The benefits from attendance of lectures have been established in the literature. This paper focuses on attendance not of the lecture, but of smaller labs. These labs are 50 minutes one-day-a-week sessions to emphasis material covered during lecture. Using a 200-student Principles of Economics class that covers microeconomics with six different labs, we investigate the effect of lab attendance on exam performance by taking into account individual characteristics. We find that lab attendance benefits the student in overall exam performance.
{"title":"Lab Attendance and Academic Performance","authors":"Kirk Adair, Omari H. Swinton","doi":"10.5402/2012/364176","DOIUrl":"https://doi.org/10.5402/2012/364176","url":null,"abstract":"The benefits from attendance of lectures have been established in the literature. This paper focuses on attendance not of the lecture, but of smaller labs. These labs are 50 minutes one-day-a-week sessions to emphasis material covered during lecture. Using a 200-student Principles of Economics class that covers microeconomics with six different labs, we investigate the effect of lab attendance on exam performance by taking into account individual characteristics. We find that lab attendance benefits the student in overall exam performance.","PeriodicalId":202265,"journal":{"name":"ISRN Education","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121566502","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper is a report on the findings of a study conducted on ten primary and secondary schools in Spain where we evaluated how digital tools can contribute to reinforce and develop new ways of tutoring and counseling. The research shows how many counseling functions can be highly enhanced with the use of virtual tools, that is, academic planning, career postsecondary planning, tutoring, counseling, and personal-social development. One of the most important school counselor’s roles is to coordinate resources and services to best assist students and families in fulfilling their needs. Virtual tutoring and counseling through the development of virtual communities are key strategies to better connect with groups—students, parents, administrators, teachers, and others—as part of comprehensive developmental tutoring and counseling programs. Indeed, effective school counseling programs are a collaborative effort among many important groups of people whom digital tools help significantly.
{"title":"Virtual Tutoring and Counseling in Schools","authors":"E. Cano, E. L. Meneses","doi":"10.5402/2012/816590","DOIUrl":"https://doi.org/10.5402/2012/816590","url":null,"abstract":"This paper is a report on the findings of a study conducted on ten primary and secondary schools in Spain where we evaluated how digital tools can contribute to reinforce and develop new ways of tutoring and counseling. The research shows how many counseling functions can be highly enhanced with the use of virtual tools, that is, academic planning, career postsecondary planning, tutoring, counseling, and personal-social development. One of the most important school counselor’s roles is to coordinate resources and services to best assist students and families in fulfilling their needs. Virtual tutoring and counseling through the development of virtual communities are key strategies to better connect with groups—students, parents, administrators, teachers, and others—as part of comprehensive developmental tutoring and counseling programs. Indeed, effective school counseling programs are a collaborative effort among many important groups of people whom digital tools help significantly.","PeriodicalId":202265,"journal":{"name":"ISRN Education","volume":"123 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127056752","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper discusses the role of special education in Finland and Norway. There are major differences in how special education is understood in these countries. The different perspective that Finland and Norway have on the concept of inclusion is also striking. The PISA test results show that the Finnish school is performing well, partly because of flexible part-time special education; the early intervention strategy also plays a role in this success. These aspects are making Finnish schools inclusive; support is offered immediately when it is needed without any bureaucratic process. An effective teacher education program is also a key element in creating a successful school system. Norway’s relatively weak educational results could mean that despite their strong focus on inclusion, Norwegian schools are not inclusive. The quality of special education is debated. If it is true that special education is helping to create success in schools, then clearly there is a need to discover more about the different systems and what factors may influence that success. Despite the close geographical and political relationship between Norway and Finland, there exists clear differences in the educational area.
