Systematically designed literature classroom interventions: design principles, development and implementation: an introduction

Intervention studies in L1 language arts and literature classrooms are pivotal to investigate the effects of instructional approaches that have been purposefully designed to achieve certain learning outcomes. Ideally, design principles, design procedures and the resulting interventions (i.e., lessons, projects, materials) would be comprehensively described in research papers. Unfortunately, intervention research in the education sciences are often focused on empirical intervention effects rather than the content and mode of instruction. Even now that journals provide more room for additional digital information about instructional materials and measurement, information on critical design choices made in interventions for reading and literary instruction remains underwhelming (see Schrijvers, Janssen, Fialho, & Rijlaarsdam,2016). Yet, it is important to shed light on the content and structure of evidence based instructional programs for reading and literary instruction, for two aims and audiences: research and practice. First, insight in the key elements of an intervention enhances the opportunities for both theory building as well as conducting replication studies in different contexts. Research that explicitly and coherently reports the theoretical, practical and contextual choices in the instructional design provides a deeper understanding about the relation between basic design principles (the instruction) and the desired and realized learning outcomes. These basic design principles, presented in an argumentative structure, must be judged by the research community from the perspective of construct validity: the perspective is then on the extent into which the basic principles in the study under review do represent the theory. The second layer of the report, on the contextual operationalizations – adaptations to specific aims, age group of students and cultural traditions – provides information that may prove invaluable in the evaluation of content validity: to which extent the operationalizations match the theoretical construct. These theories may serve as the steppingstones for other researchers, in other national, regional and cultural traditions, to establish studies in their particular context to improve literacy instruction. Such studies do not replicate the original study but adapt the theory to cultural contexts and contribute to the generalizability of instructional theories in literacy education.  Second, educational studies in the L1 domain do not serve further research only. Intervention studies are mostly set up with the same aim as all educational practices: to change something, somewhere, in someone. Teachers who prepare a literature lesson, considering which story to introduce – or which stories, because different students might be affected by different stories – are driven by a desire for accomplishing change in their students. A lesson is meant to contribute to a student’s new understanding, to new affect, or to check assumptions (De Groot,1980; see for an application Schrijvers, Janssen, Fialho & Rijlaarsdam, 2016, p. 9). According to De Groot(1980), education contributes to several types of learning experiences including the construction of rules and the exceptions to rules as they apply to the inside and outside world. Further, education is about affecting positive change in the life trajectories of students, and the education sciences, through intervention studies, explicitly aim to contribute to the improvement or enhancement of language arts and literature teachers’ daily practices, directly or via change agents like national in-service training institutes. To support further implementation of evidence-based, theoretically underpinned learning programs, mere availability of concrete instructional activities is insufficient. Teachers and teacher educators must understand these activities in the context of the theoretical framework: the design principles, embedded in research literature, in terms of key-learning activities that must take place; the instructional acts to generate these learning activities; and the changes in the learner that are intended. Practice must be fully informed, as providing materials is not enough to change teachers’ understandings and beliefs (e.g., Nieveen, 1999; O’Donnell, 2008). Although design research has built a certain tradition, reporting instructional designs and materials is not an easy task in doing research likely due in part to underdeveloped instructional theories in the literacy domain as well as the lack of generally accepted reporting formats. A research tradition of reporting intervention designs is yet to take hold

Toward the validation of a literature classroom intervention to foster adolescents’ insight into human nature:an iterative design process

We report on the design process of a literature classroom intervention for 15-year-old students in the Netherlands, which aimed to foster their insight into human nature―insight into themselves, fictional others, and real-world others. Starting from a model of transformative reading, an exploration of the educational context, and a review of previous intervention studies, we designed an intervention in an iterative process. We evaluated the validity and practicality of two versions of the intervention. From teacher and student data, we concluded that the validity and practicality of the first version were suboptimal and identified various suggestions for improvement. In a second iteration, the initial design principles were reoperationalized. Based on these eoperationalized principles, we designed a second version of the intervention, which was found to be sufficiently valid and practical. In addition, the second iteration led to specifiying the initial design principles, by formulating subprinciples for operationalization in the classroom. All in all, this study demonstrates that an iterative design process is needed to arrive at a valid and practical intervention, and that this process may have the potential to further specify initial design principles

From MinX to MinC: Semantics-Driven Decompilation of Recursive Datatypes

Reconstructing the meaning of a program from its binary executable is known as reverse engineering; it has a wide range of applications in software security, exposing piracy, legacy systems, etc. Since reversing is ultimately a search for meaning, there is much interest in inferring a type (a meaning) for the elements of a binary in a consistent way. Unfortunately existing approaches do not guarantee any semantic relevance for their reconstructed types. This paper presents a new and semantically-founded approach that provides strong guarantees for the reconstructed types. Key to our approach is the derivation of a witness program in a high-level language alongside the reconstructed types. This witness has the same semantics as the binary, is type correct by construction, and it induces a (justifiable) type assignment on the binary. Moreover, the approach effectively yields a type-directed decompiler. We formalise and implement the approach for reversing Minx, an abstraction of x86, to MinC, a type-safe dialect of C with recursive datatypes. Our evaluation compiles a range of textbook C algorithms to MinX and then recovers the original structures