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Descriptors:
Learning Processes; Learning Theories; Educational Environment; Sensory Experience; Learning Modalities; Intermode Differences; Self Concept; Educational Research

Abstract:
This article outlines the implications of a theory of "sensory-emplaced learning" for understanding the interrelationships between the embodied and environmental in learning processes. Understanding learning as multisensory and contingent within everyday place-events, this framework analytically describes how people establish themselves as "situated learners." This approach is demonstrated through three examples of how culturally constructed sensory categories offer routes to knowing about the multisensoriality of learning experiences. This approach, we suggest, offers new routes within practice-oriented educational theories for understanding how human bodies become situated and embedded in cultural, social, and material practices within constantly shifting place-events. (Contains 1 figure and 1 footnote.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Reading Achievement; At Risk Students; Tutoring; Problem Solving; Mathematics Education; Pretests Posttests; Word Problems (Mathematics); Intervention; Small Group Instruction; Intermode Differences; Teaching Methods; Achievement Gains; Aptitude Treatment Interaction; Grade 3; Mathematical Enrichment; Mathematics Achievement; Learning Disabilities

Abstract:
This intervention study compared the efficacy of small-group tutoring on the mathematics learning of third-grade students at risk for mathematics difficulty using either a school-provided standards-based curriculum (SBC) or a schema-based instruction (SBI) curriculum. The SBI curriculum placed particular emphasis on the underlying mathematical structure of additive problems to represent and solve word problems. At-risk students (N = 136) from 35 classrooms scoring below a proficiency level on their district accountability assessment were assigned randomly to treatment groups. Results indicated interaction effects on the word problem-solving (WPS) posttest and retention tests such that SBI students with higher incoming (pretest) WPS scores outperformed SBC students with higher pretest scores, whereas SBC students with lower pretest scores outperformed SBI students with lower pretest scores. No effects were found on number combinations automaticity, and mathematics and reading achievement. Implications to improve the problem-solving performance of at-risk students are discussed. (Contains 4 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Accountability; Beginning Teachers; Mathematics Education; Mathematics Instruction; Educational Practices; Elementary School Mathematics; Classroom Observation Techniques; Interviews; Curriculum Based Assessment; Intermode Differences; Educational Indicators; Inclusion; Classroom Techniques; Teaching Methods; Learning Disabilities; Academic Accommodations (Disabilities); Instructional Effectiveness; Achievement Gains

Abstract:
In this exploratory study, teachers' use of standards-based, discourse practices and their students' mathematics learning in inclusive elementary mathematics classrooms were examined. Two beginning teachers (one third-grade teacher, one fourth-grade teacher) and six students identified with disabilities or as low performing in mathematics participated in this study (three students from each classroom). Six classroom observations of teachers took place over 4 months focusing on a subset of indicators associated with Walshaw and Anthony's framework of mathematics classroom discourse practices. Follow-up interviews were also conducted. Curriculum-based and state-accountability measures were collected on the six target students in these settings. Different patterns of student performance emerged across the two classrooms in which teachers were observed using different types and degrees of standards-based discourse practices during mathematics lessons. Findings suggest indicators of effective mathematics teaching in inclusive general education classrooms to be validated by future research efforts. (Contains 6 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Algebra; Public Schools; Foreign Countries; Control Groups; Constructivism (Learning); Grade 7; Outcomes of Education; Instructional Effectiveness; Mathematical Concepts; Quasiexperimental Design; Experimental Groups; Pretests Posttests; Statistical Significance; Comparative Analysis; Comparative Testing; Achievement Gains; Scaffolding (Teaching Technique); Cohort Analysis; Test Theory; Intermode Differences

Abstract:
It is a bitter reality that the curricula and traditional pedagogy prevailing in public schools of Pakistan in general and Sindh in particular do not incorporate the algebraic concepts properly. Both the content and the presentation therein cannot be considered up to the mark, thereby making "Algebra" a tough and dry subject. This quasi-experimental study focused to find out the effect of teaching algebra through social constructivism on the students learning outcomes of 7th graders in public schools of District Jamshoro Sindh. For this purpose two existing in-tact sections of grade 7 (7th A, and 7th B) of a government high school of district Jamshoro were selected as quasi control and treatment groups. The pre and posttest analyses were carried out. The first pattern t-test analysis revealed that both groups were parallel, however, the latter posttest analysis revealed that treatment group that was taught through social constructivist approach excelled in achieving statistically significant learning outcomes than that of control group that was taught through traditional one-way teaching. (Contains 5 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Immigrants; Literacy; Cartoons; Second Language Learning; Ideology; English Language Learners; Immigration; Summer Schools; Literacy Education; Personal Narratives; Learner Engagement; Story Telling; Multimedia Instruction; Intermode Differences; Learning Modalities

