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This study examined the amount and quality of educational dialogue in relation to student math performance in Grade 2. Domains of teacher occupational stress were considered predicting variables for dialogue and math performance. Video-recorded lessons (N = 151) of 50 teachers were analysed in terms of dialogic episodes to determine the amount (length and number of episodes) and quality (four patterns) of dialogue. Multilevel modelling showed that the amount of educational dialogue associated positively with student math performance. In addition, teacher cynicism was related to math performance via the amount of educational dialogue. Regarding dialogue quality, moderate-quality dialogue linked positively with student math performance, but no indirect associations were found when considering teacher cynicism. The findings provide important new knowledge by investigating the effect of educational dialogue on young students' achievement and by mapping indirect associations between teacher occupational stress, dialogue, and student math performance. [ABSTRACT FROM AUTHOR]

Feedback has a powerful influence on learning. However, feedback practices in higher education often fail to produce the expected impact on learning. This is mainly because of its implementation as a one-way transmission of diagnostic information where students play a passive role as the information receivers. Dialogue around feedback can enhance students' sense making from feedback and capacities to act on it. Yet, dialogic feedback has been mostly implemented as an instructor-led activity, which is hardly affordable in large classrooms. Dialogic peer feedback can offer a scalable solution; however, current practices lack a systematic design, resulting in low learning gains. Attending to this gap, this paper presents a theoretical framework that structures dialogic feedback as a three-phase collaborative activity, involving different levels of regulation: first, planning and coordination of feedback activities (involving socially shared regulation), second, feedback discussion to support its uptake (involving co-regulation), and last, translation of feedback into task engagement and progress (involving self-regulation). Based on the framework, design guidelines are provided to help practitioners shape their feedback practices. The application of the principles is illustrated through an example scenario. The framework holds great potential to promote student-centred approaches to feedback practices in higher education. [ABSTRACT FROM AUTHOR]

Research has indicated that educational diagnoses can differ from clinical diagnoses of autism spectrum disorder (ASD). This brief report provides an updated analysis using 2014–2015 IDEIA data compared to the contemporary CDC prevalence rate (1 in 59). Additionally, the variable of sex was analysed, which was omitted from the previous study. Results show a greater discrepancy in educational diagnoses for girls versus boys as compared to the clinical diagnoses. For race/ethnicity, only Asian American children were more likely to have an educational diagnosis versus a clinical diagnosis of ASD. [ABSTRACT FROM AUTHOR]

Research in strategy use needs to provide comprehensive and detailed qualitative discussion of individual cases and their strategic processing of texts to deepen our understanding of the cognitive and metacognitive processes readers resort to when reading different texts for different purposes. Hence, the present paper aims to provide in-depth and rich examination and interpretation of four Saudi EFL students (two good and two poor readers) processing two different texts in structure (a narrative and an expository text) for different reading tasks. This involved a detailed qualitative discussion of the differences and similarities in reading problems and strategy use. Using think-aloud reports and follow-up interviews, the study identified four explicit word-related and six text-related problems reported by the four EFL readers in processing the assigned text types. Moreover, the study revealed how the selected cases varied in their strategic reactions to the reading problems encountered in the two texts. The study findings also demonstrated how the structuring variations of the narrative and expository texts had a considerable effect on the quantity and quality of readers' reported difficulties and reading strategies employed in texts. [ABSTRACT FROM AUTHOR]

In this study we explore students' reading rates in grades 1-3. We begin with a short history of reading rate as an assessment measure in the early grades. Next, we share rate data from a recent study (N D 305) where children' s contextual reading was assessed with a traditional passage-reading inventory. A comparison of our average grade-level rates with those rates reported in the DIBELS literature shows that they match closely. Finally, we introduce the concept of minimum grade-level rates, emphasizing its practical significance to teachers and researchers alike. [ABSTRACT FROM AUTHOR]

Part II of this AMEE Guide provides a detailed overview of the main difficulties in clinical reasoning, including the cues to look out for in clinical supervision, the root causes of each difficulty and targeted remediation strategies. Specific challenges and issues related to the management of clinical reasoning difficulties will also be discussed. [ABSTRACT FROM PUBLISHER]

There are many obstacles to the timely identification of clinical reasoning difficulties in health professions education. This guide aims to provide readers with a framework for supervising clinical reasoning and identifying the potential difficulties as they may occur at each step of the reasoning process. [ABSTRACT FROM PUBLISHER]

