The School Improvement Partnership Programme: Using Collaboration and Enquiry to tackle Educational Inequity

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Web-based learning in the field of empirical research methods

This study focuses on the development of a complex web-based learning environment aimed at promoting the acquisition of applicable knowledge in the context of studying empirical research methods at university. This learning environment was then modified further on an empirical basis. The main focus of the present article is to describe the conceptualisation of the learning environment and research activities which were guided by an integrative research paradigm. The learning environment consisted of highly structured, complex texts in which the process of empirical research was illustrated in a detailed manner. By combining these texts with other instructional measures, the learning environment is given a flexible hypertext-structure. The effectiveness of the learning environment as a whole was investigated in three studies (two evaluation studies in the field and one experimental study in the laboratory). It was demonstrated that the additional instructional measures (e.g. a specific feedback-guidance and time-management measures) were not effective. The importance of cognitive, motivational and emotional learning prerequisites for the successful utilisation of the learning environment was highlighted. The implementation of special training and additional preparatory modules is recommended in order to optimise the fit between students' prerequisites and learning environmIm Zentrum der vorliegenden Arbeit steht zum einen die Konzeptualisierung einer Lernumgebung zur Förderung des Erwerbs anwendbaren Wissens im Kontext der universitären Ausbildung in empirischen Forschungsmethoden. Zum anderen werden ausgehend von einem integrativen Forschungsparadigma Forschungsaktivitäten beschrieben, die die empirische Basis zur Weiterentwicklung der Lernumgebung bereitstellen. Die Lernumgebung besteht aus hoch strukturierten, komplexen Texten, in welchen der Prozess empirischer Forschung auf detaillierte Weise veranschaulicht wird. Diese Texte wurden mit anderen instruktionalen Maßnahmen kombiniert, wodurch die Lernumgebung eine flexible, hypertextartige Struktur bekam. Die Effektivität der gesamten Lernumgebung wurde im Rahmen dreier empirischer Studien untersucht, von denen zwei als Evaluationsstudien im Feld durchgeführt wurden; die dritte war eine experimentelle Laborstudie. Es wurde gezeigt, dass die zusätzlichen instruktionalen Maßnahmen (z. B. eine spezifische Feedback-Anleitung und eine Zeitmanagement-Maßnahme) nicht wirksam waren. Die Bedeutung kognitiver, motivationaler und emotionaler Lernvoraussetzungen für die erfolgreiche Nutzung der Lernumgebung konnte nachgewiesen werden. Um die Passung zwischen den Eingangsvoraussetzungen der Studierenden und der Lernumgebung zu verbessern, wurde die Implementation eines speziellen Trainings und eines zusätzlichen vorbereitenden Moduls vorgeschlag

The Intersection of Collaboration, Critical Thinking and Technology: Implications for Adult ESL Learners using an Inquiry Approach

The primary purpose of this study was to determine the types and critical thinking skills used by adult ESL students as they learned technology skills through an inquiry approach. The results are based on the types of critical thinking skills that were utilized by adult students working collaboratively on an Excel computer project. Critical thinking was measured by coding audio recordings using the Transitions Integration Framework’s critical thinking skills category. Data were quantified by frequency of occurrence for each sub skill of critical thinking. Results show the most prominent critical thinking skills used by students in this study are problem-solving and decision-making. A secondary focus of this study was to determine the cognitive complexity of the tasks involved in this study. Critical thinking data were examined using Webb’s Depth of Knowledge (DOK) scale to measure the cognitive complexity. The results indicate that students were cognitively processing at a DOK level 2 and 3 as they engaged in the critical thinking of problem-solving and evaluation. Based on the findings, 21st Century success skills such as collaboration and critical thinking may be integrated with technology and Language Arts content in the adult ESL class. Furthermore, the findings suggest that inquiry-based learning deepened students’ understanding of the computer application as a result of using critical thinking skills with their peers. This study adds to an area of educational research on inquiry-based learning, collaboration, critical thinking, English language learners, adult education and the integration of technology