{"title":"Effects of History and Culture on Attitudes toward Special Education: A Comparison of Finland and Norway","authors":"M. Takala, R. Hausstätter","doi":"10.5402/2012/161039","DOIUrl":"https://doi.org/10.5402/2012/161039","url":null,"abstract":"This paper discusses the role of special education in Finland and Norway. There are major differences in how special education is understood in these countries. The different perspective that Finland and Norway have on the concept of inclusion is also striking. The PISA test results show that the Finnish school is performing well, partly because of flexible part-time special education; the early intervention strategy also plays a role in this success. These aspects are making Finnish schools inclusive; support is offered immediately when it is needed without any bureaucratic process. An effective teacher education program is also a key element in creating a successful school system. Norway’s relatively weak educational results could mean that despite their strong focus on inclusion, Norwegian schools are not inclusive. The quality of special education is debated. If it is true that special education is helping to create success in schools, then clearly there is a need to discover more about the different systems and what factors may influence that success. \u0000Despite the close geographical and political relationship between Norway and Finland, there exists clear differences in the educational area.","PeriodicalId":202265,"journal":{"name":"ISRN Education","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129002596","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper introduces a new methodology for measuring multicultural levels/intensity based on a study on attitudes towards multiculturalism conducted among college students in Israel. We developed an innovative methodological tool, “multicultural intensity,” that is composed of 8 different scales: the presence of two nationalities and cultures in the college; social friendships between Arabs and Jews on campus; studying in joint classes; ways of providing assistance to students for whom Hebrew is not their mother tongue; legitimization to deal with political and social topics within the academy; classroom curriculum; multicultural tools; reality and political views toward the Arab minority in Israel. We found that Arab and Druze groups manifested more support for multicultural policies than Jewish groups. The paper suggests that “multicultural intensity” will enable researchers and practitioners to collect knowledge as to the success/failure of multicultural policies and programs among various audiences and subsequently could improve their implementation.
{"title":"Multicultural Intensity: The Case of Jewish and Arab Students","authors":"S. Shamai, Tamar Hager","doi":"10.5402/2012/291782","DOIUrl":"https://doi.org/10.5402/2012/291782","url":null,"abstract":"This paper introduces a new methodology for measuring multicultural levels/intensity based on a study on attitudes towards multiculturalism conducted among college students in Israel. We developed an innovative methodological tool, “multicultural intensity,” that is composed of 8 different scales: the presence of two nationalities and cultures in the college; social friendships between Arabs and Jews on campus; studying in joint classes; ways of providing assistance to students for whom Hebrew is not their mother tongue; legitimization to deal with political and social topics within the academy; classroom curriculum; multicultural tools; reality and political views toward the Arab minority in Israel. We found that Arab and Druze groups manifested more support for multicultural policies than Jewish groups. \u0000The paper suggests that “multicultural intensity” will enable researchers and practitioners to collect knowledge as to the success/failure of multicultural policies and programs among various audiences and subsequently could improve their implementation.","PeriodicalId":202265,"journal":{"name":"ISRN Education","volume":"256 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115008802","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this quantitative study of college students spanning three waves, the 10 theoretical precursor steps of transformational learning did predict its occurrence. The most consistent predictor was the step of reflection. Maturity and ethnicity also showed a predictive value, but college major was not a significant differentiator for transformative learning.
{"title":"Tools for Change: An Examination of Transformative Learning and Its Precursor Steps in Undergraduate Students","authors":"Sabra E. Brock, I. Florescu, Leizer Teran","doi":"10.5402/2012/234125","DOIUrl":"https://doi.org/10.5402/2012/234125","url":null,"abstract":"In this quantitative study of college students spanning three waves, the 10 theoretical precursor steps of transformational learning did predict its occurrence. The most consistent predictor was the step of reflection. Maturity and ethnicity also showed a predictive value, but college major was not a significant differentiator for transformative learning.","PeriodicalId":202265,"journal":{"name":"ISRN Education","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114001091","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aimed at revealing scaffolding sequences of behavior during the training phase of a learning potential test. Involved were two conditions of four children with learning gains and four children without learning gains after the training phase of the subtest Classification of the Application of Cognitive Functions Scales. This subtest included three tasks: classification of color, form, and size. A dynamic system approach was used to describe the existence of four types of scaffolding that supposedly underlie the training phase. A microgenetic data analysis of the videotapes allowed coding of the behaviors of the training phase from the children and the diagnostician. Four sequences of scaffolding were defined, asking for attention of the child and giving attention as a child, asking for understanding of the child and responding to the diagnostician as a child; giving feedback to the child and responding to the feedback of the child, and offering strategies to the child and using strategies as a child. The results revealed no significant differences in the number of sequences between the conditions. Changes, however, were exposed in the relative frequency of each type of scaffolding from subtask 1 to 3. Moreover, the hierarchy of frequency of sequences differed between the conditions. The description of the findings of a boy from each condition in frequency per sequence, rainbow plot, and representative transcript revealed emergence of sequences over time. The findings are discussed with regard to theoretical reflections and methodological issues.
