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1.
Although video cases are increasingly being used in teacher education as a means of situating learning and developing habits of reflection, there has been little evidence of the outcomes of such use. This study investigates the effects of using a coherent video-case curriculum in a university mathematics methods course by addressing two issues: (1) how the use of a video-case curriculum affects the reflective stance of prospective teachers (PTs); and (2) the extent to which a reflective stance developed while reflecting on other teachers’ practice transfers for reflecting on one’s own practice. Data sources include videotapes of course sessions and PTs’ written work from a middle school mathematics methods course that used a video-case curriculum as a major instructional tool. Both qualitative and quantitative analytical methods were used, including comparative and chi-square contingency table analyses. The PTs in this study showed changes in their level of reflection, their tendency to ground their analyses in evidence, and their focus on student thinking. In particular, they began to analyze teaching in terms of how it affects student thinking, to consider multiple interpretations of student thinking, and to develop a more tentative stance of inquiry. More significantly, the reflective stance developed via the video curriculum transferred to the PTs’ self-reflection in a course field experience. The results of this study speak to the power of using a video-case curriculum as a means of developing a reflective stance in prospective mathematics teachers.
Shari L. StockeroEmail:
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2.
This study used The Competent Speaker, a rubric developed by the National Communication Association (S. P. Morreale, M. R. Moore, K. P. Taylor, D. Surges-Tatum, & R. Hulbert-Johnson, 1993), to evaluate student performance in general education public speaking courses as a case study of student skills and programmatic assessment. Results indicate that students taking the general education public speaking course are below satisfactory standards on five of the eight competencies defined by the National Communication Association and are above satisfactory standards on two of the eight competencies. Implications for this particular program, other communication departments, and communication across the curriculum in general education are discussed. We also offer suggestions for those in other disciplines or educational settings in the use of performance evaluation rubrics for assessing other student skills/knowledge and for training new teachers.
Norah E. DunbarEmail:
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3.
Technology expands instructional options for faculty, and this study examines the differential learning effects of offering a lecture on physics to students in a traditional classroom versus internet video formats. Based on an experiment conducted in a natural educational context, results indicate enhanced transfer of lecture information in the video formats relative to the live condition, with students also responding more positively to personalized video presentation.
Eric L. DeyEmail:
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4.
This paper characterizes and evaluates the student allocation in the Portuguese public higher education system. It describes the supply and demand sides of the system by looking at the numerus clausus across areas of study and institutions, institutions’ degree of diversity, and performance and adjustment indicators based on students’ revealed preferences. Performance indicators quantify the adequacy between demand and supply, across institutions and fields of study, and gauge the performance of public higher education institutions in the competition for candidates. Adjustment indicators allow us to predict the potential impact of changes in higher education regulations on student allocation and its stability. According to these indicators, such changes could result in an expansion for some institutions and fields of study, whereas other institutions might face a reduction.
Carla SáEmail:
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5.
While literature suggests that college students may be less reluctant to seek help in online rather than traditional courses, little is known about how online instructors give help in ways that lead to increased student help seeking and academic success. In this study, we used theories and research on learning assistance and scaffolding, teacher immediacy, social presence, and academic help seeking to explore through a cross-case study design how three online instructors differed in their use of cognitive and social supports and how those differences related to student perceptions of support, help seeking, and performance. Primary data sources included all course postings by the instructors, interviews with the instructors, observational field notes on course discussions, student interviews, and final student grades. Archived course documents and student discussion postings were secondary data sources. Data analysis revealed that while all instructors provided cognitive and social support, they varied in their level of questioning, use of direct instruction, support for task structuring, and attention to group dynamics. This variation in teaching presence related to differences across the courses in student perceptions of support, student help seeking in course discussions, and final course grades. Implications for online teaching and suggestions for further research are offered.
Joan L. WhippEmail:
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6.
This article reports on the development of a methodology that integrates virtual and hands-on inquiry in a freshman introductory biology course. Using a two time × two order-condition design, an effective combination (blend) of the two environments was evaluated with 39 freshman biology participants. The quantitative results documented no significant effect of presentation order but demonstrated a significant effect of the combined learning experience. The qualitative results showed a strong preference by students for the virtual work preceding the hands-on laboratory. The study provides practitioners an effective alternative to traditional instructional practices by combining virtual and hands-on inquiry learning.
Lisa R. LudvicoEmail:
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7.
A research framework for creative and imitative reasoning   总被引：1，自引：0，他引：1  
This conceptual research framework addresses the problem of rote learning by characterising key aspects of the dominating imitative reasoning and the lack of creative mathematical reasoning found in empirical data. By relating reasoning to thinking processes, student competencies, and the learning milieu it explains origins and consequences of different reasoning types.
