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Related Data for: Frame shifting as a challenge to integrating computational thinking in secondary mathematics education
No full textIn this study, we adapted the notion of framing, a theoretical construct that refers to a person’s expectations about social spaces (Goffman, 1974), to investigate whether teachers viewed computational thinking (CT) according to subject-specific frames. This case study aimed to understand how teachers make connections between CT and subjects targeted for integration. Epistemological framing contributed new insights on why teachers connected CT in different ways to different subjects: frame shifting focused teachers’ attention on goals and activities specific to each subject. As teachers attended to a subject’s particularities, they drew upon different epistemic resources to construct their descriptions of CT. Our participants (n=6) were teachers who taught both 7th-12th grade computing and mathematics as separate subjects. Qualitative coding of interview transcripts revealed that teachers' ideas about CT in computing were strongly influenced by computer programming while their ideas about CT in mathematics corresponded with familiar ways of teaching and learning mathematics. Instead of accepting fragmented notions of CT as the price of integration into individual subjects, we propose limiting the scope when defining CT. We explain how this non-intuitive strategy can preserve the coherence of CT and how it might be used in CT professional development (PD) for mathematics teachers
Related Data for: An isotonic beetroot drink improves muscle oxygenation and cycling time-trial performance in physically active individuals: A randomised crossover trial
No full textDietary nitrate supplementation can improve exercise performance. This study investigated whether nitrate (beetroot) added to an isotonic drink could improve high-intensity cycling time-trial performance and muscle oxygenation in active individuals. Twenty-four (17 male) physically active participants (mean ± SD; age: 28 ± 5 years; body mass index: 22.6 ± 1.9 kg/m2) completed a double-blind, randomised, crossover study where they consumed 570mL of either isotonic sports drink (ISO-C) or isotonic beetroot drink (ISO-BR) 1 hour before performing preloaded exercise, followed by a 10-km cycling time-trial on a cycle ergometer. Both drinks had equal osmolality (290 mOsm/kg) but differed in nutrients from beetroot extract, particularly nitrate content (ISO-C: 0 mmol, ISO-BR: 12.9 mmol). Salivary total nitrate and nitrite (NOx) 1-hour post-ingestion were significantly higher after consuming ISO-BR than ISO-C (p <.001). ISO-BR significantly improved time-trial performance compared to ISO-C by 6.4% (ISO-BR: 1068.4 ± 333.3 s vs. ISO-C: 1141.0 ± 381.8 s, p <.001), cadence by 3.8% (ISO-BR: 83 ± 6 rpm vs. ISO-C: 80 ± 7 rpm, p <.001) and average load during the time trial by 5.3% (ISO-BR: 153.9 ± 47.7 W vs. ISO-C: 146.2 ± 48.4 W, p <.001). Oxygenated blood (∆O2Hb) was significantly higher (p = .03, partial η2 = .015), and deoxygenated blood (∆HHb) was substantially lower (p = .01, partial η2 = .021) over the trials after ISO-BR supplementation than ISO-C. An ISO-BR drink provided pre-exercise can improve cycling time-trial performance over an ISO-C drink, potentially via increases in NOx
Related Data for: Screen media and non-screen media habits among preschool children in Singapore, South Korea, Japan, and Finland: Insights from an unsupervised clustering approach
No full textThe main purpose of the research was to describe the daily screen media habits and non-screen media habits like indoor and outdoor play, and sleep of preschool children aged 2 to 6 years from Singapore, South Korea, Japan, and Finland using a content-validated online questionnaire (SMALLQ®) and unsupervised cluster analysis. Unsupervised cluster analysis on 5809 parent-reported weekday and weekend screen and non-screen media habits of preschool children from the four countries resulted in seven emergent clusters. Cluster 2 (n = 1288) or the Early-screen media, screen media-lite and moderate-to-vigorous physical activity-lite family made up 22.2% and Cluster 1 (n = 261) or the High-all-round activity and screen media-late family made up 4.5%, respectively represented the largest and smallest clusters among the seven clusters that were emergent from the pooled dataset. Finland was best represented by Cluster 2 and Japan was best represented by Cluster 3 (High-screen media-for-entertainment and low-engagement family). Parents from Finland and Japan displayed greater homogeneity in terms of the screen media and non-screen media habits of preschool children than the parents from South Korea and Singapore. South Korea was best represented by Clusters 6 (Screen media-physical activity-engagement hands-off family) and 7 (Screen media-lite, screen media-late and high-physical activity family). Singapore was best represented by Clusters 4, 5, 6 and 7, and these clusters ranged from Low all-round activity-high nap time family to Screen media-lite, screen media-late and high-physical activity family. Future research should explore in-depth reasons for the across-country and within-country cluster characteristics of screen media and non-screen media habits among preschool children to allow for more targeted interventions
Related data for: A multilevel SEM study of classroom talk on cooperative learning and academic achievement: Does cooperative scaffolding matter?