EXAMINING THE NATURE OF INSTRUCTIONAL PRACTICES OF SECONDARY MATHEMATICS PRE-SERVICE TEACHERS

The purpose of this study was to describe the instructional practices of two pre-service secondary mathematics teachers, Paige Morris and Keith Nichols, during their internship experiences. Specifically, the study aimed to examine the cognitive demands of the tasks as selected and enacted by the pre-service teachers, the mathematical representations used during the lesson, and the questions asked by each pre-service teacher. Additionally, the study aimed to describe the ways in which the contextual settings, particularly the curriculum and mentor, appeared to influence the instructional practices of the pre-service teachers as they planned for and enacted mathematics lessons in their field placements. The analysis of the data indicated that the instructional practices of the pre-service teachers were quite different. Keith planned for and enacted more high-level tasks than did Paige. While both Paige and Keith provided their respective students with opportunities to consider multiple representations of a mathematical idea, the use of the representations differed. Paige focused on procedural aspects of making connections between representations, whereas Keith used the representations as a way for the students to build meaning of the mathematical concepts. Additionally, Keith asked more questions that provided the students with opportunities to think and reason about the mathematics as well as to make meaningful connections between representations. An analysis of the contextual settings in which Paige and Keith worked point to key differences in the opportunities that Paige and Keith had during their field experience to learn about student-centered instructional practices. Two specific areas that were targeted in this study were the curriculum and the mentor. A review of the data indicated that the curriculum used in field experience and the mentoring that Paige and Keith received from their mentor teachers and university supervisors appeared to affect aspects of their practice. That is, Keith was greatly influenced by his use of a reform-oriented curriculum, whereas Paige did not have access to such a curriculum. Additionally, Keith's mentors consistently used specific instances form the lesson as a means to identify key areas for Keith to focus on improving. In contrast, Paige typically received feedback that was broad and general

Developing annotated bibliographies : a tool for education, collaboration and research development

The purpose of this paper is to present the process of developing an annotated bibliography as a tool for education and research. The authors of the paper will describe the process and demonstrate the findings from two recently completed bibliographies around pain in the older adult and pain in the terminal stages of palliative care. The benefits of this type of project will be discussed. Both bibliographies have been developed by a team of researchers within the University of Sheffield and are available for students to access as an educational tool. From the work collated within the bibliographies, the research team have been able to identify develop two research proposals that have been submitted for funding.University of Sheffiel

Mathematically gifted and talented learners: Theory and practice

This is an Author's Accepted Manuscript of an article published in International Journal of Mathematical Education in Science and Technology, 40(2), 213-228, 2009, copyright Taylor & Francis, available online at: http://www.tandfonline.com/10.1080/00207390802566907.There is growing recognition of the special needs of mathematically gifted learners. This article reviews policy developments and current research and theory on giftedness in mathematics. It includes a discussion of the nature of mathematical ability as well as the factors that make up giftedness in mathematics. The article is set in the context of current developments in Mathematics Education and Gifted Education in the UK and their implications for Science and Technology. It argues that early identification and appropriate provision for younger mathematically promising pupils capitalizes on an intellectual resource which could provide future mathematicans as well as specialists in Science or Technology. Drawing on a Vygotskian framework, it is suggested that the mathematically gifted require appropriate cognitive challenges as well as attitudinally and motivationally enhancing experiences. In the second half of this article we report on an initiative in which we worked with teachers to identify mathematically gifted pupils and to provide effective enrichment support for them, in a number of London Local Authorities. A number of significant issues are raised relating to the identification of mathematical talent, enrichment provision for students and teachers’ professional development

The Effects of Social Media as Low-Stakes Writing Tasks

nspired by a recognition of high school students’ frequent disengagement during reading and their lack of comfort and confidence with finding ways to engage with texts, the purpose of this research was to examine the impact of social-media formatted low-stakes writing tasks in the high school English classroom. Drawing from research on writing instruction, reading engagement, literacy, and social media practices, the study utilized social media as a familiar writing format for high school students, bridging out-of-school literacy practices with classroom-based literacy practices. During the six-week study in a 10th-grade English course, student participants used Twitter, Instagram, Snapchat and Facebook formats (character limits, multimodal writing, hashtags, etc.) when completing low-stakes writing tasks. Data analysis indicated that social media-formatted writing tasks fostered increased student engagement during reading and writing activities while also affording students the opportunity to gain valuable peer feedback from their classroom audience. However, student choice also impacted engagement, with some participants feeling limited by the requirements of the writing tasks. Furthermore, the study heightened some students’ awareness of the differences between literacy practices outside of school and in school, emphasizing possible discrepancies between teachers’ views of literacy and students’ views of literacy despite social media formats being used in the classroom