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Many national science frameworks (e.g., Next Generation Science Standards) argue that developing mathematical modeling competencies is critical for students' deep understanding of science. However, science teachers may be unprepared to assess these competencies. We are addressing this need by developing virtual lab performance assessments that assess these competencies in science inquiry contexts. Through our design processes, we developed a method for validating the assessments that takes advantage of the unique opportunities afforded by collecting log data. Here, we describe this method and demonstrate its utility by analyzing students' competencies with one example sub-practice of mathematical modeling, "plotting controlled data generated from a simulation." [This is a paper in: M. M. Rodrigo et al. (Eds.): AIED 2022, LNCS 13356, (pp. 488--491), 2022.]

Growth mindsets are vital for effective lifelong learning. Students with growth mindsets are more willing to learn new things, take risks, and embrace challenges. Students with fixed mindsets have limiting beliefs about their abilities, and will attribute success in learning to factors beyond their control. Inquiry in mathematics classrooms may have the potential to facilitate growth mindsets. This paper provides an analysis of inquiry mathematics in a primary classroom and reflects upon its potential to foster growth mindsets in classrooms.

Proportional reasoning is a key aspect of numeracy that is not always developed naturally by students. Understanding the types of proportional reasoning that students apply to different problem types is a useful first step to identifying ways to support teachers and students to develop proportional reasoning in the classroom. This paper describes the development of a diagnostic instrument that aims to identify situations in which students can apply proportional reasoning and the types of reasoning they use.

This mixed methods study extends findings from a prior study exploring use of increasingly-complex, expository text situated within a five-week interdisciplinary intervention in which first-grade children attending a Sheltered-English (SEI) immersion classroom advanced their conceptual knowledge and academic language approximating levels near or equal to their general-education peers. As talk was a central intervention feature, we explored if classroom talk differed and how did the teacher use talk to support SEI children's learning. Findings suggest that extensive and strategic use of teacher explanation, modeling, and facilitation supported EL children's critical reasoning and in turn, their learning. Findings offer a clear alternative to the widespread practice of addressing literacy and language differences by lowering expectations and offering simplified texts and tasks.

This collection of papers is the result of a project by the Institute for Higher Education Policy designed to explore the public policy aspects of higher education cost measurement (expenditure analysis). Papers come from a 1-day seminar in 1999 that brought together individuals knowledgeable about cost measurement with institutional leaders and policy experts. Participants were asked to focus on the public policy dimensions of cost measurement; the audiences for cost analysis and the purposes and uses they have for it; the necessity for uniform cost reporting; and whether regulatory solutions are needed at either the federal or state level. A preface reviews the papers and summarizes discussions at the seminar. The papers are as follows: "A View from the States: A Survey of the Collection and Use of Cost Data by States" (Mary McKeown Moak); "The Delaware Study of Instructional Costs and Productivity: A Consortial Approach to Assessing Instructional Expenditures" (Michael F. Middaugh); and "An Alternative Look at the Cost Question" (Dennis P. Jones). A seminar agenda and list of seminar participants are also provided. (SM)

In this scoping review, the authors describe the ways in which key concepts from situated learning theory are employed in the health professions education literature between 2006 and 2014. Among 333 articles identified during level 1 screening, the authors identified 153 that addressed situated learning concepts in a substantive way. Most articles discussed communities of practice (91%) and nearly half (44%) focused on clinical settings. The articles used situated learning concepts to guide the design, implementation, and evaluation of educational programs and activities; to frame research studies, questions, and methods; to explain findings; and to define assumptions about learning. The findings provide insights and examples to illuminate how scholars in health professions education employ these concepts.