No full textAlthough exploratory talk between teachers and students and amongst students can promote positive learning experiences and cognitive development, it is the former that has dominated much of contemporary classroom discourse. Research over the past four decades has not provided a convincing response to whether some modes of talk may be more beneficial, and in what order. Using a quantitative approach, students were surveyed on five facets of classroom talk and teacher scaffolding of cooperative learning. Academic performance and background (individual and classroom compositional) characteristics were also examined. Findings are broadly consistent with literature in regard to the dominance of presentational teacher questions. However, conventional recitation instruction appears to be educationally valuable when used skillfully with exploratory talk and cooperative teacher scaffolds
Related Data for: Digital crossings: A case study of a knowledge mobilisation approach for translating research into practice
No full textThere is increasing emphasis on the importance of knowledge mobilisation, also known as knowledge translation, knowledge exchange, knowledge transfer, so that research findings are moved into action by stakeholders such as policymakers, practitioners and the broader public. While disseminating one’s research digitally is a promising gateway for knowledge produced to have a greater reach, education researchers are least equipped to use digital methods, compared to other methods. Applying Bernstein’s (2000) concept of recontextualisation with a proposed KM framework, we examine how the discourses of research are selectively appropriated, relocated, refocused and related to the discourse of practice through the translational process in one case study of a project website featuring education research within the Singapore context. Principles for successful recontextualisation drawn from this case study include: (1) educated hunches about key ideas for practical translation, (2) familiarity with specific audience needs, (3) awareness of discourse rules for engagement through specific digital modes. This article contributes towards demonstrating the value and productivity of Bernstein’s (2000) recontextualisation on research via digital media to engage varied audiences beyond the academia. The article concludes with recommendations on the systemic support needed to help researchers build a repertoire of practice for the translational process with the ultimate goal of moving evidence into action
Related Data for: Does experience matter? Measuring self-efficacy in preservice and in-service early childhood educators using the teachers’ sense of efficacy scale
No full textThis study aimed to examine (1) the psychometric properties of The Teachers’ Sense of Efficacy Scale (TSES) in early childhood (EC) preservice (N = 202) and in-service (N = 182) teachers, and (2) the effect of teaching experience on efficacy beliefs. Findings indicated that EC teachers’ efficacy beliefs were best represented by a bifactor model (i.e., one general and three specific factors); teachers generally perceived their capabilities in teaching at a more general level rather than specific to different classroom functions. Teaching experience had a significant effect on efficacy beliefs for preservice but not for in-service teachers. This study fills a gap in our understanding of EC teachers’ sense of efficacy by providing empirical evidence on the structure of efficacy beliefs and the effect of teaching experience on efficacy beliefs in preservice and in-service EC teachers. In this study, a new efficacy factor named Responsive Teaching emerged, capturing an element of in-service EC teachers’ perceptions of their capabilities that may be specific to the EC setting. Findings regarding the effects of experience on preservice EC teachers’ sense of efficacy may provide guidance on targeted instruction to increase sense of efficacy
Related Data for: Reading as self-making: Using mobile ethnography to examine the contemporary literate practices of middle-class adolescent girls in Singapore
No full textThis chapter focuses on the reading practices of adolescent girls in a global, multi-mediated age of constant information flows and easy access to reading resources in print and online. As part of a larger study, twelve 14- and 15-year-old girls from one all-girls’ school in Singapore were invited to participate in a mobile ethnography study, where they used an app to share about their in- and out-of-school reading in print and on their devices (smartphones, e-readers, laptops, tablets) over four days. Descriptive survey, textual, and visual data were collected. Individual interviews or focus groups were conducted immediately after the data collection, following photo-elicitation methods, to deepen understanding of the girls’ reading. The chapter draws on Elizabeth Long’s (1993) concept of a “social infrastructure” from the original The Ethnography of Reading to examine the girls’ reading practices, highlighting how their leisure reading practices are implicated by familial, schooled, media, and peer communities of reading. Reading choices, ways of reading, means of access, and attitudes toward reading are acts of self-making that are enabled by economic circumstances and technological access. Finally, I reflect in this chapter on the possibilities of using mobile ethnography as method for understanding everyday literacy practices