{"title":"Scaffolding: Meaningful Sequences during the Training Phase of a Learning Potential Test?","authors":"G. M. Aalsvoort, F. V. Loo, P. Geert","doi":"10.5402/2012/456094","DOIUrl":"https://doi.org/10.5402/2012/456094","url":null,"abstract":"This study aimed at revealing scaffolding sequences of behavior during the training phase of a learning potential test. Involved were two conditions of four children with learning gains and four children without learning gains after the training phase of the subtest Classification of the Application of Cognitive Functions Scales. This subtest included three tasks: classification of color, form, and size. A dynamic system approach was used to describe the existence of four types of scaffolding that supposedly underlie the training phase. A microgenetic data analysis of the videotapes allowed coding of the behaviors of the training phase from the children and the diagnostician. Four sequences of scaffolding were defined, asking for attention of the child and giving attention as a child, asking for understanding of the child and responding to the diagnostician as a child; giving feedback to the child and responding to the feedback of the child, and offering strategies to the child and using strategies as a child. The results revealed no significant differences in the number of sequences between the conditions. Changes, however, were exposed in the relative frequency of each type of scaffolding from subtask 1 to 3. Moreover, the hierarchy of frequency of sequences differed between the conditions. The description of the findings of a boy from each condition in frequency per sequence, rainbow plot, and representative transcript revealed emergence of sequences over time. The findings are discussed with regard to theoretical reflections and methodological issues.","PeriodicalId":202265,"journal":{"name":"ISRN Education","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125256615","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Peer Instruction is a popular method of implementation when using Student Response Systems (SRS) in classroom teaching. The students engage in peer discussion to solve conceptual multiple choice problems. Before discussion, students are given time to think and give individual responses with a voting device. In this paper, we investigate how this initial voting session affects students’ experiences of the following discussion. The data is based on student interviews which were analyzed using analytical tools from grounded theory. The students emphasize the individual thinking period as crucial for constructing explanations, argumentation, and participation during discussions, and hence for facilitating learning. However, displaying the results from the initial vote can be devastating for the quality of the discussions, especially when there is a clear majority for a specific alternative. These findings are discussed in light of recent quantitative studies on Peer Instruction.
{"title":"Investigating Peer Instruction: How the Initial Voting Session Affects Students' Experiences of Group Discussion","authors":"K. L. Nielsen, G. Hansen-Nygård, J. Stav","doi":"10.5402/2012/290157","DOIUrl":"https://doi.org/10.5402/2012/290157","url":null,"abstract":"Peer Instruction is a popular method of implementation when using Student Response Systems (SRS) in classroom teaching. The students engage in peer discussion to solve conceptual multiple choice problems. Before discussion, students are given time to think and give individual responses with a voting device. In this paper, we investigate how this initial voting session affects students’ experiences of the following discussion. The data is based on student interviews which were analyzed using analytical tools from grounded theory. The students emphasize the individual thinking period as crucial for constructing explanations, argumentation, and participation during discussions, and hence for facilitating learning. However, displaying the results from the initial vote can be devastating for the quality of the discussions, especially when there is a clear majority for a specific alternative. These findings are discussed in light of recent quantitative studies on Peer Instruction.","PeriodicalId":202265,"journal":{"name":"ISRN Education","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115095153","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Equality of education is often seen as the fundament of the overall equality of opportunity in modern societies. However, no reliable and comprehensive cross-national comparison of educational inequality hitherto exists. The aim of the present paper is to provide a cross-national comparative outline of diverse dimensions of educational inequality in the OECD world. We estimate the effects of three highly influential aspects of socioeconomic background on educational achievement in each OECD country in order to create a ranking of educational inequality in 30 capitalist countries. The central finding is that we indeed cannot identify a single cross-national ranking but three dimensions of education inequality: educational inequality based on economic, educational, and migration background at home. Capitalist economies thus do not only differ with regard to the degree of inequality but, first and foremost concerning the predominant patterns of inequality and the main distributive keys.
