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VOLUME 16 NUMBER 4 April 2017
Table of Contents
Failing Public Schools: The Consequences of the Misleading Framing of American Education Policy ................. 1
Karl F. Wheatley
Building Integrated Situations in the Teaching of Probability and Statistics Oriented to Professional Skills for
Economic Majored Students Case Study at Lachong University Viet Nam .............................................................. 16
Hoan Van Tran and Hang Thuy Nguyen
A Framework for the Creation of Leap Motion Gestural Interfaces for Handwriting Education to Children with
Development Coordination Disorder ................................................................................................................................ 31
Leonardo Ramon Nunes de Sousa and Ismar Frango Silveira
The Impact of Demographic Influences on Academic Performance and Student Satisfaction with Learning as
Related to Self-Esteem, SelfEfficacy and Cultural Adaptability within the Context of the Military ......................... 67
Deborah Schreiber, Jean-Claude Agomate and Brian Oddi
Karl F. Wheatley
Cleveland State University
Cleveland, Ohio, U.S.A.
Abstract. Over the last 20 years, American K-12 education has been
profoundly transformed to reflect the values and principles of market-
based thinking. The article examines the powerful role that the failing
public schools frame played in reducing American citizens faith in
public education, eroding teacher autonomy, and opening the door to a
range of market-based ideas previously resisted in American public
education. Evidence is provided that there has been a dramatic increase
in framing American public schools as failing since the 1990s, and that
this framing of the situation is profoundly misleading. Negative
practical consequences of this misleading framing of the situation are
discussed, as is the way in which this framing of the situation provides a
powerful obstacle to implementing superior educational practices.
Practical suggestions for re-framing educational discussions are
provided.
Introduction
education (Kumashiro, 2008; Wheatley, 2009). How did this happen, especially
given that the practices ushered in by market advocateshighly standardized
curricula, high-stakes testing, teaching to the testwere once widely considered
to be inferior practices?
In this article, I analyze the unfolding of market-oriented education
policies over recent decades, and examine the role that the failing public
schools frame played in transforming American public education to strongly
reflect the values and principles of markets and manufacturing. I conclude that
the corporate-oriented policymakers were able to gain substantial control over
American K-12 education because they first took control of the organizing
narratives surrounding education and society. The result is that many
educational practices strongly favored by teachers and researchers alike (play,
project-based learning) now lie outside the boundaries of what seems acceptable
according to the current framing of educational debates in America.
I begin by reviewing how the conceptual framing of issues influences
thought, and then examine broader changes in American society and how those
changes set the stage for a market-oriented transformation of education. I then
explore the cognitive and practical consequences of Americans current habit of
implicitly or explicitly framing their discussions of education in terms of failing
public schools. Finally, I outline practical suggestions for more accurate and
constructive framing of educational policy and practice.
Conceptual Framing
run counter to their dominant way of thinking, people not only have a strong
tendency to reject those facts, their previous thinking is often reinforced.
However, that same body of research shows that changing the framing of an
issues changes the degree of acceptance of the new ideas (Khazan, 2017). In
short, the language we use to discuss education or other issues powerfully
influences which policies and practices seem sensible and which seem unwise or
even unthinkable.
The first key thing to understand about the various failing public
schools frames is that they have only become common during the period when
business leaders and sympathetic politicians have been vigorously pressing to
the education the school provides, and thus, low test scores are treated as a
direct indicator of a failing school. It would be difficult to overstate just how
powerful a role this shift in language and understanding has played in the rise
of market-based educational policies and in the inability of public school
educators to regain control of educational policy.
The third key thing to understand about the various failing public
schools frames is that they directly condition the brain to view public education
as a failure. Reinforcing the neural pathways between failing or failure on
the one hand and public schools on the other hand means that anytime
someone thinks of public schools, they are now more likely to think of failure,
and anytime the idea of failure is activated in someones brain, public
schools are now more likely to come to mind as one example of failure. This
idea that public schools were allegedly failing was further reinforced by frequent
repetition of claims that public school teachers were lazy and incompetent.
This kind of classical conditioning or associationist learning is one of the most
elementary and fundamental learning processes (Berk, 2009). While corporations
routinely make use of this learning mechanism through celebrity endorsements
of their products, market-oriented educational policymakers made use of it
through clever framing of educational issues, framing that teaches the brain to
believe that standardized tests can be objective (objective testing) or that
private/charter schools are inherently better than public education (high-flying
charter schools) or, of course, that public schools are allegedly failing (failing
public schools). Finally, and critical for the agenda of CEOs and business
groups intent on downsizing and privatizing government while expanding the
influence of market ideology, the phrase failing public schools reinforces the
idea that what is failing is a public-sector institution.
The fourth and most critical thing to understand about the various
failing public schools frames is that at the best, they are deeply misleading,
and at the worst, they are dead wrong. There is simply is no trustworthy
evidence suggesting that Americas public schools are generally failing at their
assigned mission, which is largely to pursue higher test scores in schools based
largely on the logic of factories (Wheatley, 2015). To be sure, American education
could be much better if it were based more on principles of human development
and democracy (e.g., Kohn, 1999; Littky, 2004; Little & Ellison, 2015; Meier, 1995;
Sahlberg, 2015; Zhao, 2009) rather than the logic of manufacturing, but this point
suggests that policymakers have sent teachers on the wrong mission, and the
fault for that error rests primarily with policymakers, not public schools or
teachers. Next, the indicators usually used as evidence of these so-called failures
have been Americas middling ranking on international tests, but there are
several problems with using average standardized test scores as indicators of the
success of educational systems. Specifically, most of what people say they value
most in education is not on standardized tests (Sachs, 1999; Stoddard, 2010) and
these tests ignore the majority of academic subjects. Furthermore, average
national scores on these international tests are not a good predictor of the future
for highly-developed nations such as the United States (Ramirez, et al. 2006),
and roughly 80% or more of the variance in test scores is due to out-of-school
factors, primarily the socio-economic status of students families (Robinson &
Brandon, 1994). Significantly the U.S. has the highest or second-highest rates of
both child poverty and inequality among major developed nations. With this
confounding variable in mind, a 2009 analysis of 4th-grade reading scores on the
2009 PISA found that if you corrected for Americas much higher rate of child
poverty by comparing students from under-10% child poverty schools in the
United States to the performance of students in nations with under 10% child
poverty, those American students scores would have ranked them #1 in the
world (Riddile, 2010). A similar re-analysis of the 2009 4th-grade PISA
mathematics scores would have landed American students in under-10% child
poverty schools in third place globally in comparison to students from nations
with under 10% child poverty. Moreover, judging the effectiveness of American
teachers by the average test scores of its students is complicated by the fact that
the United States has far more linguistic and cultural diversity than many of the
nations whose students achieve higher average scores on these tests. Finally,
among major developed nations, only the United States does not have universal
healthcare coverage, and untreated medical, dental, and vision problems may
also play a role in the performance of a sizable subset of American students.
Thus, there has always been available a great deal of evidence that this
narrative of crisis and failure was profoundly misleading, but it continued
throughout the 1980s and early 1990s, thus motivating two well-respected
educational researchers to author a book tellingly titled The Manufactured Crisis:
Myths, Fraud, and the Attack on Americas Public Schools (Berliner & Biddle, 1995).
Since then, educational scholars have published a string of books de-bunking the
claim that American public education is generally failing at its assigned mission,
books whose titles use unusually strong language such as myths, lies, hoax
and the attack on public education (e.g., Bracey, 2004, 2009; Ravitch, 2013;
Rothstein, 1998). However, most Americans dont read such academic books,
and there were also plenty of other academic sources and media sources
claiming that public schools were in fact failing. Thus, there are two sets of
forces that have kept many Americans falsely believing that American public
schools are generally failing.
most people are not educators and are too busy to think much about education,
and its simpler to just blame teachers and schools.
Shock doctrine motives for the failing schools framing. Over the last
half century, politicians worldwide have realized that creating a real crisis or the
illusion of a crisis can help them get even highly-unpopular policies enacted, a
disturbing process that Naomi Klein reported has been implemented in virtually
every field from education to economics to foreign policy (Klein, 2007).
Occasionally, educational policymakers have even gotten caught in the act of
creating a fictional crisis to serve their policy purposes:
middle class jobs in the United States, shortages of teachers have been increasing
in many states.
The third practical consequence of the failing schools framing nestled
within the larger government-bashing story was that it opened the door for
the private sector to claim that public education should be run more like a
business. After all, if government is the problem, public sector institutions are
inherently inefficient bureaucracies, and failing public schools merely reflect
the inherent inferiority of public sector approaches, then where else can people
turn for solutionsother than the private sector? This playbook of creating a
crisis and then proposing radical market solutions had been utilized all over the
globe by market advocates seeking to re-make democratic nations in the image
of winner-take-all capitalism, but how did this dynamic unfold in American
educational policy? The self-styled educational reformersa group
dominated by CEOs, wealthy individuals, and business organizations such as
The Business Roundtable (Emery & Ohanian, 2004)declared with enormous
confidence that what American education needed was a much more market-
based approach. Those claims sounded like this:
Well call this story the market-based solutions story, and once again,
the phrases or conceptual frames that Americans have heard countless times in
recent decades appear in quotations above. To reiterate, hearing and saying such
phrases repeatedly literally re-wires our brains so that the market-based-
solutions story becomes dominant in our minds and the mixed-market story
fades away through lack of use.
