The influence of online problem-based learning on teachers' professional practice and identity

In this paper we describe the design of a managed learning environment called MTutor, which is used to teach an online Masters Module for teachers. In describing the design of MTutor pedagogic issues of problem-based learning, situated cognition and ill-structured problems are discussed. MTutor presents teachers with complex real-life teaching problems, which they are required to solve online through collaboration with other teachers. In order to explore the influence of this online learning experience on the identity and practice of teachers, we present the results from a small-scale study in which six students were interviewed about their online experiences. We conclude that, within the sample, students' engagement with online problem-based learning within their community of practice positively influenced their professional practice styles, but that there is little evidence to suggest that online identity influences real-life practice

Do tasks make a difference? Accounting for heterogeneity of performance of children with reading difficulties on tasks of executive function : findings from a meta-analysis

Research studies have implicated executive functions in reading difficulties (RD). But while some studies have found children with RD to be impaired on tasks of executive function other studies report unimpaired performance. A meta-analysis was carried out to determine whether these discrepant findings can be accounted for by differences in the tasks of executive function that are utilized. A total of 48 studies comparing the performance on tasks of executive function of children with RD with their typically developing peers were included in the meta-analysis, yielding 180 effect sizes. An overall effect size of 0.57 (SE .03) was obtained, indicating that children with RD have impairments on tasks of executive function. However, effect sizes varied considerably suggesting that the impairment is not uniform. Moderator analysis revealed that task modality and IQ-achievement discrepancy definitions of RD influenced the magnitude of effect; however, the age and gender of participants and the nature of the RD did not have an influence. While the children's RD were associated with executive function impairments, variation in effect size is a product of the assessment task employed, underlying task demands, and definitional criteria

Engaging in Politics: Christian Leadership in Every Capacity

Just as we apply our Christian principles to our families, academics, athletics, and churches, God also calls us to do the same in government. Posting about how to get involved in the political process ­­­­­­­­from In All Things - an online hub committed to the claim that the life, death, and resurrection of Jesus Christ has implications for the entire world. http://inallthings.org/engaging-in-politics-christian-leadership-in-every-capacity

Do we really drive as we feel?

Learning to drive has been conceptualised as a series of stages which take the learner from mastery of the basic mechanics of driving, through anticipation of other road user's behaviour, to the development of a driving style consistent with the skill achieved in the first two stages (Parker & Stradling, 2002). Deery (1999) suggests that hazard perception is one of the main skills to be acquired in the second stage and that this skill is poorly developed in the inexperienced (and usually young) driver

Economic impact of international students attending an institution of higher education in the United States

International students on American college and university campuses represent important under-recognized complex non-homogeneous minority presence commonplace at institutions of higher education in the early twenty-first century. The impact of international students on institutions of higher education is generally recognized from four primary perspectives including academic, cultural, political and economic characteristics (Funk, 2001). International students represent 3.5 percent (671,616 of 19,103,000) of all students attending institutions of higher education in the United States in the 2008-09 academic year(Institute of International Education, 2011). International students were estimated to generate $17.66 billion to the US economy and$118.9 million to the State of Louisiana economy with the inclusion of educational and living expenses in the 2008-09 academic year(NAFSA: National Association of Foreign Student Advisors, 2011). Previous research determined these estimates based on secondary data underestimated true economic return when compared to analysis based on primary data (Funk, 2001). Accurate economic estimation may positively affect state-level funding policy to institutions of higher education campuses. The problem addressed by this study is the determination of the economic impact of international students to the study campus and regional economy. The research questions addressed included determination of the international student economic impact to the study campus, Louisiana State University, and the community, Baton Rouge, Louisiana. Cost and benefit economic impact assessment provided economic return with data summarization calculated using SPSS analysis. Data collection occurred at the study campus, Louisiana State University and A & M College, and included secondary data from university records, state budget and planning documents and primary data gathered from students. Stratified proportional random sampling of the sub-population of international students at Louisiana State University provided a proportional representation of the student population. The study provides a determination of the economic impact of the international student population of LSU on the university and community through exploratory and confirmatory examination of new primary student data compared with previous research and generally accepted models that made use of secondary data to generate reported results