Educational institutions are acknowledging the requirements of a globalized world on students’ mobility, interculturality, and language skills by offering study-abroad programmes. These need to be accompanied by procedures to assess student needs prior to and during their time abroad as well as upon their return. In the exploratory study reported here, we use Dynamic Assessment (DA) to examine international students’ interculturality and learning needs when interpreting Critical Incidents (CIs). DA integrates teaching, learning, and assessment by providing mediation to reveal the cognitive processes behind student performance. Four empirically derived incidents were presented to 13 international students studying in the UK. Students worked in pairs and were asked to interpret the CIs. Appropriate interpretations of the CIs involved identifying the issues from different perspectives; anticipating emotions, behaviour and problems for different participants; and negotiating situations and solutions. Interaction data were qualitatively analysed for instances of relevant (meta-)cognitive processes and emerging learning. Results indicate the potential of DA to provide an empirical diagnosis of student interculturality and learning needs, and thus a starting point for the design of enrichment programmes to optimize students’ development while abroad by meeting students where they are and moving them towards the desired abilities and objectives. Die globalisierte Welt trägt in den Bereichen der Mobilität, Interkulturalität und Sprachkompetenzen neue Ansprüche an Studierende heran. Diesen Ansprüchen tragen Hochschulen unter Anderem durch Auslandsaufenthalte Rechnung. Diese müssen jedoch begleitet werden von Massnahmen zur Beurteilung des Lernzuwachses der Studierenden vor, während und nach dem Auslandsaufenhalt. In der explorativen Studie, die wir hier berichten, nutzten wir das Verfahren des Dynamischen Beurteilens (DB), um die Interkulturalität und die Lernbedürfnisse internationaler Studierender zu untersuchen. DB integriert lehren, lernen und beurteilen; dabei wird mittels Mediation versucht, kognitive Prozesse zu erleuchten, die der Performanz der Studierenden zugrunde liegen. In der Studie wurden 13 internationalen Studierenden vier empiriebasierte Critical Incidents (CIs) vorgelegt, die sie in paarweiser Kooperation interpretieren sollten. Angemessene Interpretationen der CIs beinhalteten das Identifizieren kritischer Sachverhalte von verschiedenen Perspektiven, das Antizipieren von Gefühlen, Reaktionen und möglichen Problemen der verschiedenen Teilnehmer, und das Aushandeln von Interpretationen und Lösungsvorschlägen. Die Interaktionsdaten wurden qualitativ auf relevante (meta-)kognitive Prozesse und mögliche Lernprozesse hin analysiert. Unsere Ergebnisse deuten darauf hin, dass DB großes Potential besitzt zur empirischen Diagnose der Interkulturalität und der Lernbedürfnisse von Studierenden. Somit könnte DB eine Bereicherung für Begleitprogramme von Auslandsaufenthalten darstellen, um die Entwicklung der Interkulturalität der Studierenden während ihres Auslandsaufenthaltes optimal zu fördern. [ABSTRACT FROM PUBLISHER]

This article reports a study in which good and poor comprehenders (in 2 age groups: 8- and 10-year-olds) read short passages containing phrases that could be interpreted as idiomatic or not, depending on the context. Familiarity was manipulated by including real (English) idioms and novel (translations of Italian) idioms. Reading times for the target phrases were measured and the children’s understanding of the target expressions was assessed. The older children and better comprehenders were more likely to interpret idiomatic phrases correctly. In particular, there was an interaction between age and meaning condition: The younger children were less able to choose an appropriate interpretation of the figurative expressions. In general, children spent relatively more time reading the idiomatic expressions than the literal ones, with the exception of less skilled comprehenders when presented with novel (Italian) idioms. They seemed not to appreciate that these expressions needed any particular effort for interpretation. [ABSTRACT FROM AUTHOR]