In terms of conceptual consequences, the dramatic rise of the
government-bashing story and the market-based solutions story has meant that
many Americans seem only able to conceive as government as a problem and
believe all solutions come from market-based thinking. As it has now been 36
years since President Reagan declared that government is the problem,
America now has more than an entire generation of citizens who have been
raised entirely in a society that has rarely spoken the mixed-market story but
People who haven't darkened the door of a public school in decades have
no idea how accountability has robbed those institutions of vitality, of
zest, and of the intangible elements that make children want to succeed.
There's only so much brow-beating, only so much drilling, only so many
test-prep worksheets a small mind can endure without zoning out. Later,
when the option is availed, that uninspired child will drop out.
John Young, Waco Tribune, 10/23/05
policies have caused for students, teachers, and society (e.g., Bracey, 2009;
Nichols & Berliner, 2009; Ravitch, 2010, 2013; also see Wheatley, 2015a).
Whats most striking about the findings above is that a series of profound
psychological and practical ripple effects were set in motion across an entire
nation simply by assigning primary blame for Americas educational and social
problems to government in general and public education in particular. That
framing, carefully conditioned into the minds of hundreds of millions of
Americans over time, allowed for the market takeover of public education (and
much of society). If we still doubt the power of frames and stories for shaping
policy and the destiny of nations, lets imagine how American education policy
might have played out if the following story and frames were how most
Americans had understood reality starting in the late 1990s:
Failed market ideology is the main cause of the most serious social and
educational problems facing America. The extension of the unhealthy
priorities of market-based thinking to the broader society has created
higher levels of poverty and increasing inequality, which in turn
have caused a vast array of social dysfunctions, including struggling
families, a disappearing middle class, vast educational inequality,
increasingly corrupt and dysfunctional governments, and accelerating
environmental destruction. Market ideology has failed repeatedly for
achieving the broader goals we have for people and the planet, and has
backfired badly in public education. Education is a unique profession,
profoundly different than manufacturing or for-profit business, and
educators are everyday heroes who require substantial freedom and
autonomy in order to teach effectively.
We can debate the best wording of such a statement or debate the degree
to which the problems described therein are fully attributable to market-based
thinking and neoliberal policies or are partly due to other factors. However,
there is no debating the fact that if Americans understood their current situation
in light of that story and those kinds of frames, that would lead to very different
policies and practices than came about after America education was framed in
terms of the government-bashing, failing schools, and market-based-solutions
stories. Language matters, and the way we frame educational debates can have
profound implications for which policies and practices seem sensible and which
seem unthinkable. More specifically, while frames such as measurable
objectives, objective testing, student achievement, value-added assessment,
greater accountability, merit pay, and school choice all frame our thinking
about education in ways that have an array of negative consequences (Wheatley,
2009, 2015), it is the framing of public schools as failures that created the
possibility for market-based ideology to largely take over American public
education.
Given that the failing public schools framing is both deeply misleading
and inevitably creates various negative consequences, how might American
educators and citizens more constructively frame educational debates? The
1) One should never use the language that was designed to promote the
policies you oppose, in this case, frames that associate public
education with failure or that attribute student outcomes wholly to
the performance of schools themselves. Thats right, the
recommendation of Lakoff (2014) and others is to try to never speak
or write those frames, unless you must mention them to in a critique
or use them to establish a shared frame of reference with others.
4) People should be ready with facts and examples to back up this new
way of talking about education. For example, the finding that fourth-
graders in under-10% child poverty schools in America would have
been #1 in the world in reading scores among nations with under
10% child poverty directly contradicts the narrative of general failure
for U.S. schools. However, in terms of effective persuasion, it is
usually more effective to start with compelling stories and concise
reframing anchored in ones moral values, not with vague
paragraphs or minor details of research findings.
use short phrases and frames and everyone will know exactly what
you mean (Lakoff, 2014).
The late Robin Williams remarked that No matter what people tell you,
words and ideas can change the world. In this article, we have explored how
one powerful way of framing the situation in American schools (and society) has
enabled a profoundly destructive market-based takeover of American K-12
public education. The path to taking back American public education requires us
to apply the same framing principles and strategies that were used as a weapon
against American public schools and their teachers. However, this time, we
should use those framing principles and strategies to promote a more accurate
narrative aimed at the goals we value most for people and the planet, and
anchored in principles of healthy human development and democracy.
References
Meier, D. (1995). The power of their ideas: Lessons for America from a small school in Harlem.
Boston, MA: Beacon Press.
National Commission on Excellence in Education (1983). A nation at risk: The imperative
for educational reform. Washington, D.C.: U.S. Government Printing Office.
Nichols, S. L., & Berliner, D. C. (2007). Collateral damage: How high-stakes testing corrupts
Americas schools. Harvard University Press: Cambridge, MA.
Parsons, E. (2016). Does attending a low-achieving school affect high-performing student
outcomes? Teachers College Record, 118(8), 1-36.
Ramirez, F. O., Xiaowei, L., Schofer, E., & Meyer, J. W. (2006). Student achievement and
national economic growth. American Journal of Education, 113, 1-29.
Ravitch, D. (2010). The death and life of the great American school system. New York: Perseus.
Ravitch, D. (2013). Reign of error: The hoax of the privatization movement and the danger to
Americas public schools. Knopf: New York.
Riddile, M. (2010). PISA: Its poverty, Not stupid. NASSP: The principal difference.
Retrieved online at http://nasspblogs.
org/principaldifference/2010/12/pisa_its_poverty_not_stupid_1.html
Robinson, G., & Brandon, D. (1994). NAEP test scores: Should they be used to compare and
rank state educational quality? Reston, VA: Educational Research Service.
Rothstein, R. (1998). The way we were? The myths and realities of Americas student
achievement. New York: Century Foundation.
Sachs, P. (1999). Standardized minds: The high price of Americas testing culture and what we
can do to change it. Perseus: New York.
Sahlberg, P. (2015). Finnish lessons 2.0: What can the world learn from educational change in
Finland? New York: Teachers College Press.
Smith, H. (2012). Who stole the American dream? New York: Random House.
Stoddard, L. (2010). Educating for human greatness (2nd ed.). Sarasota, FL: Peppertree
Press.
Wheatley, K. F. (2009, December). How to reframe educational debates to end authoritarian
factory schooling and promote greater freedom in education. Paper presented at the
Sixth International Conference on Teacher Education and Social Justice, Chicago,
IL.
Wheatley, K. F. (2015a). Factors that perpetuate test-driven, factory-style schooling:
Implications for policy and practice. International Journal of Learning, Teaching,
and Educational Research, 10(2), 1-17. Retrieved 3/1/15 from
http://ijlter.org/index.php/ijlter/article/view/261/pdf
Wheatley, K. F. (2015b). Wheatley, K. (2015). Questioning the instruction assumption:
Implications for education policy and practice. Journal of Education and Human
Development, 4(1), 27-39. Retrieved 8/1/15 from
http://jehdnet.com/journals/jehd/Vol_4_No_1_March_2015/4.pdf
Zhao, Y. (2009). Catching up or leading the way: American education in an age of globalization.
ASCD: Alexandria, VA.
Introduction
Improving quality, innovation in education and training is a vital criterion in
today's science and technology for a university. Innovation is an indispensable
trend of the times and according to the educational development strategy
reported at the 10th National Party Congress. "Educational development is a top
national policy. Fundamental Innovation and universally reform Vietnam's
education along the direction of standardization, modernization, socialization,
democratization and international integration (Government, 2012).
Lac Hong University is a multidisciplinary, multi-level educational institutions;
combine training with scientific research and technology transfer in the areas of
engineering technology, economics and the humanities and social. The school
ensure to provide and care the conditions of quality learning for everyone in
need of training and retraining; on the other hand ensure to provide human
resources have qualifications, expertise and political savvy for the labor market
at Dong Nai province in particular , and the country in general. Lac Hong
University where manpower training provided directly to the industrial zones,
export processing zones at Dong Nai province and the neighboring regions.
Therefore, the school has set up training program according to rate of 60%
theory and 40% practice and self-study.
In recent years, one of the most important innovation content in Lac Hong
University has implement is establish the standard output with high
requirement. Standard output represents an affirmation of the ones that the
students need to know, understand and be able to do at the end of the
curriculum, including the specific requirements: Knowledge, skills, attitude,
ability to learn and improve, work placement after graduation (Lac Hong,
2015). However, a big question arises What occupational skills of the students
are equipped and trained how through the process of learning the subjects in the
field of basic science and general knowledge?.
Teaching of probability and statistics subject is always a topic of interest to many
researchers. Related to this topic, with the learned material, we see three
research trends associated with three goals:
- Help students realize intimately intertwined relationship between Probability
and Statistics.
- Help learners understand the meaning of the basic concepts of Probability -
Statistics.
- Help learners develop statistical thinking.
