Parental Conversation Styles and Learning Science With Preschoolers

Preschool children participated in a science-learning event about light in their own classroom. The same day as the event, parents or caregivers were instructed to converse with their children at home in the evening about either the science learning event or another ‘special or fun’ event that happened to them recently in whatever way was natural for them. One week later, a researcher interviewed children to examine what they remembered about the science-learning event. Analyses focused on the impact of the topic and degree of elaboration of parent-child conversations on children’s memory for the science-learning event a week later. The findings have implications for best practices in preschool education

Information Flow to Front-line Employees

This research is a case study within a large bureaucracy; the physical plant operations of a Tier-one university in the United States. The organization of study received low scores for internal communication in their all-employee surveys in 2012 and 2014 and was cited for “lack of information flow to front-line employees” in a peer audit conducted in 2011. Root causes for these deficiencies are investigated through (1) Activity Theory analysis, (2) Leader-Member Exchange Theory and (3) linear regression analysis of all-employee survey data. No formal initiatives addressing internal communications had been initiated when this study was launched so the research was used to identify areas for improvement within the organization.Human Dimensions of Organization

Integration of Cost andWork Breakdown Structures in the Management of Construction Projects

Scope management allows project managers to react when a project underperforms regarding schedule, budget, and/or quality at the execution stage. Scope management can also minimize project changes and budget omissions, as well as improve the accuracy of project cost estimates and risk responses. For scope management to be effective, though, it needs to rely on a robust work breakdown structure (WBS). A robust WBS hierarchically and faithfully reflects all project tasks and work packages so that projects are easier to manage. If done properly, the WBS also allows meeting the project objectives while delivering the project on time, on budget, and with the required quality. This paper analyzes whether the integration of a cost breakdown structure (CBS) can lead to the generation of more robust WBSs in construction projects. Over the last years, some international organizations have standardized and harmonized different cost classification systems (e.g., ISO 12006-2, ISO 81346-12, OmniClass, CoClass, UniClass). These cost databases have also been introduced into building information modeling (BIM) frameworks. We hypothesize that in BIM environments, if these CBSs are used to generate the project WBS, several advantages are gained such as sharper project definition. This enhanced project definition reduces project contradictions at both planning and execution stages, anticipates potential schedule and budget deviations, improves resource allocation, and overall it allows a better response to potential project risks. The hypothesis that the use of CBSs can generate more robust WBSs is tested by the response analysis of a questionnaire survey distributed among construction practitioners and project managers. By means of structural equation modeling (SEM), the correlation (agreement) and perception differences between two 250-respondent subsamples (technical project staff vs. project management staff) are also discussed. Results of this research support the use of CBSs by construction professionals as a basis to generate WBSs for enhanced project management (PM)

The Modified-Classroom Observation Schedule to Measure Intentional Communication (M-COSMIC): Evaluation of reliability and validity

The Modified – Classroom Observation Schedule to Measure Intentional Communication (M-COSMIC) was developed as an ecologically valid measure of social-communication behaviour, delineating forms, functions, and intended partners of children’s spontaneous communication acts. Forty one children with autism spectrum disorder (ASD) aged 48 to 73 months were filmed within small-group settings at school. Communication behaviours during a five-minute teacher-led activity and a 10-minute free play session were coded from video-tape. Inter-rater reliability was high. Many M-COSMIC codes were significantly associated as predicted with Social and Communication domain scores on the Autism Diagnostic Observation Schedule (ADOS) and with scores on standardised language assessments. Agreement was more variable, however, at the level of individual M-COSMIC codes and ADOS items. Higher rates of responding, compliance behaviours and following pointing gestures and gaze occurred during the more structured teacher-led activity, compared to the free play. Results demonstrate preliminary construct validity of the M-COSMIC, showing its potential to describe and evaluate spontaneous social-communication skills in young children with ASD for research and applied purposes

Confessions of a live coder

This paper describes the process involved when a live coder decides to learn a new musical programming language of another paradigm. The paper introduces the problems of running comparative experiments, or user studies, within the field of live coding. It suggests that an autoethnographic account of the process can be helpful for understanding the technological conditioning of contemporary musical tools. The author is conducting a larger research project on this theme: the part presented in this paper describes the adoption of a new musical programming environment, Impromptu, and how this affects the author’s musical practice

A method and tool to support the analysis and enhance the understanding of peer-­to-­peer learning experiences

In this paper we look at how a web-based social software can be used to make qualitative data analysis of online peer-to-peer learning experiences. Specifically, we propose to use Cohere, a web-based social sense-making tool, to observe, track, annotate and visualize discussion group activities in online courses. We define a specific methodology for data observation and structuring, and present results of the analysis of peer interactions conducted in discussion forum in a real case study of a P2PU course. Finally we discuss how network visualization and analysis can be used to gather a better understanding of the peer-to-peer learning experience. To do so, we provide preliminary insights on the social, dialogical and conceptual connections that have been generated within one online discussion group

Finding Relevance, Competence, and Enjoyment: The Development of Domain Identification and Interest in First-Year Science Majors

The purpose of this qualitative study was to examine how first-year college students perceive their development of domain identification with, and interest in, their prospective science major during their initial year of college. Four themes emerged from the coding and analysis of interviews with eight first-year science students: Self-Definition in Flux, Feeling Competent, Expressing Interest through Enjoyment, and Relevant to Me. These themes were mainly consistent with the current model of domain identification (Osborne & Jones, 2011) but differ from the current model of interest development (Hidi & Renninger, 2006). Theoretical and practical implications are included for faculty and advisors working with first-year science students

Being-in-the-world-with: Presence Meets Social And Cognitive Neuroscience

In this chapter we will discuss the concepts of “presence” (Inner Presence) and “social presence” (Co-presence) within a cognitive and ecological perspective. Specifically, we claim that the concepts of “presence” and “social presence” are the possible links between self, action, communication and culture. In the first section we will provide a capsule view of Heidegger’s work by examining the two main features of the Heideggerian concept of “being”: spatiality and “being with”. We argue that different visions from social and cognitive sciences – Situated Cognition, Embodied Cognition, Enactive Approach, Situated Simulation, Covert Imitation - and discoveries from neuroscience – Mirror and Canonical Neurons - have many contact points with this view. In particular, these data suggest that our conceptual system dynamically produces contextualized representations (simulations) that support grounded action in different situations. This is allowed by a common coding – the motor code – shared by perception, action and concepts. This common coding also allows the subject for natively recognizing actions done by other selves within the phenomenological contents. In this picture we argue that the role of presence and social presence is to allow the process of self-identification through the separation between “self” and “other,” and between “internal” and “external”. Finally, implications of this position for communication and media studies are discussed by way of conclusion