Findings of a study that explored the role of staff developers in integrating staff development with organizational development are presented in this paper. Staff development (SD) is defined as professional development for individuals to improve student instruction; organizational development (OD) is defined as professional development for groups to improve school culture. The study was conducted by the University of Oregon's Center for Organizational Development in Schools during the 1990-91 year. A survey mailed to 522 members of the National Staff Development Council (NSDC) elicited 115 usable responses, a 22 percent response rate. Telephone interviews were also conducted with 36 NSDC members. Findings suggest that staff developers: (1) have ambiguous roles and job descriptions; (2) have less knowledge and practice in executing a classical OD macrodesign than they have in regard to specific OD skills; (3) perceive themselves as effective group process facilitators; (4) encourage participatory management styles; and (5) are beginning to involve support staff. A positive relationship exists between knowledge, involvement, and effective integration of staff development with organizational development. Seven charts are included. (LMI)

The loss of one's spouse is a disorganizing life event. This study explores the mental health of older women who have lost a spouse. The specific aims of this study were: (1) to identify the incidence of depression or other psychiatric morbidity among widows during the first two years of bereavement; and (2) to evaluate a model which incorporates: suddenness of the death event, other concurrent life events, supportive and unsupportive social ties, and coping behavior as predictors of widows' mental health. The subjects were 364 widows between the ages of 50 and 86. The study employed a longitudinal panel design with data collection intervals at 6 weeks, and 6, 12, 18, and 24 months following the death of the spouse. Data was collected through semi-structured home interviews which incorporated a number of standardized rating scales and questionnaires. Findings suggest that the depressive symptomatology and negative mood states experienced by the majority of widows reflect normal grieving rather than psychiatric morbidity. For those women who do experience psychiatric morbidity, interventions directed toward assisting high risk widows to learn more active ways of coping with their stressors are suggested to help reduce the severity of their grieving. (SR)

An ethnographic investigation was conducted for the purpose of elucidating the impact of cultural contexts on teachers' values and classroom practices. Data were collected in a classroom in a Head Start center located in a small, economically depressed town in rural, central Pennsylvania. The study focused on the head teacher, the assistant teacher, and the special programs tutor, all of whom were white women from the surrounding community who had varying amounts of Head Start training, but no college degrees. Domains of central interest were the uses of time and space, activities and materials, interactions between teachers and children, and connections between home and school. Questions guiding the study were: (1) What values are promoted by teachers in the center? (2) How are time, space, materials, activities, and teacher-child interactions used to support these values? (3) Is an orientation toward either self-direction or conformity toward the group evident? (4) Why do the teachers feel it is important to promote certain values? (5) Do the social milieus of the teachers play a role in determining the values that are promoted? Concluding discussion concerns implications of the findings. Appended are the researcher's reflections on herself, life histories of the teachers, and a questionnaire for use in studying teachers' social milieus. (RH)

A description is given of an introductory foundations of education course that requires students to participate in a field experience in the public schools and link their observations to the broader, more theoretical issues in education through a variety of classroom and writing activities. The course, through its design, is particularly effective in a liberal arts college curriculum because it capitalizes on a mix of students, not just teachers-to-be. it is noted that the course is not only an effective starting point for prospective teachers, it also serves as a means of informing noneducators about important issues, and as a vehicle for attracting undergraduates into the teaching profession. A description, illustrated by 13 graphs, is given of the characteristics of 66 students who had taken the course, based on a questionnaire distributed on the last day of class. (JD)

This monograph presents excerpts from discussions with participants in the Pennsylvania Developmental Disabilities Planning Council 1990 retreat, which focused on the creation of effective safeguards for people with developmental disabilities. The discussions note: the increased vulnerability of such people to neglect, abuse, and mistreatment; the shortcomings of unregulated relationships between people with disabilities and their caretakers; and the limitations of systematic efforts to keep people safe through professional, bureaucratic methods. David B. Schwartz in "Quality Assurance in the Asylum" looks at historical aspects of this question. The discussion first focuses on identifying what makes people vulnerable (e.g., lack of power, isolation, lack of alternatives, poverty). Next the contrasting approaches of administrative regulation and related legal advocacy versus lifesharing and other personal commitments are analyzed in terms of their contributions, limits, costs, and effectiveness. Covered next are strategies for increasing safety (such as supporting the contribution of families and friends) and options for actions that make families more powerful, reduce isolation, demonstrate effectiveness, yet minimize the costs of regulation. (DB)

