The Effect of Goal-Line Presentation and Goal Selection on First-Grader Subtraction Fluency

Math proficiency is related to math calculation fluency. Explicit timing provides repeated practice for math fluency. It is enhanced through goal setting, graphic feedback, and rewards. Self-selected goals have potential to increase performance for math fluency. This study compared the effect of goal lines, and researcher goals versus self-selected goals. The authors compared three groups: (a) researcher-selected goals only, (b) researcher-selected goals with goal lines, and (c) self-selected goals with goal lines. First-grade students completed subtraction probes and colored in a bar graph with their performance. When participants met or exceeded their goals, participants received rewards twice per week. Results indicated that the researcher-selected goals with goal lines procedures with explicit timing had the greatest effect on subtraction fluency for first-grade students. The researcher-selected goals with goal lines and self-selected goals with goal lines groups outperformed the researcher-selected goals-only group.     

Notes on authors

Abstract

Although both the number of online learning opportunities and students with disabilities in higher education has increased over the last two decades, students with disabilities may be overlooked. The purpose of this study was to examine attitudes toward requesting accommodations in the online learning environment among college students with disabilities compared with requesting accommodations in the face-to-face learning environment. Accommodations refer to those adjustments and modification made to instructional and/or curricular requirements in order for students with disabilities to fully participate in a course (Rehabilitation Act of 1973). Results indicate that students with disabilities did not have significantly different attitudes toward requesting accommodations as a whole in the face-to-face versus online learning environments. Results, however, do indicate that students who report having visible disabilities appear to have more positive attitudes toward requesting accommodations in the online versus face-to-face learning environment compared with students who report having hidden disabilities.     

Developing and articulating pedagogic principles: A case study of early childhood teacher trainees learning to use pedagogic documentation techniques

ABSTRACT

This research examines the development and articulation of pedagogic principles and the process of using pedagogic documentation techniques by early childhood teacher trainees in a university teacher training program (BA Primary Education leading to Qualified Teacher Status) in London, England. The study draws on the perspectives of students in the second year of the teacher training program, and the tutor for the module, as well as documentary analysis of 14 pedagogic documentation panels that were produced by the teacher trainees. The research demonstrates how the development and articulation of pedagogic principles is enabled by the reflective and collaborative practice of photography, dialogue, narrative, and metaphor. Findings can be used to better understand how teacher trainees engage with pedagogic principles while they learn how to use the techniques of pedagogic documentation.     

Supporting asylum seekers in schools

In this article Lucy Clarke provides us with a ‘hands-on’ view of her work with the East Oxford Schools Inclusion Project where she is a project worker supporting asylum seekers. Her post has been funded jointly by The Children's Society, Oxfordshire Social Services and Oxfordshire Local Education Authority.     

Getting the best out of data for open access monograph presses: A case study of UCL Press

This study of UCL Press sought to identify the extent to which data available to open access (OA) monograph presses can be combined with low‐cost analysis tools to provide insight into development and strategy. An additional goal was identifying practical steps that monograph publishers can take to ensure that they make the most of the data they have access to. The project team carried out an analysis of downloaded figures from platforms providing access to UCL Press monograph titles, social media activity, and sales patterns. Patterns of engagement with the books were cross‐referenced against key marketing and dissemination events in order to identify relationships between marketing approaches and awareness or use of a title. This study shows that it is possible to gain valuable insights into the uses of OA books by collating and analysing usage and social media data. It also identifies a series of relatively straightforward steps that can be taken by presses to maximize the richness of the data captured. These include proactively gathering and storing data; providing best practice advice to those engaging in promotion, particularly when promotion is via social media; and making it easier to track specific efforts to publicize books by using tagged links.