Related data for 'If you have the freedom, you don't need to even think hard': Considerations in designing for student agency through digital multimodal composing in the language classroom
No full textWe report on a study in which two primary school English Language teachers work with researchers to co-design a series of lessons to enhance student agency. ‘Tinkering’ through digital multimodal composing is used as a pedagogical approach. We reflect on the issues in balancing the student’s agency with the teacher’s role. Our study is guided by questions on how we can design for student agency through digital multimodal composing and what the considerations to design for student agency are. Our findings suggest that while tinkering offers a useful set of features for the design of a more student-centric English Language classroom, two important considerations need to be taken into account. The first relates to the extent in which the student can make choices; the second relates to the extent of the teacher’s guidance in scaffolding the process of digital multimodal composing
Related Data for: Contingency theory of adaptive practices through the lens of eye trackers
No full textIn this paper, we report on a study of adaptive practices, as revealed by a teacher’s eye gazes, in response to the contingencies that arose during a lesson. According to Mannikko & Husu (2009), there are four categories of adaptive practices, namely, adaptive recognitions, adaptive anticipations, adaptive deliberations, and adaptive insights. In this study, eye tracking technologies are positioned as a mediator between the contingencies that arise in the classroom and the adaptive practices undertaken by teachers. The essence of contingency theory is that “organizational effectiveness results from fitting characteristics of the organization, such as structure, to contingencies that reflect the situation of the organization” (Donaldson, 2001, p. 1). The two research questions are: (1) What classroom events and/or objects, as revealed by the eye fixations, invoke the adaptive practice(s) of recognitions, anticipations, deliberations and/or insights during a lesson? (2) What events unfold following the enactment of the adaptive practice as informed by the eye fixations? The findings in this paper were based upon a 29-minute lesson video of a biology lesson during which the teacher was wearing eye trackers. The four contingences that arose during the lesson include: (1) students engaging in personal talks, (2) students not taking down notes, (3) students not looking confident when answering, and (4) student raised hand to seek clarification. For (1) the eye gazes were fixed on students and adaptive recognitions of rules were practiced. For (2), the eye gazes were fixed on the whiteboard and students, and adaptive anticipations of habits were practiced. For
(3) the eye gazes were fixed on the teacher’s own lower arm and students, and adaptive deliberations of repetitions were practiced. For (4) the eye gazes were fixed on the student asking a question, and adaptive deliberations of reconstructed explanations were practiced. This study contributes to the literature as two new sub-categories of adaptive practices, namely adaptive deliberations of repetitions and adaptive deliberations of reconstructed explanations, were identified. The findings suggest that eye-tracking technologies can afford new empirical insights on the nature of adaptive practices that teachers adopt in the classroom
Related Data for: Snapshots of productive noticing: Orchestrating learning experiences using typical problems
No full textIn this paper, we re-examine the commonly-held notion that typical problems, such as textbook exercises and examination questions, are not useful for orchestrating mathematically-rich learning experiences. Drawing from a larger design-based research project, we present a case study of Alice, a secondary school teacher, who orchestrated a productive discussion by using examination questions. We describe how she perceived and harnessed the affordances of such typical problems before and during her lesson. Findings suggest teacher noticing as a key mechanism to enable teachers to unlock the mathematical potential of such problems