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Descriptors:
Academically Gifted; Student Attitudes; Play; Rural Schools; Focus Groups; Online Surveys; Talent; Urban Schools; Suburban Schools; Socialization; Barriers; Attention Control; Learning Motivation; Retention (Psychology); Teamwork; Problem Solving; Cognitive Development; Social Development; Physical Development

Abstract:
The purpose of this study was to explore the concept of play through the eyes of talented and gifted (TAG) fifth- and sixth-grade students. Three focus groups consisting of fifth- and sixth-grade TAG students were conducted in one urban, one suburban, and one rural school district in the Midwest. Students were asked to describe the value of play in the cognitive, physical, and social domains. Additional open-ended questions were asked about the importance of play and its relevance to their lives. From these results, an online survey was created. Data from an additional 162 fifth- and sixth-grade TAG respondents substantiated that play is a significant activity for learning and socializing in the general classroom, gifted programs, and outside their classrooms. Despite its importance, students experienced structural barriers for time to play. Putting the Research to Use: Results of this study hold implications for teachers to acknowledge the value of play as a tool for learning. Children see play as a renewal activity. They see play as motivating and as a way to increase attention, retention, and focus in learning. Children emphasized that play develops teamwork and problem-solving skills. Play enhances meaningful activities in the talented and gifted program as well as the general classroom. Results of this study suggest that parents should acknowledge their children's need for play in all three domains (cognitive, physical, and social) and allow time for self-directed play after school with limits on scheduled activities. (Contains 4 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:
College Faculty; Community Colleges; Community Programs; Empathy; Teacher Attitudes; Higher Education; Interviews; Professional Development; Cooperation; Teamwork; School Holding Power; College Students; Job Satisfaction

Abstract:
A study was undertaken to determine how teaching in learning communities (i.e., courses that are linked or intentionally integrated in terms of learning objectives and shared assignments) affects the perspectives and work of community college faculty members. Interviews with 14 faculty members who taught in learning communities at a Midwestern community college indicated that the benefits of participation included greater empathy for and awareness of students, the development of authentic relationships with students, enhanced engagement in the larger campus community, and active collaboration and professional development with faculty colleagues across disciplines. Study limitations and implications are discussed. (Contains 1 table.) 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:
At Risk Students; School Personnel; Dropout Prevention; Data Collection; Graduation; High School Students; Program Effectiveness; Interviews; Observation; Intervention; School Holding Power; Academic Persistence; Student Behavior; Teamwork; Elementary Schools; Middle Schools

Abstract:
An early warning system is an intentional process whereby school personnel collectively analyze student data to monitor students at risk of falling off track for graduation and to provide the interventions and resources to intervene. We studied the process of monitoring the early warning indicators and implementing interventions to ascertain common practices and challenges. Research questions focused on the process of collecting and reviewing student data, conducting team meetings, and designing or selecting, and following through on, student interventions. This article reports on typical practices and implementation challenges of early warning indicators meetings from 10 schools that participated in the pilot phase of the Diplomas Now School Transformation Model across the country, gathered through meeting observations and interviews. (Contains 3 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:
Learning Processes; Computer Mediated Communication; Team Training; Computer Assisted Instruction; Teamwork; Cooperative Learning; Models; Expertise; Context Effect; Evaluation

Abstract:
There is a wealth of research on computer-supported cooperative work (CSCW) that is neglected in computer-supported collaborative learning (CSCL) research. CSCW research is concerned with contextual factors, however, that may strongly influence collaborative learning processes as well, such as task characteristics, team formation, team members' abilities and characteristics, and role assignment within a team. Building on a critical analysis of the degree to which research on CSCW translates to CSCL, this article discusses the mediating variables of teamwork processes and the dynamics of learning-teams. Based on work-team effectiveness models, it presents a framework with key variables mediating learning-team effectiveness in either face-to-face or online settings within the perspective of learning-team development. (Contains 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:
Student Attitudes; Foreign Countries; Surveys; Higher Education; Group Dynamics; Teamwork; Cooperation; Likert Scales; Online Surveys