Previous meta-analyses on the relationship between phonological awareness, rapid automatized naming (RAN), and reading have been conducted primarily in English, an atypical alphabetic orthography. Here, we aimed to examine the association between phonological awareness, RAN, and word reading in a nonalphabetic language (Chinese). A random-effects model analysis of data from 35 studies revealed a moderate relationship of phonological awareness with reading accuracy (r = .36) and reading fluency (r = .39). RAN also correlated significantly with reading accuracy (r = –.38) and reading fluency (r = –.51), but its relationship varied as a function of test type (graphological RAN correlated more strongly with reading than nongraphological RAN) and reading outcome (RAN correlated more strongly with reading fluency than reading accuracy). Age/grade and dialect (Mandarin vs. Cantonese) did not influence the size of the correlations. Taken together, the findings of this meta-analysis suggest that phonological awareness and RAN are universal correlates of word reading. [ABSTRACT FROM AUTHOR]

This project examines the utility of a particular course enhancement, Cengage’s Aplia, and more generally interactive tools designed to facilitate reading in the introductory American government course. Using two control and two treatment sections of the course (one section each for two instructors) during the Fall 2013 term, we measured student performance, engagement, and interest in the subject matter. While there was no statistically significant benefit regarding interest level, use of Aplia resulted in improved performance and engagement in the course. We conclude that, subject to further study, the Aplia diagnostic quizzes offer tangible benefits in teaching the introductory American government course and offer further insights regarding these benefits. [ABSTRACT FROM AUTHOR]

The present study examined three issues connected to the experiences of graduates with learning disabilities (LD) from a college of education (N = 45): support services that had been most beneficial during studies, positive and negative effects of the disability on personal, and professional life. Additionally, demographic data were collected. A semi-structured retrospective interview was used. The most significant support services recalled were academic including academic literacy and organizational and management skills. The graduates reported positive and negative effects of the LD on personal and professional life. Affective skills were perceived as having positive effects, whereas cognitive skills were perceived as having negative effects. This trend occurred in both personal and professional life. Compensatory strategies were mentioned as a reframing mechanism to conceptualize weaknesses as strengths and advantages. As increasing numbers of students with LD are entering fields of education, gaining insight into how to facilitate successful inclusion in higher education and the work force is essential. [ABSTRACT FROM PUBLISHER]

This paper considers dynamic assessment (DA) as it relates to second language (L2) development. DA is grounded in Vygotsky's (1987) sociocultural theory of mind, which holds that human consciousness emerges as a result of participation in culturally organized social activities where mediation plays a key role in guiding development. In DA, the evidential basis for diagnosing and promoting development includes independent as well as mediated performance. Unlike in conventional testing, objectivity derives not from standardization, which treats everyone in precisely the same manner; rather, objectivity is argued on the grounds that mediation is guided by a viable theory of mind. Fairness in assessment is thus reframed with the understanding that the quality of support offered may vary across individuals. The paper illustrates how this transpires in the case of classroom-based and formal testing applications of DA with L2 learners. [ABSTRACT FROM AUTHOR]

Accurate teacher judgments of student characteristics are considered to be important prerequisites for adaptive instruction. A theoretically important condition for putting these judgments into operation is judgment confidence. Using a German sample of 96 teachers and 1,388 students, the authors examined how confident teachers are in their judgments of students’ mathematic and verbal self-concepts, and whether judgment confidence is related to judgment accuracy. Judgment confidence was largely student specific, and the majority of teachers were overconfident of their judgments. Moreover, teacher confidence was higher for extreme judgments. In the subject of mathematics, judgment confidence was moderately associated with judgment accuracy. The findings challenge the efficacy of adapting instruction to student characteristics, as it is obvious that many teachers are not aware of their judgment inaccuracy. [ABSTRACT FROM PUBLISHER]

This study used simulation techniques to evaluate the technical adequacy of three methods for the identification of specific learning disabilities via patterns of strengths and weaknesses in cognitive processing. Latent and observed data were generated and the decision-making process of each method was applied to assess concordance in classification for specific learning disabilities between latent and observed levels. The results showed that all three methods had excellent specificity and negative predictive values, but low to moderate sensitivity and very low positive predictive values. Only a very small percentage of the population (1%--2%) met criteria for specific learning disabilities. In addition to substantial psychometric issues underlying these methods, general application did not improve the efficiency of the decision model, may not be cost effective because of low base rates, and may result in many children receiving instruction that is not optimally matched to their specific needs. [ABSTRACT FROM AUTHOR]

