) program, targeting sophomores at high risk for dropping out of school. Findings indicate that a psychology of risk-taking behavior provides a useful lens for understanding teacher risk taking in the context of this SWS innovation. The study also finds that the three essential elements of risk may not be sufficient to explain teacher risk taking. Constructs of emotion and gain, which appeared to be embedded in loss and significance of loss, need further identification and study. In addition, social interactions, organizational processes, and group or organizational values also appeared to influence collective risk-taking behavior. It is possible that a sociology of risk-taking behavior is an emerging construct that needs greater exploration.     

Body mass changes during training in elite rugby union: Is a single test of hydration indices reliable?

There is limited research studying fluid and electrolyte balance in rugby union players, and a paucity of information regarding the test–retest reliability. This study describes the fluid balance of elite rugby union players across multiple squads and the reliability of fluid balance measures between two equivalent training sessions. Sixty-one elite rugby players completed a single fluid balance testing session during a game simulation training session. A subsample of 21 players completed a second fluid balance testing session during an equivalent training session. Players were weighed in minimal clothing before and after each training session. Each player was provided with their own drinks which were weighed before and after each training session. More players gained body weight (9 (14.8%)) during training than lost greater than 2% of their initial body mass (1 (1.6%)). Pre-training body mass and rate of fluid loss were significantly associated (r?=?0.318, p?=?.013). There was a significant correlation between rate of fluid loss in sessions 1 (1.74?±?0.32?L?h^?1) and 2 (1.10?±?0.31?L.?h^?1), (r?=?0.470, p?=?.032). This could be useful for nutritionists working with rugby squads to identify players with high sweat losses.     

A systematic review of evidence on the effectiveness of interventions and strategies for widening participation in higher education

Widening participation (WP) in higher education (HE) is an increasingly important policy issue, with interventions to increase participation from minority ethnic, low-income and other under-represented groups undertaken in HE sectors in many countries. In the UK there is a large amount of WP activity but a lack of robust evidence of its effectiveness. This article presents a systematic review in the topic area of WP in HE. We included studies of systematic review, randomised controlled trial (RCT) and quasi-experimental (QE) designs, and assessed evidence of the effectiveness of university access strategies and approaches in relation to the participation of disadvantaged students at university. We searched for, quality appraised and synthesised the international evidence, that is, evidence published in any country, in the English language. The findings from 4 systematic reviews and 12 experimental studies (4 RCTs, 4 RDDs and 4 QEDs) are presented as narrative syntheses in a series of thematic sub-topics. We found some evidence of effectiveness for a number of university access interventions. ‘Black box’ WP programmes (those with multiple elements in a single programme) and financial incentives were found to be effective. However, much of the evidence had design limitations and the majority were conducted in the US. The article concludes with research recommendations in relation to UK interventions, including suggested designs for future quasi-experimental evaluation.     

By design: Professional learning ecologies to develop primary school teachers’ makerspaces pedagogical capabilities

Makerspaces embody a growing movement of educators promoting constructionist learning with physical materials and digital technologies such as 3D design and 3D printing. As it gains traction in K-12 settings, the maker movement represents an interesting context in which to explore how professional ecologies can equip teachers with the knowledge, skills and dispositions needed to implement twenty-first century learning in their school context. This study investigated the roles of different participants from industry, school leadership and colleagues in influencing teachers’ confidence, enthusiasm, capabilities and beliefs when teaching in makerspaces. Utilising triangulated observations of activities through online questionnaires at beginning, middle and end points, as well as postproject interviews, the study explored the participation of 27 primary school teachers in a blended professional learning programme, followed by classroom delivery of modules focusing on tablet-based 3D design applications and the use of newly instaled 3D printers. Reporting no prior knowledge or experience with makerspaces, quantitative analyses revealed significant increases in teachers’ confidence and enthusiasm. Qualitative analyses of questionnaire and interview data underscored the influence of hands-on and theoretically grounded professional learning providing practical exposure to constructionist ideas, design thinking methodologies and 3D design technologies. Findings reveal the importance of targeted professional learning coupled with a substantial collegially supported implementation phase, as well as support from school leaders and industry partners to promote meaningful pedagogical change in technology-mediated maker-based learning.