On the world, with Universities, piece of research of Artigue M. emphasizing the
relations between probability and statistics in economics education (Artigue,
1992), and research of Artaud M. (1993) with doctoral thesis "La
mathmatisation en conomie comme problme didactique - Une tude
exploratoire" made an analysis about history of mathematics and economics to
indicate that the creation of economic knowledge often associated with
mathematical investigations, research shows that a close relationship between
economics with mathematics, especially with Probability - Statistics theory
(Artaud, 1993).
In Vietnam there have been many studies on teaching the Probability - Statistics
in College and University, some doctoral dissertation authors, such as Trao Van
Phan (2009), Hieu Huu Ta (2010), Tinh Thi Phan (2011), Hoat Tat Ngo (2011),
Yen Thi Hoang Tran (2011), Hai Nam Hoang (2013),. However, the object to
which the author is interested in training Maths teacher in the field of
Probability - Statistics and to improve the effectiveness of teaching Probability -
Statistics for students but no specific research on teaching Probability - Statistics
target at occupational skills training for economics students.
For these reasons above, we have done research Building integrated situations
in the teaching of probability and statistics oriented to professional skills for
economic majored students at Lac Hong university
Research methodology
Theoretical method: Analyze, summarize, collect information, research
documents, to establish theoretical foundation of the topic.
Practical method: Method of observation, survey; Method of mathematical
statistics: Process surveyed and actual data.
The role and status of the probability and statistics teaching in comparison
with the economic majors's learning outcomes
Thus, this learning out comes is stated that the content of probability and
statistics knowledge should equip students in economic majors to meet the
learning outcomes. 1.1.2; 1.2.3; 1.2.4; 1.2.10. Beside the content of knowledge, the
probability and statistics teaching can be towards training skills in the learning
outcomes, such as: 2.1.6. Problem-solving skills; 2.2.5. Ability to apply research
in practice; 2.2.6. Skills in collecting, analyzing and processing information; 2.4.7.
Creative thinking; 2.4.8. Critical thinking; 2.4.15. Study skills and self study;
2.4.17. Computer skills; 3.1. teamwork skills; 3.2.5. Presentation skills,
The above analysis confirms that for the teaching of probability and statistics to
meet the knowledge and skills in the learning outcome built up, teaching should
be equipped toward the knowledge of probability and statistics to apply in
economics and students can use in studying the next module as well as learning
to improve after graduation and application in economics. Not only that, the
probability and statistics teaching towards skills training mentioned in the
learning outcomes.
The role of probability and statistics in the learning outcome of the economic
majors
Probability and statistics is a basic subject and today, knowledge of this field has
penetrated into almost every field and science. Knowledge about scientific
probability as well as statistics have been widely applied (Devore 2004). This is
one of the basic knowledge of the module that the Ministry of Education and
Training has defined as a compulsory subject for students in economics,
medicine, chemistry and the environment.
The characteristic of probability and statistics is "finding stability in the
seemingly unstable, indispensable in the randomness by mathematical methods"
(Hayter, 2007), (Devore 2004). Incident is an indispensable part of life. Probability
and statistics becomes an important science subject, especially its applications. In
fact, individuals sometimes encounter situations in front of multiple choices
before deciding, the exact decision will lead they to success. Probability statistics
is necessary, It is an indispensable tool when economists need a basis to make
the final decision on their business strategies (Hayter, 2007).
Table 2. Data on the results of business operations in accordance with the balance of
receivables in November 2016 At HAT company
Calculated for 1
Total Rate
product
1. Revenue 300.000 60 100%
2. Variable cost 225.000 45 75%
3. Contribution margin (CM) 75.000 15 25%
4. Fixed cost 25.000
5. Profit 50.000
December, executives want to increase profits over the previous month, so they
have offered to reduce selling price by 2,000 VND/product and increase the cost
of advertising on the media by 8,000,000 VND (this is Management accounting
subject). So, the question is put: Will the proposed management plan become
feasible?
Problem situation, given: Is the proposed management plan feasible?
Before the situation, Financial analysts conduct calculations of probabilities
happens when put this plan into the business model of the company. To do that,
they conduct a market survey and assume that after studying the market survey
results of the sample survey at some business agents when implementing the
above plan, as follows: Consumption is expected to increase from 20% to 50%,
with the probability that consumption increase by 20% is 60%, the probability
that consumption will increase by 50% is 40%.
From the results of the probability survey, the accountant can calculate the profit
(loss) corresponding to the survey results:
- If consumption of products increase by 20% then:
+ Unit Contribution margin = (60.000 - 2.000) - 45.000 = 13.000
VND/product.
+ Increased receivables: (5.000 x 120% x 13.000) 75.000.000 =
3.000.000 VND
+ Profit increased: 3.000.000 8.000.000 = -5.000.000 VND (Profit decreases
7.000.000 VND)
- If consumption of products increase by 50% then:
+ Increased receivables: (5.000 x 150% x 13.000) - 75.000.000 = 22.500.000
VND
+ Profit increased: 22.500.000 8.000.000 = 14.500.000 VND
Inferred, the increase in profitability when calculating is: -5.000.000x60% +
14.500.000x40% = 2.800.000 VND (Profit increased 2.8 million VND).
The results show that the proposed management model can bring additional
profits for the company. Thus, the company should implement this option.
In the above situation, students realize that conducting surveys and collecting
data by application of probability and statistics model allows the enterprise to
verify the feasibility of a business plan from which to make the decision. Should
the business plan be implemented?
Survey results
Survey findings are taken from Information and Documentation Center of Lac
Hong University (Here only lists of questions related to skills-table 3).
Survey results show that the majority of students agree with the comments set
out, in there the rate agree and totally agree, high in the critical comments
related to teaching towards skills training in standard learning outcomes.
Specific question No. 1: During school hours, Teacher guides for students:
using mathematical language and modeling a practical situation have 95.39%
students, question No. 2: During school hours, Teachers guides for students:
using mathematical tools to solve practical problems have 92,1% students,
question No. 3: During school hours, Teachers focus on developing expression
skills, problem-solving skills and decision-making skills of students have
94,74% students choice answers are agree and totally agree. This insists that
these integrated situations in the teaching of probability and statistics have
contributed to the teaching of subjects respond to standard learning outcomes,
as well as contact with the practical applications for job from Probability
Statistics course.
Conclusions
Thus, creating integrated situations in the teaching of probability and statistics
has initially oriented teaching for economics students in order to purpose of
training professional skills.
The results initially showed that students learn probability and statistics in a
more positively, in particular the ability to apply probability and statistics to
solving occupational issues has been significantly improved. That helps us have
a well-founded, synchronized goal, the content and method of teaching
associated with vocational training to achieve the developmental learning
outcomes.
References
Allal, L. (2001), La mtacognition en perspective, in Figari, G., Achouche, M. (2001). L'activit
valuative rinterroge. Regards scolaires et socioprofessionnels, Bruxelles : De
Boeck Universit, p. 142-145.
Artigue M. (1992), Ingnierie didactique Recherche en didactique des Mathmatiques, La
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---The end---
First Considerations
As gestural interfaces for children calligraphy learning are often inappropriate
or poorly designed (Saffer, 2008), it is recommended that the development of
these interfaces starts with its framework which contains a number of guidelines
to be followed and can be adapted to the reality of the process of teaching
handwriting to children with DCD, taking into account those devices that have
cases, language is not affected, but there is a phonological and phonetic deficit in
speech (Gaines & Missiuna, 2007). The main features of this disorder can be seen
in Figure 1.
This tool has a split control in 02 (two) areas: Hover Zone and Touch
Zone. The first captures movements shallow as a general navigation cursor on
the screen, being located between the user and the sensor. The second zone is
closer to the monitor, activates buttons and other controls equivalent to for
example the clicks of a mouse. It is located between the sensor and the computer
monitor if it is used (Sutton, 2013).
Leap Motion is a device example that uses gestural interfaces and has
drawn attention because of precision in recognizing movements. Financially,
the cost of acquisition is more affordable than other devices, such as ASUS Xtion
Motion Sensor, Microsoft Kinect (Xbox 360) - Win and I, MYO Armband
(Thalmic Labs), Interactive Projections - GestureTek (wall, floor), Nintendo Wii
(U), PlayStation Move-Eye (Sony) and Wisee: WiFi signals (Potter, Araullo &
Carter, 2013), (Weichert, Bachmann, Rudak & Fisseler, 2013).
In addition, its physical dimensions are more comfortable to changing
environments and transport for people with disabilities, also having a detection
capability of your sensor more accurately than others in the market, focusing its
motion capture system only on the hands (Shen, Luo, Wang, Wu & Zhou, 2014).
This device also has a set of applications that can be free or paid and are
available in (Leapmotion, 2017), with the example of software to be
recommended for use with children with DCD the Skywriting Alphabets,
Floatmotion, BT Handwriting Free and Herbi Write About (Leapmotion, 2017).