{"title":"Logics of Educational Stratification: A Cross-National Map of Educational Inequality","authors":"Raphaela Schlicht-Schmälzle, Kathrin Ackermann","doi":"10.5402/2012/109647","DOIUrl":"https://doi.org/10.5402/2012/109647","url":null,"abstract":"Equality of education is often seen as the fundament of the overall equality of opportunity in modern societies. However, no reliable and comprehensive cross-national comparison of educational inequality hitherto exists. The aim of the present paper is to provide a cross-national comparative outline of diverse dimensions of educational inequality in the OECD world. We estimate the effects of three highly influential aspects of socioeconomic background on educational achievement in each OECD country in order to create a ranking of educational inequality in 30 capitalist countries. The central finding is that we indeed cannot identify a single cross-national ranking but three dimensions of education inequality: educational inequality based on economic, educational, and migration background at home. Capitalist economies thus do not only differ with regard to the degree of inequality but, first and foremost concerning the predominant patterns of inequality and the main distributive keys.","PeriodicalId":202265,"journal":{"name":"ISRN Education","volume":"81 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123005287","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
S. Moodley, A. Kasangaki, A. Kasangaki, A. Macnab, A. Macnab
Introduction. Medical education has defined essential “universal” core competencies. The value of global health education gained through participation in a health-promoting school project was assessed using Canada’s CanMEDS roles and competencies. Methods. The project involved health care trainees in delivery of “Brighter Smiles,” a global health education program addressing children’s oral health in Canada and Uganda based on the WHO health-promoting (HP) school model. Multidisciplinary teams first visit a Canadian First Nations community for an introduction to HP schooling, team building, and experience working in different cultural environments and then have 4–6 weeks of global health project delivery in rural HP schools in Uganda in partnership with local College of Health Sciences trainees/faculty. Learning opportunities afforded were evaluated by conventional questionnaire and pilot categorization against the 7 CanMEDS roles (divided into 126 core competencies). Results. All collaborator and health Advocate competencies and 16/17 of the communicator roles were addressed. Overall, project experience included 88 (70%) of the 126 competencies. Conclusions. This pilot suggests CanMEDS criteria can be used to effectively evaluate trainee participation in HP school program delivery, allowing the comprehensive educational opportunities to acquire global health knowledge and skills reported by conventional evaluation to be formally categorized against defined educational roles and competencies.
{"title":"Education in Global Health: Experience in Health-Promoting Schools Provides Trainees with Defined Core Competencies","authors":"S. Moodley, A. Kasangaki, A. Kasangaki, A. Macnab, A. Macnab","doi":"10.5402/2012/718303","DOIUrl":"https://doi.org/10.5402/2012/718303","url":null,"abstract":"Introduction. Medical education has defined essential “universal” core competencies. The value of global health education gained through participation in a health-promoting school project was assessed using Canada’s CanMEDS roles and competencies. Methods. The project involved health care trainees in delivery of “Brighter Smiles,” a global health education program addressing children’s oral health in Canada and Uganda based on the WHO health-promoting (HP) school model. Multidisciplinary teams first visit a Canadian First Nations community for an introduction to HP schooling, team building, and experience working in different cultural environments and then have 4–6 weeks of global health project delivery in rural HP schools in Uganda in partnership with local College of Health Sciences trainees/faculty. Learning opportunities afforded were evaluated by conventional questionnaire and pilot categorization against the 7 CanMEDS roles (divided into 126 core competencies). Results. All collaborator and health Advocate competencies and 16/17 of the communicator roles were addressed. Overall, project experience included 88 (70%) of the 126 competencies. Conclusions. This pilot suggests CanMEDS criteria can be used to effectively evaluate trainee participation in HP school program delivery, allowing the comprehensive educational opportunities to acquire global health knowledge and skills reported by conventional evaluation to be formally categorized against defined educational roles and competencies.","PeriodicalId":202265,"journal":{"name":"ISRN Education","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115809300","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Although both incidental and intentional instructions provide a medium for acquiring the communicative language, they suffer from a number of oversimplifications. Whereas the majority of studies in these paradigms have addressed second language (L2) grammatical development, there has been a growing interest in the effect of these types of instruction on pragmatic development, conversation gambits, and speech acts. The purpose of the present paper is to compare these types of instruction in promoting learning of discussion techniques. Learner performance was analyzed on the basis of the mean occurrence of discussion techniques (giving opinions and presenting series of arguments) in implicitly and explicitly instructed group using independent t-test. The quality of leaner language produced in each group was further analyzed in terms of complexity measuring the complexity of utterances and length of the turns. The results were all in favor of intentional instruction.
{"title":"Incidental and Intentional Instruction on Discussion Techniques: Assessing Complexity Issue","authors":"M. Rahimpour, Zohre Mohamadi","doi":"10.5402/2012/853460","DOIUrl":"https://doi.org/10.5402/2012/853460","url":null,"abstract":"Although both incidental and intentional instructions provide a medium for acquiring the communicative language, they suffer from a number of oversimplifications. Whereas the majority of studies in these paradigms have addressed second language (L2) grammatical development, there has been a growing interest in the effect of these types of instruction on pragmatic development, conversation gambits, and speech acts. The purpose of the present paper is to compare these types of instruction in promoting learning of discussion techniques. Learner performance was analyzed on the basis of the mean occurrence of discussion techniques (giving opinions and presenting series of arguments) in implicitly and explicitly instructed group using independent t-test. The quality of leaner language produced in each group was further analyzed in terms of complexity measuring the complexity of utterances and length of the turns. The results were all in favor of intentional instruction.","PeriodicalId":202265,"journal":{"name":"ISRN Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114979431","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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