Trainee teachers' cognitive styles and notions of differentiation

Purpose – To compare the cognitive styles of trainee teachers with their notions of differentiation and perceptions of its place/location within their teaching and learning during a PGCE programme of ITE. Methodology – 80 trainee teachers completed the Cognitive Style Index (CSI) (Allinson & Hayes, 1996) at the beginning and at the end of their course. After completing the CSI measure trainees received instruction on cognitive styles. To assess their initial understanding and prior knowledge of differentiation, all trainees completed a questionnaire at the beginning at the end of their course. Findings – At the outset rudimentary understandings of differentiation were found to be held by the trainees, as well as stylistic differences between the four style groupings. Gains in understanding of differentiation and the use of cognitive style in school were evident in all trainees. Moderate changes in style were evident, with all trainees becoming more intuitive over the course of the programme. Research limitations – The sample size may be seen as a limitation in terms of generalisability. Practical implications –The predominant direction of cognitive style movement was from analytic to intuitive. The suggestion that cognitive style whilst relatively fixed is also something that can be developed, is a feature which should offer encouragement to those developing university courses through interventions such as this. Originality - Teaching sessions on how cognitive styles can be used in the classroom were used to enhance trainee understandings of individual learning differences and increase awareness of own style to facilitate understanding of differentiation

A model for providing emotion awareness and feedback using fuzzy logic in online learning

Monitoring users’ emotive states and using that information for providing feedback and scaffolding is crucial. In the learning context, emotions can be used to increase students’ attention as well as to improve memory and reasoning. In this context, tutors should be prepared to create affective learning situations and encourage collaborative knowledge construction as well as identify those students’ feelings which hinder learning process. In this paper, we propose a novel approach to label affective behavior in educational discourse based on fuzzy logic, which enables a human or virtual tutor to capture students’ emotions, make students aware of their own emotions, assess these emotions and provide appropriate affective feedback. To that end, we propose a fuzzy classifier that provides a priori qualitative assessment and fuzzy qualifiers bound to the amounts such as few, regular and many assigned by an affective dictionary to every word. The advantage of the statistical approach is to reduce the classical pollution problem of training and analyzing the scenario using the same dataset. Our approach has been tested in a real online learning environment and proved to have a very positive influence on students’ learning performance.Peer ReviewedPostprint (author's final draft

Effective primary pedagogical strategies in English and mathematics in key stage 2: a study of year 5 classroom practice drawn from the EPPSE 3-16 longitudinal study

Reference:DFE-RR129 Publication Type: Research Audience: Researchers, Statisticians, Teachers The Effective Provision of Pre-School, Primary and Secondary Education (EPPSE 3-16) project is a large scale, longitudinal, mixed-method research study that has followed the progress of 3000+ children since 1997 from the age of 3 to 16+ years. A continuing question for EPPSE was whether pre- and primary school experiences or children's early home learning environment (HLE) could reduce inequality. The study aimed to examine the differences between poor, average and excellent teachers, and how their teaching practices could be linked to the effectiveness of schools. While the original studies found that parents' socio-economic status (SES) and qualifications were significantly related to child outcomes, they also found that the quality of the early HLE was important. Also important, and particularly relevant to this study, was the extent to which educational influences (pre-school and primary school quality and effectiveness) also shaped children’s educational outcomes. During the primary phase (EPPE 3-11) of the longitudinal study the research team conducted contextualised, value-added analyses for all primary schools in England across three years (2002 – 2004) from Key Stage 1 to Key Stage 2. These analyses, based on multi-level modelling, considered children’s progress and attainment while controlling for a range of background factors (e.g. gender)

Reliability of a Speaker and Recognition of a Listener: Bocheński and Nyāya on the Relation of Authority

In the Nyāyasūtras (NS), the fundamental text of the Nyāya tradition, testimony is defined as a statement of a reliable speaker (āpta). According to the NS, such a speaker should possess three qualities: competence, honesty and desire to speak. The content of a discourse, including the prescriptions, is also considered reliable due to the status of a given author and the person that communicated it. The Polish philosopher J.M. Bocheński similarly stresses the role of a speaker; he holds that an authoritative source (whose discourse is called testimony) should be competent and truthful. The conditions of trust and superiority also apply. According to Bocheński, being an authority entails a special relation—it has a subject, object and field. Notably, Bocheński develops his own typology of testimony by distinguishing between what he calls epistemic and deontic authority. He asks questions such as: Who can be the subject of an authoritative statement? Which features should the speaker possess? How is authority recognised? Is there a universal or an absolute authority? What is the field of authority? Moreover, which qualities should the listener possess? The Nyāya philosophers, both the ancient ones, like Akṣapāda Gautama, Vātsyāyana, Vācaspati Miśra, and the contemporary scholars of Nyāya, such as B. K. Matilal and J. Ganeri, were also concerned with these issues. The aim of this paper is to discuss the above points in a comparative manner. I will argue that both Bocheński’s and the Nyāya accounts share very similar perspectives and encounter analogous problems

What the eye does not see: visualizations strategies for the data collection of personal networks

The graphic representation of relational data is one of the central elements of social network analysis. In this paper, the author describe the use of visualization in interview-based data collection procedures designed to obtain personal networks information, exploring four main contributions. First, the author shows a procedure by which the visualization is integrated with traditional name generators to facilitate obtaining information and reducing the burden of the interview process. Second, the author describes the reactions and qualitative interpretation of the interviewees when they are presented with an analytical visualization of their personal network. The most frequent strategies consist in identifying the key individuals, dividing the personal network in groups and classifying alters in concentric circles of relative importance. Next, the author explores how the visualization of groups in personal networks facilitates the enumeration of the communities in which individuals participate. This allows the author to reflect on the role of social circles in determining the structure of personal networks. Finally, the author compares the graphic representation obtained through spontaneous, hand-drawn sociograms with the analytical visualizations elicited through software tools. This allows the author to demonstrate that analytical procedures reveal aspects of the structure of personal networks that respondents are not aware of, as well as the advantages and disadvantages of using both modes of data collection. For this, the author presents findings from a study of highly skilled migrants living in Spain (n = 95) through which the author illustrates the challenges, in terms of data reliability, validity and burden on both the researcher and the participants