When developing applications for Leap motion, you need to use SDK
(Software Development Kit) of this tool and choose a framework with a
programming language for development as e.g. C ++, C \ #, Unity (V2),
Objective- C, Java, Python, JavaScript, and Unreal Motor Unit (Orion). The SDK
offers two (02) options for data collection on the interface - the native and
websocket. This creates web applications that contain a dynamic library for
creating new applications (Bassily, Georgoulas, Guettler, Linner & Bock, 2014),
(Seixas et al., 2015).
With these features, for example, the Leap motion can be interesting for
children with DCD in literacy to enhance learning calligraphy training hand
movements, also at work in the communication process, expression, interaction
and storing digital actions through movements and kinesthetic movements
performed in the air (Bachmann, Weichert & Rinkenauer, 2014), (Liu, Zhang,
Rau, Choe & Gulrez, 2015).
The application being developed will contain e.g. calligraphy activities
divided into modules that reinforce the learning of uppercase and lowercase
letters, numbers, geometric shapes and symbols. It will be used during the
process of literacy and literacy of children with DCD for later use similar
procedures to (Becker, Mauer, Emer, Behar & Assumpo, 2014), also
characterized as exploratory qualitative research.
Description of Framework
The proposed framework consists of 25 (twenty five) based guidelines in the
Participatory Design Principles and User-Centered Design, highlighting the
characteristics of children with DCD and being divided into 03 (three) main
parts: Prototyping, Development and Evaluation, as in Figure 3.
P2. For Calligraphy: The application task should be directed to exercise the
difficulties in learning calligraphy. For children with DCD, these difficulties are
different and more pronounced. The child has difficulty in fine motor skills in
writing letters, numbers, words and the difficulty of planning the route to get
there (Kaiser, Albaret & Doudin, 2009), (Sudirman, Tabatabaey-Mashadi &
Ariffin, 2011);
P3. Highlight Objectives: The objectives of each part of the software should be
well explained and highlighted, focusing on a purpose to be achieved through
the task of compliance (cognitive part) and the movements to be performed
(motor part) because children with DCD have difficulty learning how to move
the body and members (in this case: shoulder, elbow, wrist, hand and fingers) to
perform writing and have to pay more attention to complete motor activities
(Caro et al., 2014), (Caro, 2014), (Bo & Lee, 2013);
fatigue and repeated failure to shares not carried out can cause them to not
participate in the activities and present secondary emotional problems, such as
low self-esteem, intolerance to frustration and demotivation (Magalhes, et al.,
2011), (Tresser, 2012), (Mandich, Polatajko & Rodger, 2003);
P6. Levels and Transitions: Create very clear and defined transitions through
easy levels without much difficulty from one level to another, showing a
progress of tasks in cognitive and motor parts. Generally, children will perform
the same number of tasks or task times and change, the next steps should be
similar to previous so they are also executed many times and that children do
not lose concentration, as children with DCD may experience problems with
abrupt change, with much effort to plan and execute a task, showing in the lack
of performance (Caro et al., 2014), (Missiuna, Moll, King, King & Law, 2007);
P9. Tasks: Create simple, short, easy to remember and intuitive tasks. This will
help in achieving objectives, will serve as a stimulus for other steps and reduce
frustration. For children with DCD, the maximum cognitive load they support is
a little less than a child with a typical development, it is important to map out
the shortest and most realistic term goals, leaving the most predictable
environment possible (Caro, 2014), (Sugden & Chambers, 1998), (Sugden &
Chambers, 2003);
P11. Writing and Language: Be concise, clear and use plain words, avoiding
problems of interpretation and giving time to understand the instructions to
users, since according to its characteristics, children with DCD often spend more
time to understand, complete an action and run the instructions. Emphasizing
that they have to pay more attention to the implementation of activities than a
typical child, requiring usually a longer response time and slower execution of
tasks (Mandich et al., 2003), (Dewey, Kaplan, Crawford & Wilson, 2002), (Snapp-
Childs, Mon-Williams & Bingham, 2013);
P12. Instructions and Help: Provide accurate and useful instructions in order to
help avoid a lot of information. Create an emergency button/icon in case of
questions. This type of resource can be a support for a better understanding of
the task and benefits users with more severe levels of disorder or multiple
disorders (comorbidity, or co-occurrence), for the child with DCD requires the
description of each step to run the required gesture by activity, assisting in the
planning of the movement (Wilson et al., 2013), (Smyth & Mason, 1997);
P14. Design: Use simple and strictly functional designs for the general objective
of the application, preventing anxiety and nervousness before the execution of a
task so the subject is not distracted by visual elements without relevance to the
context of the moment, as a child with DCD needs to focus on the objective of
the activity and has no opportunity to be distracted (Mon-Williams, Wann &
Pascal, 1999), (Visser, 2003), (Chen, Tsai, Biltz, Stoffregen & Wade, 2015).
Development:
D1. Hand Size and Position: Choose a hand model that is child friendly and in a
position to provide a deep understanding of space with the use of 3D lighting
and texture, in addition to position control and appropriate rotation (Garber,
2013), (Potter et al., 2013), (Adhikarla, Sodnik, Szolgay & Jakus, 2015). Choose
the best hand and position format as hand movements may be limited, and as
handwriting of children with DCD requires greater coordination of joints and
limbs for the execution of the writing movements and, consequently,
significantly more effort than with children with normal development ((Prunty,
Barnett, Wilmut & Plumb, 2014);
D2. Immersion of Hands: Focus on the immersion of hands only while teaching
calligraphy to children with DCD in literacy. It is recommended to not create an
avatar of the whole body, which creates difficulties with gross motor skills, and
can confuse the child and leave it devolved to keep the focus in the field of fine
motor movements as writing involves constant understanding of feedback from
the movement of the hands and children with DCD tend to disperse and become
D3. Realism: Use the 1:1 Virtual Reality (VR) scale so that objects and virtual
hands are most realistic and as natural as possible. Be as realistic as possible, it
will help the child with DCD to work better in the environment of the activities,
as they may have linked emotional problems and also frustration of the tasks or
half of tasks are not close to the reality and discourage the use of digital
technologies VR (Tresser, 2012), (Tarnanas et al., 2013), (Silva & Rodrigues,
2015);
D4. Space between Objects: Set a distance between objects (buttons, avatars) in
the application, as well as providing a large comfortable click area, avoiding
unwanted and accidental actions, as children with DCD tend to be more clumsy,
resulting in difficulties in learning, behavior, emotional character and
performance in new motor tasks (Celletti et al., 2015), (Smits-Engelsman, Jelsma,
Ferguson & Geuze, 2015);
Evaluation:
E1. Technologies Used: Assess whether the application explains which
technologies are used. It is important to inform the child with DCD on what is
required with the use of fine movements technologies such as Leap motion and
gestural interfaces in handwriting activities. That is, the child will know within
reason which fine motor movements will be required to perform, helping the
child to be aware of movement (Sudirman et al., 2011), (Souza, Prates & Barbosa,
1999), (Prates, Souza & Barbosa, 2000), (Thorvaldsen et al., 2011);
E3. Pointing: Find out whether a pointing process was used in all phases of the
tasks in a way which encourages children with DCD to attain the objective, as
they are accustomed to performing the same motor skills in achieving success or
anticipate movements (Jelsma et al., 2014), (Ferguson et al., 2013), (Chang & Yu,
2010). If a mission is not fulfilled, redistribute the point spread or create a
subscore to motivate constant repetitions, such as colour changes of score
numbers.
E4. General Check: Pay attention to the proposed software for the child with
DCD. Prove that all guidelines have been implemented, for example, if the
application was able to keep the user's attention, if principles of ergonomics and
usability were followed, it boosts motivation, if it observes the characteristics of
applications which recognizes fine motor movements and directs activities for
calligraphy learning (Weichert et al., 2013), (Jeffries, Miller, Wharton & Uyeda,
1991), (Nielsen, 1994), (Curtis, Ruijs, de Vries, Winters & Martens, 2009).
Table 1: Summary framework proposed with its guidelines. Source: Prepared by the
author.
Prototyping
P1 Fine Movement Applications
P2 For Calligraphy
P3 Highlight Objectives
P4 Interaction
P5 Motivation
P6 Levels and Transitions
P7 Movements and Repetition
P8 Spatial, Visual and Body Motor Understanding
P9 Tasks
P10 Accessible Navigability
P11 Writing and Language
P12 Instructions and Help
P13 Errors and Answers
P14 Design
Development
D1 Hand Size and Position
D2 Immersion of Hands
D3 Realism
D4 Space between Objects
D5 Highlight of Selected / Selection
D6 Encouragement
D7 Ergonomics
Evaluation
E1 Technologies Used
E2 An Application for Children
E3 Pointing
E4 General Check
second stage, one needs to check if the hands are handled properly (D2) and
provide proper ergonomic positions (D7) for children with DCD.
all (E1, E2, E3, E4) the criteria of that stage, since motivation is required in all of
them.
The P6 guideline (Levels and Transitions) is linked to the objective (P3) of
the application, motivational process (P5) and the need to promote repeated
activities and hand motor movements (P7), not relating to any development
criteria because these are more targeted to Leap motion and P6 is not. And
recommendations to establish punctuation/pointing (E3) and its verification by
the E4 are the items of evaluation of connected P6.