The use of gamification as an instructional strategy has gained significant attention in recent years as a way of increasing student engagement and motivation. Gamification involves the application of game design principles to non-game contexts, such as higher education. One area in which gamification has shown particular promise is in developing students' strategic thinking abilities. This qualitative study explores university students' post-module reflections on their experience of working in teams over the course of a seven-week intensive postgraduate business analytics simulation module. Reflections were analysed using thematic analysis to identify common themes and patterns with respect to students' strategic thinking in terms of decision-making. The study findings strongly suggests that gamification, particularly the use of business simulations, can be an effective tool for developing students' strategic mindsets, in terms of the process for decision-making, impact of critical incidents, the lessons they learned and corrective action taken, along with the role of the team itself. [ABSTRACT FROM AUTHOR]

At the 1976 annual meeting of the AATG, a workshop session on computer-aided language instruction (CALI) was held. Hands-on experience was the primary purpose of the session; but essential to such involvement were presentations of the various modes of CALI and discussion of the accomplishments to be expected and the caveats. A fully developed language course component, "Programmed-German," developed by and used at the University of Minnesota for students throughout the state was discussed, as were the computer techniques individual instructors may develop for their specific teaching needs. (Author/CFM)

This paper reports on an on-going experiment in computer-aided language instruction. In 1972, a class of beginning German students at the Duluth campus of the University of Minnesota volunteered to test two pedagogic theories: (1) Could a computer-aided course be used by a class and an instructor who knew nothing of computers and who had to rely on telephone hookups to access the program? (2) Would the computer program help individualize language instruction? Conclusions were positive on both counts. The computer-assisted instructional (CAI) program overcame some of the common objections of students to standard individualized materials. The computer component freed class sessions for greater use of the target language. Computer-supplemented language instruction helped both the instructor and the students recognize their roles in language teaching and learning. The use of dedicated telephone lines for CAI would make the positive benefits of this tool available to language teachers everywhere at acceptable costs to administrators. (Author/PMP)

There are real opportunities for women in engineering, reflecting demands created by the dramatic rate of change in society. Increasingly complex technology, fast response time, the demands of production and managerial positions, increased levels of education and sophistication of employees, shifts in motivational needs, and new organizational structures are all factors in the rapidly expanding need for engineers. Women provide a previously untapped resource but are in short supply. Women need to make changes in the areas of: goal setting, competition, and job application skills; men in adjustment to working, or more successful wives. Couples should prepare to resolve conflicts over relocation, travel, and the role of the working mother. Industry needs to change in the areas of: stereotyped attitudes, traditional social conditioning, application of motivational factors, minimizing separations from the industrial climate, participation in more co-op programs, flexibility toward married career couples, closer relationships with universities, and broadened career paths for women. There probably will not be enough qualified women engineers for opportunities existing in the 1970's. Dramatic change in industry and educational institutions must occur if we are to respond realistically to the tremendous opportunities for women engineers. (Author/NH)

Collective bargaining is a technology and not a philosophy or set of moral values. There seems to be an almost irresistible urge among authors of educational bargaining statutes to adopt the basic tenets of private-sector labor law. However, employment and collective bargaining are different in the public sector than in the private sector, and one should analyze the unique constraints present in public employment prior to wholesale adoption of the tenets of private-sector bargaining. An element that should be recognized in modern American labor relations is the accelerating rate of change in education, in educational administration, and in the psychology of organizations and individuals. The public sector is fundamentally different from the private sector in its organization, mission, purpose, operations, and reporting requirements. Yet many private-sector terms are being used in educational negotiations without questioning their validity. The basic question is whether collective bargaining will change to accommodate government or government will change to accommodate collective bargaining. (Author/JG)