Johan LithnerEmail:
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8.
Two studies analyzed impacts of writing and receiving web-mediated peer reviews on revision of research reports by undergraduate science students. After conducting toxicology experiments, 77 students posted draft reports and exchanged double-blind reviews. The first study randomly assigned students to four groups representing full, partial, or no peer review. Students engaging in any aspect of peer review made more revisions than students confined to reviewing their own reports. In the second study, all students engaged in peer review, and the influence of writing versus receiving critiques was analyzed using linear regression. Both studies showed receiving reviews to be more significant than writing them in terms of triggering report revisions. Students valued the peer review experience and credited it with giving them insights about their work. Conclusions address implications for optimal design of online peer review systems and for further research into student learning gains.
Nancy M. TrautmannEmail:
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9.
Campus-based urban legends have the potential to convey and construct student culture in higher education. Basic qualitative and humanistic research methods were used to collect, analyze, and interpret legends related to the academic experience of collegiate life.
Claire Howell MajorEmail:
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10.
This experimental study was designed to investigate whether supervision meetings, in which students receive specific advice on how to use a development portfolio to monitor their progress and plan their future learning, helps them to develop self-directed learning skills and improve their learning in the domain. In the first year of a hairdressing program in vocational education, supervision meetings were used to provide students with either specific advice or not. Students in the advice group (n = 21) formulated better learning needs, selected more suitable learning tasks, completed more practical assignments, and acquired more certificates than students in the feedback-only group (n = 22). Interviews also showed that students in the advice group appreciated the supervision meeting more and perceived them as more effective than students in the feedback-only group. Guidelines are provided for the use of development portfolios and the organization of supervision meetings in on-demand vocational education.
Wendy KickenEmail:
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11.
Increasing numbers of Spanish-speaking preschool children require attention to improve the likelihood of success in school. This study, part of a larger 2-year ethnographic study of a Head Start classroom, elaborates the role of teachers’ interactions with students who were learning English. Using an interactional ethnography approach, the authors focus on the social nature of these interactions. The study illuminates the kinds of teacher interactions with students that support and hinder the students’ language learning. It reinforces the importance of student engagement in social interactions with teachers and with English other than codes of obedience and authority. Finally, it recommends actions teachers can take to provide optimal circumstances for English learning interactions for students.
Lesley A. RexEmail: URL: http://www.umich.edu/~rex/
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12.
This article reports challenges faced by prospective elementary teachers as they revisited whole number multiplication through a sequence of tasks that required them to develop and justify reasoning strategies for multiplication. Classroom episodes and student work are used both to illustrate these challenges, as well as to demonstrate growth over time. Implications for the design of mathematics courses for prospective teachers’ are discussed. Although the study is situated in the context of multiplication, it has implications for teachers reasoning and justification in other areas of mathematics.
Judith FlowersEmail:
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13.
The purpose of this randomized experiment was to compare the performance of high-, average-, and low-achieving middle school students who were assessed with parallel versions of a computer-based test (CBT) or a paper-pencil test (PPT). Tests delivered in interactive, immersive environments like the CBT may have the advantage of providing teachers with diagnostic tools that can lead to instruction tailored to the needs of students at different achievement levels. To test the feasibility of CBT, students were randomly assigned to the CBT or PPT test conditions to measure what they had learned from an instructional method called enhanced anchored math instruction. Both assessment methods showed that students benefited from instruction and differentiated students by achievement status. The navigation maps generated from the CBT revealed that the low-achieving students were able to navigate the test, spent about the same amount of time solving the subproblems as the more advanced students, and made use of the learning scaffolds.
Brian A. BottgeEmail:
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14.
This research focuses on use of a triadic teaching approach in a science–technology–society (STS) course designed for future science teachers for middle schools in Turkey. Forty-three pre-service science teachers were enrolled in a semester-long course organized around issues students identified and used throughout the semester. The triadic teaching approach includes library-online searches that lead the students to design and conduct investigations, to carrying out mini-scientific symposia, and to preparing and conducting poster presentations open to the entire student body and faculty. The results of a 30-item Likert scale, administered to the students as a pretest and a posttest, indicated that there were significant increases in positive attitudes towards STS issues from the beginning to the end of the study. Individual interviews were also conducted with the students to determine the individual effects of each component of the triadic teaching approach on their attitudes towards STS issues. All aspects of the new approach provided significant contributions to the development of more positive attitudes among the students towards STS via interviews and on all sub-scales of a survey administered that include: (1) pupil interest in STS issues; (2) teacher interest in STS issues; (3) general perceptions regarding importance of STS issues.
Osman Nafiz KayaEmail:
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15.