The recommendation on movements and repetition (P7) interconnects
with the motivational (P5) and the need of levels and transitions (P6), it should
focus on children with DCD and promoting their skills, for consolidation and
learning new movements. Development, P7 highlights the convenience of close-
to-realistic environments (D3) and situations for encouragement (D6) of these
users in the calligraphy learning process. Regarding the assessment, the criteria
relating to P7 are the same as the previous paragraph (E3, E4), therefore it is
necessary to check whether there was accountability of punctuation to promote
repetitiveness for children with DCD.
The promotion of controlled movements, posture, balance and fine
visual-motor coordination (P8) is directly linked to the desired objective (P3) in
addition to the availability of situations close to the daily life of children (D3)
and provide repetitive movements (D7) for learning consolidation. Like the
evaluative process, P8 interconnects the need to have an application for children
(E2) and general verification (E4).
The guideline that emphasizes the creation of simple, short, easy to
remember and intuitive tasks (P9) connects with the clarity of objectives (P3) that
proposes the application and gestural interface development, at the level closest
to the real environment (D3) and encouraging (D6) of children with DCD to
perform the tasks proposed and is interconnected with a general assessment (E4)
of the framework's recommendations.
The guideline P10 (Accessible Navigability) connects those that promote
usability and accessibility criteria in applications like Leap motion (P1), with
motivational characteristics (P5) to these users and act on the development with
well-located objects (D4) in interfaces for selection without errors, along with the
promotion of encouragement (D6) its proper use. P10 is also linked to the
technology used (A1) and the general check (E4) during the evaluation.
Writing and Language (P11) is a guideline on the part of prototyping of
the framework that relates to the manner in which the objectives (P3) are placed
to reach the users, as well as being important for the provision of the terms of
instructions and help (P12), without being directly linked to the development of
recommendations, which refer to devices that implement fine motor
movements, but which are evaluated in a general way (E4).
Instructions and Help (P12) connect to guidelines in highlighting of goals
(P3), the way they communicate (P11) and providing tools for correction of
errors and appropriate responses (P13) to children with DCD while using
applications with gestural interfaces and does not bind to the development and
only the general check (E4) in the evaluation phase.
The guideline dealing with the correction of errors through answers/tips
(P13) interconnects to the one that adequately provides instructions and help
of hand (D1), how it will be placed (D2) and whether there will be adequate
spacing of objects (D4) so that no errors occur and there is a general check (E4).
In D6 (encouragement), there is a systematic connection with the
motivational part (P5) and promotion of movements that can be repetitive (P7)
in fulfillment of intuitive tasks (P9) in appropriate accessibility and usability
features (P10), through the need to take everyday situations (D3) and obedience
to ergonomic criteria (D7), trying to check if scores have been placed (E3) and
having a thorough investigation (E4).
And as the final specification, the need for a comfortable position of the
hands (D7) for continuous and repetitive use, relates to the type of device (P1) to
be used, the application function to be performed (P2) - Learning calligraphy, by
promoting movements that give spatial sense / visual and body / motor (P8)
and having a design (P14) functional for children with DCD, promoting an
encouragement (D6) to participate in activities and being evaluated completely
(E4).
In the third phase of the framework, evaluation, we have Table 4, in
which the guideline that ascertains which technologies are handled (E1) relates
to the part of Prototyping, which emphasizes the importance of using fine motor
movements devices (P1) with appropriate gestural interfaces for calligraphy
learning (P2) and clearly identifying the objectives (P3) to be achieved,
accompanied by motivational processes (P5) for the use of common form/shape
and accessible (P10) for children with DCD. Also, it interconnects with the
recognition of hands (D2) in the development step and with a general
examination (E4) of all recommendations.
The guideline that emphasizes the availability of a device per child (E2)
connects, in the prototyping phase, the recommendations that preach the need
for interactive processes (P4), those that promote motivation (P5) for children
with DCD and provide movements that give spatial notions / visual and body
/motor (P8) and show no connection with the development stage because of its
specificity with technology and having connection with the general assessment
(E4) of the guidelines.
recommendations have been met, ensuring a very detailed view of the entire
framework.
Final Considerations
The literacy of children with the Developmental Coordination Disorder by the
use of digital technologies in calligraphy education can be interesting with the
development of applications that comply with the guiding guidelines for devices
without tactile contact through appropriate gestural interfaces, so that they are
mediating in the process and not a final, somewhat flexible and that presents
itself as only a new look but also promote a new perspective of discovery, being
interesting and dynamic, enriching education and with a multidisciplinary
approach in its design.
This study therefore addresses concepts of Development Disorder
Coordination and Human-Computer Interaction Principles and proposes a
framework with a set of specific guidelines of software for the development of
gestural interfaces aimed at calligraphy education to children with DCD. 25
guidelines and divided into 3 stages prototyping, development and evaluation,
this model takes into account the characteristics of this disorder and
technologies that recognize fine movements here Leap motion, making all the
proposed guidelines respect each other and can support the creation of
appropriate gestural interfaces to assist these children in this school phase.
For future works, we need the development of an application that meets
the recommended guidelines using a Leap motion device and the evaluation of
other handwriting recognition software and fine motor movements devices,
verifying how the adhere to the guidelines proposed here from a set of
validation points.
Acknowledgments
The authors thank the Federal University of Piau and the Mackenzie
Presbyterian University Research Fund.
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Introduction
Human history shows that unresolved tension has always existed
between the necessity to preserve religious and cultural identities on the one
hand, and the need to create contacts, dialogues and common partnerships
with others, on the other. The age of technological developments which
expedited global processes and theories about humanism, equal rights, and
multiculturalism, is also a turning point for teachers and educational methods,
particularly in those countries in which these changes evolved. It is obvious
that demographic changes in Europe, the Middle-East and the United States,
and social and cultural mobility over the last decades, have significantly
exacerbated problems related to cultural diversity among both students and
teachers. Educational systems and pedagogical theoreticians embarked on new
research regarding multicultural policies and practices in teacher training
colleges, and among experienced teachers in all schools. But this was not
enough: a dramatic change was also necessary in thematic studies and
textbook content in most subjects when race, color, and religious identities
issues evolved constantly.
The last century, with its global development, progressivism, and high-
technology communications, enabled unrestricted immigration, across
countries and continents. The immediate results were difficulties of language,
culture and behavior, in addition to political and social differences of opinion
and systematic steps taken by the authorities and governmental ministers and
activists. They had to calibrate their state of mind and perform an inevitable
switch in their basic attitude towards education and diverse and multicultural
environments. The rise of multicultural education also coincided with several
legislative and court actions in some countries particularly from the late sixties
and the seventies. More and more laws in the US and in Western Europe,
Scandinavia and in the State of Israel, inter alia, the Civil Rights Act and the
Equal Educational Opportunity Act, were passed. This also highlighted the
visibility of diverse bilingual students who inevitably developed double lives
with their families and communities to preserve their cultural identity, and
with their new friends at school and their social-educational local and
environmental activities. How did this affect the innovative process and
prepare educators and teachers with regards to these facts and the genuine
intention of paving new educational roads? This paper will introduce several
ideas and dilemmas in the field of teachers and teacher trainees in relation to
multicultural society, integrative methodologies, modern pedagogy, and the
tasks of the leaders of education who serve as the main excellence role models
and humanistic mentors.
efforts in turning them into outstanding teachers. These teachers will be able to
play the role of leading educators as motivated and courageous mentors, and
will implement the required changes in their advanced pedagogical, moral,
and professional points of view. They will be sufficiently talented to embark
on the process of cultivating the future of the next generation, particularly
within the complex reality of mounting fundamental anti-liberal movements,
and intricate political, social, and economic problems. These ideas lead us to
Nel Noddings' (2013) points of view: Reality necessitates us to see the world
not as a collection of cultures and peoples but rather view it through global
eyes and adopt a cosmopolitan way of thinking which should precede all
specialization in teaching. This classroom cultural and heterogeneous mosaic
mandates an attitude and didactic methodologies based on synergy and
cultural collaboration, without relinquishing ethnic uniqueness. This approach
will train students to become good citizens in the future which is one of the
basic values of a good educator in all cultures and countries.
A change in the orientation of the teaching profession now demands not
only academic and professional anchors in the teachers training program, but
also a kind of political compass coupled with awareness of the fact that unlike a
scientific compass, the pedagogical one is given to social, cultural and political
change. The ability to accustom both teachers and students to a discussion of
controversial issues, and conduct a conversation in which conflicting opinions
are expressed, is not only important from the pedagogical point of view, but is
also essential for cultivating doubt and reflection, particularly in heterogenous
classrooms in countries in which different populations, religions, and ethnic
groups exist (Naveh, 2017).
In the attempt to develop theories and practices of teaching and
learning, diversity and multiculturalism are most important for teacher training
processes. These will assist teachers in expressing and sharing their state of mind
with other students, and will expose them to other and different cultures, thus
creating empathy and understanding; nonetheless, they will also create moral
and educational problems. Coping with this issue is particularly crucial in times
when racism defeats humanism, as is often the case throughout the world.
