Enhancing Project-Based Learning Through Online Between-Group Collaboration

This research explored how between-group collaboration enhanced the co-construction of knowledge and performance on project-based learning tasks of collaborative learning groups. The findings of 2 case studies, one that focused on between-group mentoring and one that focused on between-group project review, revealed that both strategies were perceived favorably by the students and had a positive impact on the collaborative learning skills, the knowledge revealed through their online dialogue, and the project performance of all students, especially the less effective groups. The results provide some insights into the computer-supported collaborative learning process among students in a higher education context.     

STUDENTS' UNDERSTANDING OF ALGEBRAIC NOTATION: 11–15

Research studies have found that the majority of students up to age 15 seem unable to interpret algebraic letters as generalised numbers or even as specific unknowns. Instead, they ignore the letters, replace them with numerical values, or regard them as shorthand names. The principal explanation given in the literature has been a general link to levels of cognitive development. In this paper we present evidence for specific origins of misinterpretation that have been overlooked in the literature, and which may or may not be associated with cognitive level. These origins are: intuitive assumptions and pragmatic reasoning about a new notation, analogies with familiar symbol systems, interference from new learning in mathematics, and the effects of misleading teaching materials. Recognition of these origins of misunderstanding is necessary for improving the teaching of algebra.     

The compound cylinder and the strength problem

A general discussion is given of the effects of various strength theories on the design of compound cylinders composed of as many as four tubes. Departing from the usual practice in problems of this type, the more modern theories of strength are included.The problem considered is limited to simultaneous, yielding in all component tubes of the cylinder under the action of bore pressure. In addition, new short design procedures employing graphical means are discussed which will considerably reduce the time ordinarily required in such calculations. The methods used are flexible since component tubes of different materials following different strength theories can be treated as easily as cylinders composed of tubes of one material.     

Where are learning communities now? National leaders take stock

A multiyear effort to understand and improve the practice of learning communities across North America has revealed encouraging trends and areas in which work should continue. The authors asked nearly sixty educators involved in the work to write and talk about the state of learning communities.     

Quality of Toddler-Mother Attachment in Children with Down Syndrome: Limits to Interpretation of Strange Situation Behavior

Researchers studying social-emotional development have argued that primary attachment relationships, established by the end of the first year of life, are important organizing factors that influence the trajectory of development throughout childhood. Central to this argument is a dimension of "attachment security," along which attachments differ. For normally developing infants and toddlers, attachment security is assessed using the Ainsworth Strange Situation. However, it is not clear that this procedure is appropriate for evaluating attachment security in atypical populations. In this report, 3 samples of children with Down Syndrome (total N = 138) were assessed using the Strange Situation. The procedures were scored according to traditional protocols. Although the 3 samples differed with respect to chronological and developmental age, they showed basic similarity with respect to attachment variables. However, developmentally younger children were more difficult to classify using the standard scoring rules. Scores and classifications for the sample were compared to scores from a sample of normally developing children tested at about 12 months of age. Significant differences with respect to the distributions of cases to classification categories and with respect to the interactive scale scores suggest that the Strange Situation may be measuring different aspects of behavior for children with Down Syndrome, even when they are tested at similar developmental age levels.