Addressing the Language and Cultural Problems of Overseas Students in the Context of Mathematics Classes

This paper describes a project in which instruction in mathematical language and strategies for adapting to the Australian university environment were integrated into mathematics classes. The classes were part of a program which enables overseas students to meet the entry requirements of Australian business faculties. The project used the action research methodology in which observations of the students' reactions motivated further activities. The outcomes of the project are described using the diary entries made by students, teacher and observer. These show that students developed an awareness of the need to improve their language skills and to make cultural adjustments and made some progress in these directions.     

Daycare Book-a-thon: Preservice Teachers Enhancing the Reading Experience of Preschool Children

Daycare Book-a-thon is a project that targets at-risk preschoolers, providing them with books their parents can share with them at home. Preservice teachers in a children's literature class donate the books and prepare bookmarks, which highlight ways that parents can read and extend the books with their children. Through this activity, preservice teachers come to understand the diverse student population and learn ways they can help young children to prepare for schools.     

Understanding and enhancing pupils’ learning progress in schools in deprived communities

ABSTRACT

This paper draws on data from the ‘Raising Pupil Attainment in Key Stage 1 in Stoke-on-Trent’ research project. The particular focus is on how teachers, head teachers and teaching assistants (n?=?59) articulate pupils’ learning success in five highly achieving schools in deprived communities. Six key themes are highlighted which are identified by participants as influencing successful pupil learning and progress. These are analysed in relation to Biesta's theory on the parameters of ‘Good Education’ [Biesta, G. J. J. 2010. Good Education in an Age of Measurement. Boulder, CO: Paradigm] and within Bourdieu's understanding of ‘distinction’ [Bourdieu, P. 1998. Practical Reason: On the Theory of Action. Oxford: Polity Press]. The research reveals that issues related to socialisation and subjectivity are presented as critical and foundational for the more formal measures of success in pupil learning.     

Intuitive Interference in Geometry: An Eye‐Tracking Study

Interference of irrelevant salient variables may cause difficulties for students. This study focused on eye tracking during the comparison of perimeters task, in which area is the interfering irrelevant salient variable. There were three trial types: congruent (larger area—larger perimeter), incongruent inverse (larger area—smaller perimeter), and incongruent equal (larger area—equal perimeter). Behavioral findings corroborated previous studies: congruent trials yielded higher accuracy and a shorter reaction time than did incongruent trials. Surprisingly, the area saliency could not be revealed in fixation location and duration measurements in incongruent inverse trials nor in the heat maps for incongruent inverse or incongruent equal trials, suggesting that such processing does not require overt attention; measures of attention shift from one geometrical shape to another were higher for incongruent equal trials, as was pupil dilation, suggesting that greater effort is associated with solving incongruent equal trials.     

Qualitative evaluation of mathematical activity and its relation to effective guidance

A model of qualities of mathematical activity was developed within a framework of learning goals. In this paper we describe a clinical application of the model, from which a hierarchy of effective guidance was established, permitting diagnostic evaluation and progressive development of mathematical activity.     

Measuring Student Career Interest within the Context of Technology-Enhanced STEM Projects: A Cross-Project Comparison Study Based on the Career Interest Questionnaire

Journal of Science Education and Technology - This article describes Energy for ME and Going Green! Middle Schoolers Out to Save the World, two Science, Technology, Engineering, and Mathematics...     

An Introduction to the Special Issue: Consultation to Increase Educational Access and Improve Conditions for LGBTQ Youth

ABSTRACT

This article is the introduction for a theme issue of Journal of Educational and Psychological Consultation entitled “Consultation to Increase Educational Access and Improve Conditions for LGBTQ Youth.” First, we discuss the need for consultation to support LGBTQ youth, the current state of consultation research related to LGBTQ youth, and the unique considerations and challenges for conducting research related to LGBTQ youth. Next, we introduce the articles in this special issue. Finally, we address notable gaps and future directions while encouraging researchers and journal editors to embrace the messiness associated with this type of research.     

Television and Language Development

Educational television is widely used in British primary schools to aid language development. In the light of current theories of language acquisition and development, this paper considers the characteristics of the medium which may militate against effective language learning. It is argued that further research is needed to ascertain whether language development is in fact promoted by television programmes and, if so, which programmes and what type of format are best suited for the purposes. Work already carried out in the USA and suggestions for future work in Britain are discussed.     

Ecological Autobiography

This paper presents a discussion of the ecological autobiography as a tool for enhancing an understanding of one's self and the human‐earth relationship. Also presented is a five‐step process for developing one's own ecological autobiography and suggestions on how to make the development of autobiographical essays a part of environmental education programs. A related literature review indicates that focused autobiographies have been used effectively for personal growth, research and curriculum development and that use of the ecological autobiography warrants serious consideration as a tool for environmental education and research.