Abstract:
The increase in popularity of group work in higher education has been accompanied by an increase in the frequency of reports of students not equally contributing to work within the groups. Referred to as "free-riders", the effect of this behaviour on other students can make group work an unpleasant experience for some. Of most frustration to students is receiving the same mark as their fellow non-contributing group members despite producing much of the group's work. Identifying free-riding behaviour early on in a project can help reduce the impact it has on other group members. What can also be identified is that free-riding behaviour is not necessarily due to apathy or a deliberate attempt to do as little work as possible. Numerous underlying reasons can lead a student to not contribute equally to a group even if he or she is willing. This study involved surveying students (N = 205) from all faculties of an Australian university and asking them of their attitudes towards group work. Free-text responses from the students were thematically analysed, and results showed that free-riding was the greatest concern across all disciplines. (Contains 2 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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Homosexuality; School Counselors; Educational Environment; Sexual Identity; Gender Issues; Identification (Psychology); Mothers; Elementary Schools; Elementary School Students; Personal Narratives; Principals; Role; Professional Development; Family School Relationship; School Safety; Teamwork; Cooperative Planning; Parent Participation

Abstract:
This article describes what followed after a mother wondered if the school in her neighborhood was the right elementary school for her gender nonconforming young child. It includes collective and individual narratives from four key players: the mom and teacher educator (Slesaransky-Poe), the school's guidance counselor (Ruzzi), the principal (DiMedio), and the consultant who led the initial professional development (Stanley). It documents and reflects on the work done over five years to transform a great school into a welcoming and inclusive one for gender nonconforming and transgender students. (Contains 2 notes.) 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:
Community Support; Sexual Identity; Gender Issues; Transitional Programs; Family Involvement; Case Studies; Resilience (Psychology); Mental Health; Drug Therapy; Counseling Techniques; Identification (Psychology); Teamwork; Interdisciplinary Approach; Mothers; Parent Role

Abstract:
Interventions with a school-aged youth are presented to demonstrate a child's gender transition from female to male with the support of a single mother, grandmother, therapist, pediatric endocrinologist, gender education and advocacy group, and gender-affirming school. This single case study illustrates both the positive psychological effects of resilience-building therapy and family/community supports in facilitating a transition to an affirmed gender and the dilemmas confronted when introducing hormone blockers to a child, removing a child from a familiar environment to allow a fresh gender start, and respecting a child's wishes to stay private about the child's gender past. (Contains 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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Secondary School Mathematics; Geometry; Secondary School Students; Interaction; Problem Solving; Virtual Classrooms; Teamwork; Protocol Analysis; Sequential Learning; Sequential Approach; Pattern Recognition; Object Manipulation; Construction (Process); Reflection; Visual Aids

Abstract:
We analyze the interaction of 3 students working on mathematics problems over several days in a virtual math team. Our analysis traces out how successful collaboration in a later session is contingent upon the work of prior sessions and shows how the development of representational practices is an important aspect of these participants' problem solving. We trace the formation, transformation, and refinement of 2 problem-solving practices (i.e., problem decomposition and inscribe first solve second) and 2 representational practices (i.e., modulate perspective and visualize decomposition). The analysis shows how inscriptions become representations for the group through a historical trajectory of negotiation: Learners appropriate inscriptional resources over time as they develop their representational competencies. We show how analysis of the contingently relevant situation may reach into temporally prior episodes in which interaction relevant resources and practices are constructed. (Contains 4 tables and 9 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:
Archives; Information Literacy; Curriculum Development; Workshops; Program Descriptions; Educational Principles; Curriculum Design; Instructional Design; Cooperative Planning; Teamwork; Library Instruction; Social Sciences

Abstract:
This article describes a year-long application of critical information literacy theory for social-science-related library workshops. Each of these workshops had a customized section that included working with special collections and university archives. The students who participated ranged from incoming freshman to seniors at Stanford University. The curriculum development method for these workshops is based on principles of collaborative co-design. (Contains 1 figure and 5 notes.) 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:
College Graduates; Labor Market; Competition; Work Environment; Occupational Information; Job Skills; Employment Qualifications; Communication Skills; Interpersonal Competence; Problem Solving; Teamwork; College Curriculum; College Students; College Faculty; Supervisors; Role Playing; Class Activities; Education Work Relationship; Student Behavior; Learner Engagement

Abstract:
Recent college graduates are entering a competitive workforce that demands strong communication, teamwork, and problem-solving skills. However, many recent surveys and reports describe college graduates as deficient in these skills. For two courses at separate institutions, we each framed a course as a job, playing the role of a supervisor or employer rather than a professor. We prepared an employment contract rather than a syllabus, and created assignments and class activities that required students to explicitly consider how their college experiences might apply to the workplace. Students at both institutions thought the framing was interesting and fun, and thought the professors should continue to frame future courses as jobs. As instructors, we found that students were more professional, prompt, and detail-oriented. It also provided us with multiple opportunities to engage students in serious discussions about transitioning to the workplace upon graduation. (Contains 5 tables 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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