Devoid of any form of critical thinking, people still hate others due to their
religion, political attitudes, and their sexual or cultural identities. The
assumption that students are deeply influenced by their cultural identity and
heritage, and that their teachers should master educational approaches that
appreciate and recognize their cultural backgrounds, is still far from the current
state of affairs. Students are not adequately encouraged to learn about the
cultural backgrounds and identities of other students in their class, nor do they
accept others as equals. Even though teacher trainees hold different political and
pedagogical opinions, and even though they belong to different educational and
ideological movements, it is important to stress that numerous colleges and
schools of education show a change in curriculum, and support learning
standards that focus on cultural groups and a variety of learning experiences.
Thus, there is evidence of new pedagogical methods in special courses
based on human nature and educational values. Progressive educational
philosophers such as, Jean-Jacques Rousseau ([1762] 1979), John Dewey ([1916]
2009), Paulo Freire ([1970] 2007, 2014), Janusz Korczak ([1929] 2009) or Nel
After all that has been said and described above, as much as educational
colleges invest in pedagogical training and professional development, most of
the new teacher graduates, who regard the creation of a harmonious
environment in school as their professional goal, admit that this is insufficient.
More field experience and theoretical, didactic, and multicultural studies must
be added to their studies and professional preparation. By developing a
constructive approach to education as a link for implementing social and
cultural behavior, teachers will be able to guarantee that their lessons and
methods will remain relevant to and have an impact on the daily life of their
students. This is the responsibility of teacher trainees and mentors: to create
pedagogical platforms which will encourage future teachers to become involved
as far as possible in the demands of their students reality, despite their
dissimilar cultural backgrounds, historical narratives, and values. One of the
most significant aims of the professional preparation of teachers in colleges of
education is to develop the future teachers multicultural perspectives and
understanding. These ideas should also be reflected in the theoretical and
practical activities of educational and social systems in all schools, despite their
diverse identities (Veugelers, 2011). The next section of this article will introduce
the source of several ideas related to the fact that at present becoming a teacher
demands not only high-level academic skills and excellency, but also creativity,
a sense of leadership, and a great deal of courage; It will introduce the Israeli
case study as an example of methods and practical advice for teachers in a
multicultural society, and attempt to uncover similar problems and points of
departure, and the differences that make the situation of the Israeli teacher
unique, unlike teachers in other Western countries.
them to ignore this part of their lives and to focus, objectively as far as
possible, on their educational and pedagogical obligations as excellent teachers
trained to encourage dialogue and enlightened democratic and humanistic
activities, despite the diverse surroundings in which they live. These facts may
illuminate and clarify other case studies in countries that cope with similar
situations, particularly in Europe with its massive flow of immigrants, hostile
activities, and the new social and political situations with their plethora of
unresolved problems.
Israel, a multicultural and democratic society, invests great efforts in
becoming part of the Western world. Therefore, it is imperative to provide
special pedagogical platforms with the objective of consolidating the next
generation and conducting a dialogue between its Jewish and non-Jewish
residents, which is largely the result of a unique political and social situation,
and its problematic geo-political environment. It is important to understand
that the only way to edify the minds of students, in all matters that pertain to
their personalities and psychological and cultural needs, is through meta-
education, which means that as a student teacher you must separate your
personal viewpoints from your professional obligations, and thus you are not
the one who determines the means of achieving this end. Subsequently,
training future teachers with notable awareness of the needs of the minorities
by cultivating their knowledge and empathy, prepares them far better and
boosts their self-confidence and responsibility to act as teachers with initiative,
from kindergarten through high school. This is the main reason why special
excellent teacher training programs are so essential, now more than ever.
There are two main training programs for excellent teachers: Regev1
and Hotam.2 The Regev program has been operating in the Kibbutzim College
of Education since1998. The essence of the fundamental idea which guides
those involved in the program is the belief that investment in recruiting and
training students with outstanding academic qualifications, and cultivating
their social and cultural agendas, will raise the prestige of the teaching
profession. It will also favorably raise their own prestige, and bring about a
drastic change in the standard of teaching in Israel, with all its social and
political difficulties (Libman & Zelikovicz; Yogev & Michaeli, 2009).
Since 2011, and after more improvements were introduced to the
excellent teacher's program, candidates were interviewed to ascertain their
aptitude for different tracks, as well as their personality sorting tests
administered by the programs director to identify their intellectual capacity to
express themselves, their orientation vis--vis current events in the cultural
and intellectual world, and the extent of their commitment to education. The
training program's new curriculum consists of an additional twelve hours of
exclusive courses. Many of the courses relate to science and are conducted in
seminars which include field experience, methodological analysis, and writing
research papers. In return, the excellence program students are required to
commit themselves to another fifty-six hours of teaching in schools in the
periphery and other multicultural schools (in addition to their two hundred
twenty-four hours of practical disciplinary and pedagogical work): ultra-
1
The initials of "Rosh Gadol Behoraa" - can-do attitude, "Open head in teaching", in Hebrew.
2
'Imprint', in Hebrew.
Orthodox schools (separate schools for girls and boys), Arab and Druze
schools, and special international schools for illegal immigrants (their majority
from Asia and Africa). Over and above their studies in the specific areas of
expertise, students are required to devote another one hundred and twenty
hours to a variety of activities in the community and on campus, tutoring
students with special needs, and working as assistant teachers with new
immigrants and students of the minorities. Moreover, they are required to
study Arabic and the Islamic and Christian historical narratives.
The second program for training outstanding teachers in Israel is
Hotam, which has been operating since 2010. It is a new joint initiative of the
Ministry of Education, Joint Israel, Haifa University and the Hakol Hinuch
(education is everything) movement, which recruit excellent bachelor and
master degree graduates, (mainly in the sciences) as school teachers. The
program operates as part of the Teach for All Global Organization that
combines innovative educational activity in several countries, headed by the
US and the UK. In comparison with the Regev program, Hotam is condensed
and intensive; it is conducted over five consecutive weeks during the summer
semester. Studies take place during the day and the evening, and the students
live in a dormitory. It has become clear that this intensive program does not
fully train teachers and prepare them (as Regev does) to cope with the
multicultural complex situation previously described. It failed to instill in them
the overall pedagogical, sociological, and didactic basic concepts of necessary
knowledge required of teachers in the field in such a tight timeframe,
particularly in Israels complex social and political reality. Therefore, the
percentage of those remaining is less than fifty percent, far lower than in other
countries. This is one of the critical differences between the two programs,
which sets apart the training program in Israel from other countries, and these
are the differences between teacher training programs and methods in Israel
and other Middle-Eastern countries. Nevertheless, the Regev program proves
that despite the difficulties involved in becoming an excellent teacher in the
State of Israel, it is now a national challenge and part of the inevitable ideology
of bearing an impact and effecting political-cultural change which appear so
vital.
Conclusions
Teachers, educators, teacher professionalism and excellence are now
standing at a crossroads. Moral purpose and change agents are implicit in
what good teaching and effective change mean, but they are society's great
untapped resource for radical and continuous improvement and revolutionary
change. As we have seen in this article, there are programs in Israel for training
excellent teachers, teachers who will enjoy a combined capacity, both academic
and pedagogical, and who will be connected to the social political reality in
which they themselves and the next generation will live. Teacher training
programs in various academic universities and colleges (in Europe as well as
in the US) frequently guarantee excellent teachers who will know how to
perform their role excellently and professionally. Nonetheless, the results do
not always fall in line with expectations and promise. The accelerated
programs do not make it possible for student teachers to mature within the
aware of what is evolving around them, and play a part in the consolidation of
their students characters, identities, and attitudes (Gipps, et al, 2016).
One of the main targets of the teacher training program is to train
teachers and convince them that this is their national, professional and
predestined struggle. There is nothing more important for the sake of the next
generation than to become educators and teachers, and assume responsibility
for young peoples minds, behavior and activities. Following this point of
view, teachers become revolutionary leaders, intellectual activists, who,
despite all the social, cultural and political difficulties, possess the power,
eventually, to create the long-awaited change.
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Jean-Claude Agomate
U.S. Army, Retired
Tysons Corner, Virginia USA
Brian Oddi
California University of Pennsylvania
California, PA USA
Introduction
The United States military supports continuing education for its personnel
across all branches of service (Department of Defense, 2016). Minimal research is
The purpose of this paper is twofold: first, to describe quantitative research that
examines the impact of age, gender, education, rank and years of service on
military student satisfaction with learning and academic performance as related
to context-based constructs of self-esteem, self-efficacy and cultural adaptability.
Second, this paper provides a narrative literature review to help interpret the
implications of this studys findings. Utilizing the theoretical framework of
social situational learning, this article identifies a number of related phenomena
that shed light on military personnel participation in continuing education while
overseas, including contextual competition (due to membership in multiple
communities), and reciprocal determinism (a dynamic interaction between
environment and individual).