Abstract:
This article explores how immigrant students in the United States utilise multimodal literacy practices to complicate dominant narratives of American national identity--narratives of facile assimilation, meritocracy and linear trajectories. Such ideologies can be explicitly evident in curricular materials or can be woven more implicitly into school literacy practices that privilege individual achievement, devalue cultural ways of knowing, and operate on a paradigm of remediation. Within this educational backdrop, we report on a practitioner research study that invited students in a summer school programme for English Language Learners to share their experiences in multiple formats and media, including comics, and to draw on their cultural and linguistic heritages as sources of knowledge. We feature comics created by two students in the programme (an 8-year-old girl of Indian heritage and a 16-year-old boy from Vietnam) to understand the potential of visual texts to articulate micronarratives of immigration. We emphasise how students blend semiotic resources in order to represent the complexity of their experiences, convey cultural hybridity and resist singular narratives. (Contains 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Immigrants; Literary Criticism; Realism; Discourse Analysis; English; Conferences (Gatherings); Story Telling; Personal Narratives; Poetry; English (Second Language); Photography; Visual Aids; Literacy; Writing Instruction; Writing (Composition); Middle School Students; Grade 7; Grade 8; Intermode Differences; Learning Modalities

Abstract:
This paper explores how students, as multimodal storytellers, can weave powerful narratives blending modes, genres, artefacts and literary conventions to represent the real and imagined in their lives. Part of a larger ethnographic case study of student writing in a middle years class for immigrant students learning English as an additional language, the research featured in this paper is framed by a theory of artefactual literacies, narrative theory--particularly the genre of magical realism--and cultural studies, specifically notions of representation and cultural identity. The theoretical emphases on the artefactual, structural and representational aspects of multimodal narratives informs a multilayered, fine-grained approach to analysing students' digital narrative poems using the tools of critical discourse analysis, literary analysis and a visual analytic framework developed for analysing student-produced digital photographs. This process is applied to a selected example, Gabriel's "My Name Is" narrative, a story that plays with elements of magical real-ism to explore the simultaneity of his experience as an immigrant youth. The illustrative example speaks to the power of the "fantastical" in literacy pedagogies that seek to take seriously students' cultural identities and their visions for new realities. (Contains 2 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Adaptive Testing; Computer Assisted Testing; English; Scores; Native Language; Native Speakers; Comparative Analysis; Comparative Education; Comparative Testing; Timed Tests; Intermode Differences; Test Format; Test Items; Language Role; Cultural Influences

Abstract:
When power tests include a time limit, it is important to assess the possibility of speededness for examinees. Past research on differential speededness has examined gender and ethnic subgroups in the United States on paper and pencil tests. When considering the needs of a global audience, research regarding different native language speakers is warranted. Data from a computerized adaptive test administered globally in English were used to compare different measures of time pressure and speed for 15 language groups compared to native-speaking English examinees. Results indicated that examinees whose native language was Korean had issues with speededness when many of the metrics were considered, but when test score was controlled, there were no relevant differences for any of the languages compared to English. (Contains 2 tables and 6 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Laptop Computers; Writing Tests; Essays; Computer Assisted Instruction; Computer Literacy; Computer Uses in Education; Intermode Differences; Workstations; Performance Factors; Preferences; Statistical Significance; Foreign Students; Student Surveys; Gender Differences; Regional Characteristics; Time Factors (Learning); Time Perspective

Abstract:
To explore the potential effect of computer type on the Test of English as a Foreign Language-Internet-Based Test (TOEFL iBT) Writing Test, a sample of 444 international students was used. The students were randomly assigned to either a laptop or a desktop computer to write two TOEFL iBT practice essays in a simulated testing environment, followed by a survey of computer experience. The survey results suggested that the participants had extensive experience using computers, had more experience with laptops than with desktops, and preferred using the laptop computers to the desktop computers. The computer type (laptop or desktop computer) was found to have a negligible effect on essay performance (essay score, essay length, and writing speed). However, other factors, including gender, regional background, daily experience with laptop or desktop computers, preference for a particular pointing device, and previous TOEFL experience, were found to be significantly related to essay performance but did not interact with computer type. (Contains 4 tables and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Technology; Nursing Students; Nursing Education; Adoption; Technology Uses in Education; Teaching Methods; Instructional Effectiveness; Pretests Posttests; Multimedia Instruction; Achievement Gains; Instructional Material Evaluation; Intermode Differences; Control Groups; Experimental Groups; Matched Groups; Cohort Analysis; Quasiexperimental Design; Knowledge Level

Abstract:
Technology is becoming increasingly more important in the enhancement of educating university students. Very little research has been done regarding how the combination of educational technologies affects test scores, compared to the use of one technology alone. This research article examines whether the post-scores of nursing students increased by the type and combination of educational technology used in their instruction. By testing the use of various educational technologies and various combinations of these technologies on three different groups of learners, a pre- and post-test design was conducted to identify changes in post-test knowledge scores. Findings from this study suggest the use of combined educational technology may improve a student's ability to learn material as students in the group that used a combination of technologies scored higher on the knowledge post-test than the other groups studied. (Contains 2 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Libraries; Foreign Countries; Periodicals; Printed Materials; Electronic Libraries; Electronic Publishing; Library Materials; Library Research; Comparative Analysis; Layout (Publications); Intermode Differences; Library Development; Sample Size; Use Studies

Abstract:
The increasing availability and prominence of e-books has led to a perception in some quarters that the requirement for physical books is decreasing, as most, or all scholarly material is openly available in digital form. Some academic administrators and librarians have suggested that it may be possible or desirable to have a solely, or predominantly electronic academic library. This study tests that assumption by randomly selecting a sample of titles from a mid-size Australian academic library and searching for suitable electronic copies. The conclusion of the paper is that a maximum of 33% of titles held by the case study library are available as e-books, and on a practical basis about 26% of titles held by the case study library could be readily obtained as e-books. (Contains 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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