Problems encountered in vocational education mainstreaming and recommended improvements are presented in this paper. A brief history introduces the concept followed by specific definitions of "training,""education," and "mainstreaming," as applied to vocational schooling. Three general operational models are described and graphically presented. Model guidelines developed for the instructional system, the instructional team, and supportive services are listed and include the following: development of prescription teaching, the student-instructional study team, competency based evaluation, and open entry and exit (instructional system); the role of vocational teachers, special education teachers, remedial teachers, vocational students, and vocational resource persons (instructional team); and the role of the administration, community agencies, and parents (supportive services). Conclusions present a rationale for providing a vocational resource person for mainstreaming programs, and lists the required qualifications. Twelve recommendations for active steps to be taken at the local, state, and national levels are presented and include university development to orient special education teachers to the concept of vocational education, and education of the public about their responsibility for special needs students and the responsibilities of vocational education. (BL)

The Rasch Model was used to define the word analysis skill variable and to develop, field test, and calibrate a corresponding test for grades 2-12: the Emory Word Analysis Skill Inventory (EWASI). Word analysis objectives focusing on content and hierarchical levels of difficulty were identified and field tested with 78 students, grades 2-12, enrolled in a clinical reading program. The original 431 items in 22 subscales were then calibrated to parallel forms A and B. Each form contained 137 items in 13 subscales and three subgroups labelled: consonants, vowels, and word structure; 134 items clearly fit the test. Each form has the same item difficulty, width, and precision. (RL)

Piaget's theory that distinct stages in the organization of memory correspond to successive stages in cognitive development was tested using 150 eighth graders. Cognitive levels were assessed with Inhelder and Piaget's balance beam task, initially, and again at seven months. Mnemonic levels were assessed with Piaget and Inhelder's memory of an arrangement task, both initially and again at six months. The data strongly supported the Piagetian theory linking long-term memory to cognitive development. Immediate recall memory was independent of the initial cognitive assessment, while six-month correct recall, reconstruction, and recognition memory were highly correlated with the seven-month cognitive assessment. Students who were assessed initially as nonformal, but who became formal within the seven-month interval had the same chance of correct recall, reconstruction, and recognition as those initially assessed to be formal. A seven-month formal congitive assessment was generally characteristic of students with correct six-month recall, while the incorrect recognition and incorrect recall/correct recognition groups did not significantly differ with respect to the percent of formal subjects. The results also supported the view that as a child's intelligence develops, changes occur in the way events are remembered. (Author/GDC)

Two varieties of user-friendly computer systems that deal with natural language are now available, providing either at-the-monitor stylistic and grammatic correction of keyed-in writing or a sorting, selecting, and generating of statistical data for any written or spoken document. The editor programs, such as "The Writer's Workbench" (Bell Laboratories) and EPISTLE (IBM Yorktown Heights Laboratory), can correct spelling, grammar, and syntax mistakes or awkwardness and so remove a major drudgery from teachers and writers who would rather deal with the problems of style and concept handling. The content analysis programs, such as the CLOC program developed by Alan Reed at the Birmingham University Centre and the OCP designed by Susan Hockey at the Oxford University Computer Centre, can describe large bodies of text, which helps the users discover where the weaknesses are in language behavior. With these programs, teachers can see repetitive behaviors and other language mannerisms that need correcting. (EL)

A cognitively-oriented course of economics instruction will affect student attitudes toward economic issues. This was the finding of a study designed to ascertain economic attitudes in adolescents. Economic attitudes were measured by an instrument which used eight moderately reliable multi-item scales. The measure was applied in a quasi-experimental pretest/posttest design to two groups of ninth-graders. One group had previous economics instruction and the other had not. This research design measured the affective impact of a cognitively-oriented economics curriculum. The research was based on two hypotheses: (1) that economics instruction would have an impact on student attitudes toward economic issues; and (2) that the observed attitudinal changes would be in the same direction as affective changes associated with developmental trends. At the pretest, there were no systematic or statistically significant differences between the two groups. Analysis of covariance at the posttest showed modest but statistically significant differences between the groups on five scales. The results also gave qualified support to the hypothesis that these instructional effects may be interpreted as an acceleration of developmental trends in economic and related social attitudes. (SM)