Background
Regarding the demographic traits considered, the first, age, half of the current
military personnel, of which nearly 90% falls within the range of 18-40 years,
identify themselves as members of the Millennial generation (those born after
approximately 1980), and over one-third identify as being of Generation X (those
born after Baby Boomers, yet earlier than the Millennials) (Department of
Defense, 2016; Pew, 2014). The significance of this distribution is that differences
between age often occur within groups, with each generation maintaining
distinct attitudes and behaviors about life (Donatone, 2013). For example, Gen-X-
ers prefer to face a challenge with minimal assistance from others (Scheef &
Thielfoldt, 2014). Millennials, on the other hand, generally welcome oversight
and guidance (Donatone, 2013).
similar situation may interpret perceived lack of support as the culprit, and it is
viewed as the supervisors fault (Seeman, 2008).
The last two demographic factors of interest in this study include military rank
and years of service. Both of these constructs are aligned directly to the military,
and are examined due to their capacity to influence military personnel.
Rank is concept defined only in terms of the military, and represents similarities
to a caste system (i.e., hierarchical structure of officers and enlisted) (Goodale et
al., 2012). Within military culture, rank is tied closely to combat-based actions
and missions, and counts more toward promotion than any other military or
non-military activity (Hsu, 2015).
Research by Shoukat, Haider, Munir, Khan and Ahmed (2013) recognizes that
demographic factors (such as age, gender, level of education, rank and years of
service) act as influences on attitude and behavior. This study examines self-
esteem, self-efficacy and cross-cultural adaptability, three concepts based on
attitude and behavior, and the relationship to student academic achievement
and satisfaction with learning while overseas. Consequently, studying the
specific impact of age, gender, level of education, rank and years of service, as
related to self-esteem, self-efficacy, and cross-cultural adaptability, is necessary
to provide insight into the process of continuing education of military personnel
while stationed overseas.
Individual readiness and ability to interact with people who are different from
oneself or ones culture define cultural adaptability (Kelly & Meyers, 1995;
Lowinger et al., 2014; Sam & Berry, 2010). The related process of acculturation is
triggered by a persons sense of similarities and differences, and results in a
dynamic struggle by the individual for internal (psychological) comfort and
balance (Church, 1982; Kim, 2001; Vygovsky, 1978). The culmination of
acculturation is the integration of an individual or group of individuals into a
larger and different cultural community, resulting is some individual
characteristics being altered (Bhattacharya, 2011). Researchers recognize that this
process may extend to ones individual identity, attitudes, and behaviors, and
exist within professional, as well as, personal environments (Gardner, 2007;
Smokowski, Bacallao, & Buchanan, 2009).
adaptive and flexible behaviors which result in a strong sense of self. This in
turn leads to higher aspirations for personal and professional success (Chasten,
2014; Rubie, Townsend, & Moore, 2004). Such aspirations appear to relate to
occupational expectations, as well as, academic performance and satisfaction
with learning (Kiche, 2010; Schwartz, 2013).
Theoretical Framework
The theoretical framework for this study is based on the constructs of social
situational learning, which provides the underpinning for the hypothesis that
self-esteem, self-efficacy and cultural adaptability relate to academic
performance of OCONUS personnel while participating in continuing education
overseas. As seminal works by Bandura (1978) and Vygotsky (1978) describe,
learning occurs through observation of ones surroundings, and human thought
adapts to the environment. Social interaction and membership in community
occurs, and both play key roles in cognitive development and relationship-
building. Lave and Wegner (1991) agree, stating that learning is situated within
authentic activity, context and culture. (Reprinted from Learning-Theories.com,
2014, para 2).
Methodology
This paper presents a two-prong strategy for study methodology. First, a non-
experimental quantitative research design was used to collect and analyze data;
second, a narrative literature review was completed to provide insight and
further understanding into the implications of the findings. Surveys collected the
quantitative data from a convenience sample. Descriptive statistics were used to
analyze the data.
Sample Population
The sample population for this study included 83 individuals assigned to United
States joint military command unit, with military bases located in England and
the unit headquarters located in Stuttgart, Germany. Sample size was
determined by utilizing power analysis, with alpha error probability set at .05
and an a priori effect size of 0.15 (f2 = .15 - medium).
The study participant group consisted of both males and females, and
represented military personnel, as well as, Department of Defense civilians and
contractors assigned to the joint military command unit. Available individuals
ranged in age from 18 to over 60 years. Participant represented an array of
ethnicities, including African American, Caucasian and Hispanic groups.
Results
of service, and student satisfaction with learning, as well as, age, gender and
level of education, and student academic performance. No statistically
significant relationships exist for the covariate of rank, nor the variables self-
esteem, self-efficacy and cultural adaptability, when considering academic
performance.
The following data tables provide empirical results related to each significant
relationship shown in Figure 1. The statistical tests represented include the
following: bivariate correlation between student satisfaction with learning and
primary independent variables of self-esteem, self-efficacy and cultural
adaptability; multiple regression analysis of student satisfaction with learning,
using primary independent variables as predictor variables; multiple regression
analysis of student satisfaction with learning, using covariates as predictor
variables; and multiple regression analysis of student academic performance,
using covariates as predictor variables.
N 76 71 71 70
Lower Upper
Model B Std. Error Beta t Sig. Bound Bound
Table 3 presents results of multiple regression again for the outcome variable of
student satisfaction with learning, however, this time utilizing age, gender, level
of education, rank, and years of service as predictor variables. The regression
model here initially indicated no statistical significance, wherein F (5, 68) = 1.977,
and p = .093, with an overall model fit of R2 = .063. Again however, closer
scrutiny and individual examination of each variable, two of the five covariates
were found to be significant predictors of student satisfaction with learning: age
and years of service. Covariates of gender, level of education, and rank were
found not to be significant predictors of student satisfaction with learning in this
study. (Note: The phenomenon of semi-partial and partial correlations, as
related to regression models and the results in Table 3, are attributed to
multicollinearity.)
Years of
Service -.043 .020 -.513* -2.194 .032 .235 4.253
The final table, Table 4, presents results of multiple regression for the outcome
variable of student academic performance (GPA), and the covariates of age,
gender, level of education, rank, and years of service were utilized as predictor
variables. The regression model here proved that there is statistical significance,
wherein F (5, 75) = 6.329, and p = .001, with an overall model fit of R2 = .250.
Specifically, this model found three of the five covariates to be significant
predictors of military student academic performance: age, gender and level of
education. Covariates of rank and years of service were found not to be
significant predictors of student performance in continuing education in this
study.
Years of
Service -.007 .023 -.057 -.324 .747 .308 3.244
Discussion
A narrative review of the findings follows. This discussion provides insight into
the meaning behind the statistical results and ultimately the implications for the
field of practice.
This study found that age of military personnel significantly impacts both
academic success and satisfaction with learning of individuals participating in
continuing education while overseas. Age, as a trait, however, was measured by
group in this study. Approximately half of the individuals in this study self-
identified as members of the Millennial generation (those born after 1980), and
over one-third self-identified as being of Generation X (those born after Baby
Boomers, yet earlier than the Millennials). These numbers are consistent with
Department of Defense reports (2016).
The significance of this age distribution is that each generation maintains distinct
attitudes and behaviors about life (Donatone, 2013). To successfully support
military personnel in continuing education, institutional help and resources
must work with, not against, generational differences that are present in the
troop populations. For example, one of the behaviors associated with success in
academic programs is persistence, or staying-the-course (Shoukat, Haider,
Munir, Khan & Ahmed, 2013). The best approach by the military to hep
personnel of Generation X to stay-the-course in their studies is to leave them
alone. Generation X individuals prefer, when presented with a challenge, that
supervisors be hands-off. Gen-X individuals are comfortable with input,
however, only when constructive (in their minds) and when it results in
pragmatic outcomes (Scheef & Thielfoldt, 2014).
The challenge for military leadership is to develop support for military students
that is aligned to the generational needs of the individual. (This is particularly
important when the individual is enrolled in continuing education that is not
related specifically to combat.) Possible strategies which military joint command
units may pursue include mentors, group training sessions, and online
resources. This help should address life areas that may cause stress due to time
management issues and other demands, such as childcare, tuition
reimbursement, and housing within proximity to classes. It is important to
remember however that each resource must be aligned specifically to
generational attitudes and behaviors of the student.
Gender Perspectives
Similar to the construct of age, this study found gender of military personnel to
impact individuals satisfaction with learning while participating in continuing
education overseas. This is consistent with the literature, and utilizing
individual mentors, as discussed earlier for age and generational differences,
works here as well. For example, a young woman may feel less confident than
her male counterpart to express her views or request help in a male dominant
environment such as the military (Andrews, 2006). The mentors task involves
more than simply instructing the girl to speak-up in class or contact her joint
command unit supervisor for assistance. To ensure effective support, the mentor
must work to enhance the young womans self-assertiveness and help her to
build self-confidence within the military environment (Andrews, 2006).
Level of Education
This study found that the factors of rank and years of service impact military
personnel differently with regards to participation in non-military continuing
education while overseas. Rank registered no significant relationship with
academic achievement and satisfaction with learning; years of service marked a
direct impact on military student satisfaction with learning. This result is
puzzling in that rank and years of service are both defined by the military, and
as such, it is expected that both constructs would behave similarly (that is, have
limited or no relationship with a non-military continuing education activity).
The fact that this is not the case suggests that the contextual reference for
military rank may differ from the contextual reference for years of service in the
military.