Video has assumed an increasingly prominent role in teacher education, particularly in the form of the viewing of videotaped class lessons by preservice teachers. Yet there is little research that confirms whether preservice teachers attend to the aspects of the video(s) that teacher educators anticipate or desire. This article explores this issue and reports on the impact of video viewing as a means to improve teachers’ ability to be observers of classroom practice. We utilized a pre- and post-test design to measure the quantity and type of classroom events that preservice mathematics teachers noticed before and after a teaching methods course where improving observation skills was an explicit goal. The results of the pre-assessment suggest that preservice teachers generally do not enter teaching methods courses with well-developed observation skills. The post-assessment indicates that the course led to significant increases in preservice teachers’ observation skills, particularly in teachers’ ability to notice features of the classroom environment, mathematical content of a lesson, and teacher and student communication during a lesson.
Jon R. StarEmail:
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16.
The purpose of this study is to identify school factors that affect students’ achievements at the secondary and tertiary levels of education. The analysis included data of 9,894 students who studied in Auckland regional secondary schools in 2004. The results indicate that, although student demographic characteristics are associated with students’ pathways and achievements, schools’ demographic composition did not affect student outcomes. It was found, however, that schools’ organisational factors do have an effect. At the university level, none of the schools’ characteristics was related to students’ achievements at the higher end of the achievement scale (GPA ≥ 4). However, students from private or state-integrated schools were found to be more likely to achieve low GPA (<2) than students who came from state schools. In conclusion, it is suggested that interventions targeting at-risk populations based on demographic factors should focus on individuals or groups rather than on institutions; while school-based interventions should identify the schools by their structure and function rather than by their demographic characteristics.
Boaz ShulrufEmail: Email:
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17.
In Fall 2006, North Carolina kindergarten teachers were charged with the task of meeting the NASPE guidelines for providing daily physical activity to their kindergarten students. In turn, the teachers researched resources and consulted experts to design and develop a developmentally appropriate physical activity and physical play environment for their students. The purpose of this article is to disseminate useful information one group of kindergarten teachers believed would help other teachers in similar situations. The article discusses the planning process, suggestions for activities and necessary equipment for program implementation, and vignettes regarding the experiences the teachers and students have had during the physical activity and physical play program’s inaugural year.
Casey Marie BreslinEmail:
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18.
Representatives from more than 20 institutions making up a research and teaching network met to discuss and investigate a web application designed to promote knowledge sharing and understanding. The web application, called Fieldtrip, enables students, professors and researchers to virtually share their experiences and findings from real field trips. This study investigates how professors from the network conceived Fieldtrip and their approach to designing and teaching student learning experiences using it. Results show that the professors had divergent understandings of the potential of the web application, and that qualitatively better ways of conceiving Fieldtrip were related to more robust approaches to design for learning and teaching. The implications of this study as an exploration into professor experiences of web applications are important if universities wish to make the best use of technologies in learning for their students and professors.
Brendan F. D. BarrettEmail:
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19.
Faculty have long incorporated students into interdisciplinary research projects to meet increasingly common demands for collaborative research by federal funding agencies. Despite the critical role of experiential learning in building student research skills and capacity, few have explored social interaction mechanisms used to facilitate student experiential learning in an interdisciplinary research team. Drawing upon the New Rural Economy project as a case study, interviews with 13 students from eight Canadian universities were conducted to explore these social interaction mechanisms. While findings revealed an array of social interaction mechanisms used to develop student learning networks, the quality of these mechanisms were mixed; thereby influencing the utilization of these networks for guidance and feedback. As faculty organize social interaction mechanisms, they should consider factors such as previous experience, student and faculty relationships, finances, language, gender, ethnicity, and other issues, that will have an impact on student engagement with experiential learning.
Deborah ThienEmail:
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20.
Postsecondary remediation is a controversial topic. On one hand, it fills an important and sizeable niche in higher education. On the other hand, critics argue that it wastes tax dollars, diminishes academic standards, and demoralizes faculty. Yet, despite the ongoing debate, few comprehensive, large-scale, multi-institutional evaluations of remedial programs have been published in recent memory. The study presented here constitutes a step forward in rectifying this deficit in the literature, with particular attention to testing the efficacy of remedial math programs. In this study, I use hierarchical multinomial logistic regression to analyze data that address a population of 85,894 freshmen, enrolled in 107 community colleges, for the purpose of comparing the long-term academic outcomes of students who remediate successfully (achieve college-level math skill) with those of students who achieve college-level math skill without remedial assistance. I find that these two groups of students experience comparable outcomes, which indicates that remedial math programs are highly effective at resolving skill deficiencies.
Peter Riley BahrEmail:
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