The document contains materials from the Jefferson County (Alabama) vision and hearing screening program to identify students with sensory impairments, to monitor "at risk" students, and to provide appropriate educational intervention. The package contains the following: instructions for the principle on vision screening; procedures for vision/hearing screening and followup; a sample screening/recheck calendar; a checklist for referral; vision and hearing screening checklists; and sample letters and forms. (SW)

A districtwide strategic planning model for school improvement is described in this summary report. Six elements of the model are described, which include the strategic planning process, belief statements, policies that stress self-esteem and dignity, a mission statement based on educational equity, objectives to achieve equity, and 12 action strategies. Program results include improved student achievement, teacher involvement, parental support, and student and staff self-esteem and performance; more independent student learning behaviors; and changes in teaching behaviors. Also included are an outline of the history of at-risk student program initiatives on a national, state, and district level. (LMI)

Critics of higher education complain that universities and broadcast television fail to meet the needs of adult learners. The creation by the Corporation for Public Broadcasting in 1979 of a project in adult learning was an attempt to make both television and educators more responsive to adult learners. However, the result of this project and others similar to it have been a focus on courses, telecourses, and programs. Other services offered by educational institutions such as counseling, assessment, credentialling, and record-keeping, have been largely ignored; the potential of instructional technology has not yet been fulfilled. Instructional technology is too important to be used solely for instruction: it should also be used to offer educational support services, thereby expanding the reach of educational institutions. (DB)

The results of the pilot implementation of an evaluation methodology developed to assess the impact of introducing handicapped students into allied health curricula are discussed. An evaluative method that suggests anticipatory interventions was developed and used to measure the impact of visually impaired students enrolled in allied health programs at St. Mary's Junior College in Minnesota. The impact assessment model was designed to anticipate and uncover those critical points at which the impact of these students would need to be monitored during the training. A critical points analysis model was developed to identify those features of the impacted programs that created unanticipated problems and opportunities for changes during the students' progression through the programs. The relationships among visually impaired students, teachers, peer tutors, the project director, and clinical supervisors were explored. Interviews and questionnaires were used to examine the differing expectations of these groups of individuals and to identify potential problem areas. The critical points analysis model and the evaluation methodology proved to be valuable techniques. (SC)

The question of whether students perform linguistically differently when writing under examination conditions than when writing term essays is addressed in this working paper. The study was prompted by the feeling by many students that their linguistic performance deteriorates in examination conditions and that this deterioration makes a difference in their grade. Many lecturers claim that they take no notice of how an examination answer is written and grade only on content. This paper examines whether there is in fact a relationship between linguistic performance and grading. The research attempt described centered on the types of prediction identified by Tadros. It is shown that only some of the Tadros types are used by students in the current sample and that so far they have not proved to be a reliable measure of difference. Contains 7 references. (LB)

Recognizing the legislative and institutional difficulties involved in complying with Section 504 of the Rehabilitation Act of 1973, this paper describes the efforts of St. Mary's Junior College (SMJC) to develop technical (i.e., non-academic) standards for college admission. The paper first points to particular legislative variables which must be considered, such as which section of the act applies to the college. Next, institutional considerations are discussed, including the importance of applying admissions procedures uniformly, examining the effects of present procedures on the handicapped, and studying the possible outcomes of revising those procedures. Steps to be carried out in revising admissions procedures are then reviewed. Next, the paper defines academic and technical standards for admission and discusses the role of faculty in establishing these standards. After reviewing the variables that should be considered in determining whether a college really needs technical standards, the paper describes SMJC's revision of its admissions procedures. This case study describes SMJC, a private junior college offering programs in allied health and human services fields, and the methods used by the college to: (1) develop technical standards for each program; (2) establish criteria for the technical standards; (3) implement the standards; and (4) gain administrative approval for the standards. (AYC)

This paper explains the methodology for combining reading and art instruction in a Learning to Read Through the Arts program. Art and reading teachers collaborate to determine the vocabulary required for discussion of each art project. Once this is done, the art teacher uses that vocabulary in a discussion of the art topic, and the reading teacher, in turn, applies reading and writing assignments to the art subject. In this way, reading skills are developed as they apply to other subjects, making reading a learning tool and integrating the learning experience. (RL)