Argumentive Writing as a Collaborative Activity

Although converging evidence indicates that argumentive thinking and writing are best promoted by collaboration with others, it is still unclear which instructional approaches exert most benefits. The present study builds on the success of using a dialogic approach to develop argumentation skills in middle school students. The key component of the approach used here is the creation of an adversarial classroom setting in which students engage deeply in dialogic argumentation, which is viewed here as a process involving two or more individuals who hold opposing views. In dialogic argumentation, the focus of students’ attention will tend to center on the discursive goals of strengthening their own positions and weakening the position of the opponents. These goals of discourse ensure that students not only exercise supporting their claims with reasons and evidence but also practice making and responding to critiques, which is said to promote students’ mastery of the argument-counterargument-rebuttal structure. While the literature describes compelling advantages of dialogic approaches, it also reports valid concerns. A main concern is that during dialogic argumentation arguers have diverging goals of advancing their own positions, which may prevent the integration of opposing arguments. In an attempt to explore whether this disadvantage can be minimized, the present study examines whether the addition of a collaborative writing activity, as a form of peer argumentation that draws students’ attention towards a converging goal, to the dialogic curriculum provides students a further degree of support in developing their argumentive writing skills. It is hypothesized that collaborative writing would serve as a bridge between dialogic and individual argumentation by changing the focus of students’ attention from the adversarial to the collaborative dimensions of argumentation. To examine this hypothesis, two classes of sixth grade students participated in a month-long intervention that promoted deep engagement in dialogic argumentation on a series of challenging topics. Groups differed only with respect to participation in collaborative writing. Analysis of individual essays on the final intervention topic indicates that students who participated in collaborative writing showed gains relative to students who didn’t in coordinating evidence with claims, specifically in drawing on evidence to make claims that are inconsistent as well as consistent with their favored positions. On a transfer topic, students in the collaborative writing condition continued to surpass students in the individual writing condition; however, the gains were restricted to drawing on evidence to make claims that are consistent with the students’ favored positions. The results support the claim that the combination of adversarial and collaborative forms of peer argumentation in classroom instruction is a promising path for developing middle school students’ argumentive writing skills. Theoretical and practical implications are discussed

British Universities: International Students' Alleged Lack of Critical Thinking

This paper investigates British academics' perception of international students' alleged lack of critical thinking and poor writing performance. This research is relevant to those students and academics expected to demonstrate competences required for acceptance in the English speaking academic environment. The aim of this paper is to investigate in detail those factors that make British academics devalue academic material written in English as a second language. Using literature review and literature analysis as research methods, the authors present a detailed summary of problems associated with international students' performance in the UK universities and conclude with a set of practical recommendations for Russian speaking students and academics

British Universities: International Students' Alleged Lack of Critical Thinking

This paper investigates British academics' perception of international students' alleged lack of critical thinking and poor writing performance. This research is relevant to those students and academics expected to demonstrate competences required for acceptance in the English speaking academic environment. The aim of this paper is to investigate in detail those factors that make British academics devalue academic material written in English as a second language. Using literature review and literature analysis as research methods, the authors present a detailed summary of problems associated with international students' performance in the UK universities and conclude with a set of practical recommendations for Russian speaking students and academics

How exemplary teachers promote scientific reasoning and higher order thinking in primary science

There is an emerging interest in the development of STEM capabilities to drive Australia’s future economy and workforce. As a consequence, the focus on the teaching of higher order thinking and scientific reasoning has intensified. Despite these efforts, Australia’s level of achievement on international benchmarking tests has not improved. The aim of this PhD research was to investigate how exemplary teachers develop higher order thinking and scientific reasoning in primary science. The study drew on video data from the EQUALPRIME international research project, which explored quality primary science education in different cultures (ARC Discovery Project DP110101500). This qualitative research examined how Year 4 teachers in two contextually different schools scaffolded, supported and created opportunities for higher order thinking and scientific reasoning during the teaching of a physical science topic. Teacher beliefs, pedagogical strategies and contextual factors were viewed through the multiple theoretical lenses of social constructivism, sociocultural theory and social semiotic theory. The central data source was video which was subjected to micro-ethnographic analysis. These data were supplemented with interviews and classroom artefacts, and from these, case studies were compiled. Using a cross-case analysis and an interpretivist approach, assertions were drawn from which the research questions were answered. The study identified that the teaching of these skills was a complex multifaceted process influenced by the combination of teacher beliefs and contextual factors. Based on safe and supportive learning cultures, the teachers employed inquiry-based approaches and a combination of language- and body-based pedagogies that built students’ thinking and reasoning in parallel with conceptual development, across the unit. Outcomes of the research will contribute to new and deeper understanding of effective scaffolding, support and promotion of higher order thinking and reasoning in primary science which can inform enhancements to pre‐service and in‐service teacher professional learning

Calm-mo: An integrative tool for psychological mindfulness

Henriques has developed a “Unified Theory” that consists of eight key ideas he argues can effectively frame both the science of psychology and the practice of psychotherapy. CALM-MO, the eighth of these ideas, offers an integrative, principled approach to psychological mindfulness. CALM-MO is an acronym that encapsulates the process of cultivating a “calm” meta-cognitive observer that embodies the attitudes of curiosity, acceptance, loving compassion, and motivation toward valued states of being. Henriques posits that the idea consolidates key elements from across the various schools of thought to bring together essential therapeutic principles geared toward seeking and maintaining well-being. As such, it potentially affords the field a frame that could be readily adopted and metabolized by clinicians training in any theoretical orientation. The current project seeks to further elucidate the nature of each element of CALM-MO and to bring these threads together to develop a more nuanced understanding of each element and of how they interact. Through this process, the project aims to make the argument that CALM-MO represents a powerful integrative psychotherapeutic tool that is valuable not only for client well-being, but also for the training of beginning clinicians

Retrieval-, Distributed-, and Interleaved Practice in the Classroom:A Systematic Review

Three of the most effective learning strategies identified are retrieval practice, distributed practice, and interleaved practice, also referred to as desirable difficulties. However, it is yet unknown to what extent these three practices foster learning in primary and secondary education classrooms (as opposed to the laboratory and/or tertiary education classrooms, where most research is conducted) and whether these strategies affect different students differently. To address these gaps, we conducted a systematic review. Initial and detailed screening of 869 documents found in a threefold search resulted in a pool of 29 journal articles published from 2006 through June 2020. Seventy-five effect sizes nested in 47 experiments nested in 29 documents were included in the review. Retrieval- and interleaved practice appeared to benefit students’ learning outcomes quite consistently; distributed practice less so. Furthermore, only cognitive Student*Task characteristics (i.e., features of the student’s cognition regarding the task, such as initial success) appeared to be significant moderators. We conclude that future research further conceptualising and operationalising initial effort is required, as is a differentiated approach to implementing desirable difficulties