Implementing effective interventions in general education increases the chances of success for students with disabilities. Often the effectiveness of interventions is not known. The aim of this review was to investigate what interventions are used in general education and what is known about their effectiveness so that educational institutions can exchange best practices and students with disabilities have better opportunities for successful participation in general education. A systematic literature search was conducted in four databases. Three investigators assessed the relevance of the studies identified. In only half of the studies is information on the effectiveness of interventions reported. Due to enormous variety in the types of interventions, effect measures, disability groups, and focus on different types of education, we chose to focus on reading interventions for improving the reading skills of students with reading and/or learning disabilities. Other interventions are shortly mentioned. All of the eight reading interventions found seem to have positive influences on reading skills. However, the methodological quality in some studies was low. Still, recommendations for actual interventions in general education are made. Measuring the effectiveness of interventions systematically and publishing the information helps others to implement effective interventions without having to reinvent them. [ABSTRACT FROM AUTHOR]

An inherent characteristic of technology education is the continual development of new technologies and creating innovative applications of already existing technologies. As exciting as these innovations can be, technology educators and school staffs are frequently challenged to accomplish high levels of implementation. The metaphor of the Implementation Bridge and four research-based constructs of the Concerns Based Adoption Model are introduced in this article. Each can be used to evaluate the extent of implementation and as diagnostic tools for facilitating implementation. Each also can be applied in studies of relationships between extent of implementation and student outcomes. [ABSTRACT FROM AUTHOR]

This article investigates the effect of change in average age, socio-economic status (SES) and class size upon the change in average reading achievement between the Progress in International Reading Literacy Study (PIRLS) 2001 and PIRLS 2006 at the country level. First, we consider the effect of age upon reading achievement. We use regression-discontinuity to analyze the effects of age and schooling upon reading achievement. A tentative correction for age differences yields a new ranking of countries with regard to their corrected average achievement in PIRLS 2006. Second, in order to facilitate cross-country comparisons in respect of educational equity, we construct internationally acceptable SES indices for PIRLS 2001 and PIRLS 2006. Third, we investigate the effects of change in class size, age and SES upon the change in reading achievement through regressions. We find that the change in reading achievement at the country level can be partially explained by the change in age but not by the change in SES or class size. [ABSTRACT FROM AUTHOR]

The article presents the analyzes of psychoanalytic education problems based on different educational research. It categorizes research based from those that deal with general problems on institutional structure and educational methods, and those that focus on psychoanalytic education's specific aspect particularly the experiment and supervision of shuttle analysis.

Teaching is often an isolated activity, with experience and intuition the only sources to spur improvement. One way to move teaching from trial-and-error to a systematic effort to apply research-based strategies is by reading pedagogical literature. Pedagogical literature comes in two varieties: general and discipline-specific. As college faculty identify strongly with their disciplines, those who read the literature on effective teaching often rely on discipline-specific sources. This article aims to illustrate the lessons that can be learned from reading the general literature and reviews a sample of the available books on effective teaching. [ABSTRACT FROM AUTHOR]

The author reflects on the significance of teaching alliance in teaching psychotherapy. He notes that educational diagnosis consists learning problem as well as problems about learning. For him, problems about learning involve student's difficulties with taking in information. He stresses that teacher's neurotic difficulties or ignorance of learning problems or inability in reflecting the process of learning and teaching may interact with the student in ways which halt learning process.

The article focuses on the issue of not adding enough information in e-portfolios of the general practice (GP) trainees for the Annuai Review of Competence Progression (ARCP) panels. It is mentioned that demonstrating the reasons of e-portfolio issue is the primary role of the RDM-p framework followed by the SKIPE framework. Also concludes that trainee should insert entries at the multisource feedback (MSF), patient satisfaction questionnaire (PSO), and clinical supervisor's report (CSR).

The author reflects on the paper "The Teaching Alliance: A Perspective on the Good Teacher and Effective Learning." He notes that the establishment of teaching alliance concept is very useful and has many points of congruence with psychoanalytic psychotherapy therapeutic alliance. For him, the teacher differs from therapist since there is no accepted role for interpreting the transference elements of the relationship with the students. The author finds educational diagnosis concept less useful.

The author reflects on the association between psychiatric education and teaching alliance. He believes that research leg has hypertrophied and teaching leg has atrophied and/or been neglected, though medical schools emphasized the three-legged stool of teaching, clinical work and research in evaluating faculty. He states that teaching and teaching alliance are wide subjects. The author reveals that teacher and student will work in student's interest in a reciprocal responsibility partnership.

A call for papers on learning difficulties is presented.