Semantic structures of one-step word problems involving multiplication or division

From classifications of word problems in international discussion of elementary mathematics instruction as well as from conceptual elaborations of didactical analyses in Germany, a classification of semantic structures of one-step word problems involving multiplication or division is proposed, comprehending four main classes: Forming the n-th multiple of measurers, combinatorial multiplication, composition of operators, and multiplication by formula. This classification is more comprehensive and differentiated than the classifications of Vergnaud (1983), Nesher (1988), and Bellet al. (1989) — aiming at a better assignment between diverse contextual circumstances and conceptual demands of mathematics and at compatibility with the well-known semantic structures of addition and subtraction word problems.     

Effectiveness of a Short,Intense Bridging Course for Scaffolding Students Commencing University-level Study of Chemistry

Bridging courses designed to support students commencing tertiary education are widespread, and some evidence for the value of semester-length courses has been reported; however, little attention has been paid to short-but-intense bridging courses, and empirical evidence of their effectiveness is particularly sparse. The current study followed the academic performance of a cohort of students enrolled in a first-year chemistry unit of study designed for those with little or no background knowledge of chemistry. The aims of this study are two-fold: first to determine the strength of the linkage between prior knowledge in chemistry and performance on the end of semester exam, and secondly, to explore the reasons for any differences observed. In particular, the value of the week-long intensive-mode bridging course offered by the University of Sydney was analysed. Quantitative and qualitative data were collected. The research has shown that participation in the chemistry bridging course is associated with ‘bridging the gap’ in academic performance between students with No Prior Chemistry background and those with a Strong Background. While the content of the bridging course is a significant contributor to academic success, so too is the confidence in their own learning that the course engenders among participants.     

'All Stories that Have Happy Endings Have a Bad Character': a Young Child Responds to Televisual Texts

This piece arose out of the initially casual observations I made of my young granddaughter as she became involved in watching stories on videos. Over a period of two years these observations became more rigorous and detailed and the resulting work seeks to analyse what Hannah has been doing in her initial and repeated watchings of videos and what has passed between us when I have watched the videos with her or joined in with her observations and comments.     

Big Five personality traits as predictors of the academic success of university and college students in early childhood education

Academic success in early childhood teacher education is important because it provides a foundation for occupational development in terms of professional competence, the quality of educational practices, as well as career success. Consequently, identifying factors that can explain differences in academic success is an important research task. Previous research has indicated that the Big Five personality traits can predict academic success in tertiary education even when other predictors have been accounted for. However, there is a lack of research regarding students in early childhood education. Therefore, this study investigated the effects of the Big Five on the academic success of college and university students in Germany who were studying early childhood education. Data from 567 college students and 270 university students were used. Several socio-demographic variables and the school-leaving Grade Point Average (GPA) served as controls. As hypothesised, students with higher conscientiousness also had better college and university GPAs. Furthermore, higher conscientiousness was associated with higher study satisfaction but only for college students. Unexpectedly, neuroticism was not negatively related to study satisfaction. In addition, there were exploratory findings concerning the effects of agreeableness, extraversion, neuroticism and openness. The findings are discussed with respect to implications for research and practice. In particular, the consequences with regard to the preparation of students in early childhood education are discussed.     

Is the Item-Position Effect in Achievement Measures Induced by Increasing Item Difficulty?

This work examines the hypothesis that the arrangement of items according to increasing difficulty is the real source of what is considered the item-position effect. A confusion of the 2 effects is possible because in achievement measures the items are arranged according to their difficulty. Two item subsets of Raven’s Advanced Progressive Matrices (APM), one following the original item order, and the other one including randomly ordered items, were applied to a sample of 266 students. Confirmatory factor analysis models including representations of both the item-position effect and a possible effect due to increasing item difficulty were compared. The results provided evidence for both effects. Furthermore, they indicated a substantial relation between the item-position effects of the 2 APM subsets, whereas no relation was found for item difficulty. This indicates that the item-position effect stands on its own and is not due to increasing item difficulty.     

The structure of research methodology competency in higher education and the role of teaching teams and course temporal distance

The development of research methodology competency is a major aim of the psychology curriculum at universities. Usually, three courses concentrating on basic statistics, advanced statistics and experimental methods, respectively, serve the achievement of this aim. However, this traditional curriculum-based course structure gives rise to the question whether an integrative research methodology competency is actually achieved or whether independent course-specific sub-competencies are established instead. To find out whether the course structure is favourable for the development of research methodology competency, items representing the contents of the three courses were applied to a sample of university students. Content validity was assured by a close relationship of the items with course contents and course tests. The investigation revealed a three-dimensional first-order structure in combination with a common second-order dimension. Differences between teaching teams and course temporal distance showed to have no influence.     

Emergent literacy activities in the final preschool year in the German federal states of Bavaria and Hesse

Emergent literacy activities are considered to be important for promoting children’s emergent literacy skills. However, little research exists, especially in Germany, regarding how often such activities occur and in what context. The purpose of this study was to determine the extent of emergent literacy activities occurring in the final preschool year, and their dependence on structural characteristics. Ninety-six children (mean age = 5.9) from 50 preschools in two German federal states were observed in their final preschool year. Results show that emergent literacy activities relating to print materials play a minor role, whereas activities involving oral language play a major role, compared with other activities in children’s preschool experience. Results also indicate a significant link between child-related, family and distal characteristics (i.e. geographic location and federal state affiliation) and the frequency of emergent literacy activities.