Finally, regarding the trait of years of service, the direct relationship of this
demographic factor with student satisfaction with learning in non-military
continuing education while overseas suggests one of two phenomena. First,
military personnel may view service time from an individual (or personal)
perspective, and not from a collective perspective defined by membership in the
military. Or, these individuals do in fact view time in service from a military
(i.e., collective) perspective, yet this view is not inconsistent (psychologically)
with individual or personal goals. One explanation for this is that the longer an
individual is in the service, the more likely he or she is to experience a positive
Implications
The first implication derived from this study focuses on the significant
relationship between self-esteem of military personnel participating in non-
military-related continuing education while overseas and academic performance
and student satisfaction with learning.
The second implication of this study is that this can-do attitude toward
continuing education does not appear to transfer to increased academic
performance in non-military-related courses while stationed overseas. This is
curious, in that it is expected that military personnel who believe they are able to
cope with the challenge (i.e., self-esteem) of non-combat behaviors such as
continuing education, would then also possess the confidence to act (i.e., self-
efficacy) and execute successfully associated academic performance. However,
this is not the case. Why? The answer may be the perspective with which
continuing education in non-military courses is viewed by military personnel,
and the misalignment of this view with military culture.
Rawat (2011) recognizes the potential psychological conflict here when military
personnel participate in non-military continuing education while overseas. A
disconnect may develop between individual (i.e., personal) and group (i.e.,
military) goals and objectives. Rawat (2011) advocates strengthening
simultaneously a commitment to [self] awareness, independent thinking,
integrity [and] independent responsibility (p.131). Research by Rawat (2011)
also supports [military] leaders as role-models, providing appropriate
strategies for aligning individual and group goals (p. 126). The intended
outcome is to promote successful academic experiences for personnel in
continuing education, regardless of the focus of the content (i.e., military or non-
military).
Within the host nation, researchers describe the need to build intellectual
awareness and intercultural sensitivity to facilitate social interaction,
understanding and learning (Sam & Berry, 2010). Military environments, on the
other hand, including that of the joint command units overseas, represent
unique organizational cultures that are quite different from academic, personal
or other professional groups (Greene, Buckman, Dandeker, & Greenberg, 2010;
United States Department of Veterans Affairs, 2016). Traditional military culture
stems from a need for combat-readiness, and emphasizes discipline and
hierarchy, as well as, prioritization of the group over individuals (Hsu, 2010).
The final implication derived from this study focuses on this exact point the
phenomenon of military personnel existing simultaneously in multiple
communities. Cross-cultural adaptability in this study appears to require
communication and interaction across military and non-military environments,
rather than across multiple diverse ethnic and religious communities (i.e., the
sample population is from the United States and stationed in England, an
English-speaking western European country). Consequently, the reason cultural
adaptability does not illustrate significant relationships with academic
performance and satisfaction with learning may be because these military
personnel maintain only a collective identity for cultural adaptation, which is
directly aligned only to the military community. In contrast, the military
students individual identity fosters a personal perspective, and it is with this
perspective that the student appears to participate in continuing education not
related to combat or other military topics.
Conclusions
unit, with collective perspective), yet the recipient (i.e., troop member) is
operating from a personal or individual perspective within a nonmilitary
continuing education environment.
Finally, this study concludes that mentors and role models, engaged by
leadership, must recognize the phenomena of both collectiveness and exclusivity
of current military culture, and not overlook its contextual reference. Those
providing support to military personnel enrolled in nonmilitary-related
continuing education must understand the impact of context-specificity on many
personal characteristics, including self-esteem, self-efficacy and cross-cultural
adaptability, as well as, an individuals rank. Support for military personnel
must acknowledge and respect the phenomena of these traits within military
environments, and recognize that at times, they manifest themselves in a
military-specific manner that does not necessarily translate to non-military
activities such as continuing education in non-combat related academic courses
and programs.
Limitations
Another limitation of this study is sample size of the current study population.
Power analysis determined the recommended number of participants based on
three primary independent variables. Analyzing the demographic factors as
predictor variables, requires increasing the number of study participants. Future
The third and final limitation of this study relates to the limited examination of
the phenomenon of competing contexts from multiple environments in which
troops operate. In addition to the host nation and the joint military command
unit, military personnel may maintain strong ties to an original branch of
service, as well as, personal communities which include ones home, church and
institution of higher education being attended.
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1. Introduction
One strategy that has been well-explored in the literature is that of a diagnostic
test. A number of studies have been conducted in the area of diagnostic testing,
outlining and evaluating the structure, rationale, and efficacy of diagnostic tests
administered upon enrolment in a post-secondary mathematics course. For
example, online learning resources have been used for this purpose (Beevers,
Bishop, & Quinney, 1998), but these resources were not mandatory and may not
have been utilized fully by all students. A novel approach has been utilized
involving paired questions in an attempt to measure the sorts of questions that
students may be liable to make a slip on despite having a solid understanding of
the material (Lee & Robinson, 2005). Another approach has utilized a
mandatory diagnostic test (Carr et al. 2013), requiring a 90 percent score to pass
but allowing multiple attempts. A variety of styles of diagnostic tests have been
used, each perhaps with its own benefits or specific purposes. A recent study
showed that students largely believed diagnostic testing to be a positive and
beneficial idea, but students stressed the need for improved communication (N
Fhloinn, Macan Bhaird & Nolan, 2014). Examining the literature, however,
reveals that multiple choice questions are almost always used exclusively within
diagnostic tests and so written feedback to students is necessarily limited or
altogether absent. This is significant, as research suggests that feedback may
have a powerful influence upon student learning as well as having indirect
effects such as an increase in the development of interest via a variety of means
(Hattie & Timperley, 2007; Rakoczy et al., 2013). Kearney et al. (2013) agreed
that student engagement is increased by the presence of feedback and pointed
out that prior research shows "students who are more fully engaged in their own
learning perform better academically than their non-engaged peers." (Kerney et
al., 2013)
This paper is laid out as follows: In Section 2, we discuss the history and
background of first-year calculus at the University of Guelph. In Section 3, we
discuss in greater detail the differences between a Warm-Up Test and a typical
diagnostic test. In Section 4, we outline our study, summarizing some of our
interesting results in Section 5. We provide a brief discussion of these results
and subsequently potential biases in Sections 6 and 7. Final future endeavours as
a result of this work are discussed in Section 8.
There are currently three dedicated introductory calculus courses offered at the
University of Guelph: Math*1030 (Business Mathematics), taken chiefly by
students pursuing Business or Economics degrees; Math*1080 (Elements of
Calculus I), taken mainly by students enrolled in the Biological Sciences; and
Math*1200 (Calculus I), typically taken by Physical Science and Engineering
students. The latter of these three, Math*1200, is the course that will be
discussed exclusively for the remainder of this paper.
Historically, two to four tests have been set during the semester. Since 2007,
these tests have been accompanied by a set of weekly online quizzes, utilizing
Maple TATM, that serve as enforced homework. (Maple TATM is an online
learning environment that allows for testing of students in a wide variety of
ways.) There is a final exam that has historically carried a weight of between 35
and 50 percent of the overall grade. In recent years, none of these assessments
have included any multiple choice questions at all. Rather, they are divided into
two parts: Part A is a "Quick Questions'' section where students answer simple
questions or problems by writing their answers in a box at the side of the page.
Student work need not be shown, and partial marks for incorrect solutions are
limited. Part B is a "Longer Written Answer'' section where full solutions are
expected and partial marks are granted if sound mathematical steps are made.
Tests are written using brand new questions each year primarily to minimize
academic misconduct, which has the added benefit of allowing instructors to use
past tests to provide practice resources for students. Students are aware that
typically none of the questions on a practice resource will closely resemble
problems on the "actual'' test, but this opportunity for extra practice has proved
to be a popular idea among students. Dedicated "extension'' problems, intended
to be challenging, are included on each assessment. Accounting for 10 to 20
percent of the marks on a test or exam, these questions tend to blend concepts or
allow students to explore simple new concepts.
Feedback after the Fall 2013 semester indicated that many students struggled
with a few fundamental concepts from the very beginning of the course in
September. These concepts (like basic arithemetic, functions, and trigonometry)
provide a foundation for many of the topics covered in the course. Thus, it
seems reasonable to infer that having weaknesses in the understanding of these
fundamentals would make it more difficult to gain understanding of new
concepts throughout the rest of the course that depend on this foundation. A
student with these foundational weaknesses may be inclined to resort to surface
learning rather than deep learning, as has been discussed by Prosser and
Trigwell (1999).
In terms of the logistics and specifics, Warm-Up Tests are held at the end of
week 2 of a 12-week semester, outside of class time. They possess the same
structure as a regular test (as outlined in section 2); all hand-written with no
multiple choice. With respect to content, the Warm-up test contains only
prerequisite material (no Calculus concepts), and only tests at a basic level with
no extension questions. The Warm-up test carries a small, but significant (to
encourage participation) proportion of a students final grade (currently 10
percent as compared to 20 percent for regular term tests). This weighting is fully
transferrable to the Final Exam should the Final Exam result be higher. This is to
take the pressure off of the Warm-up test so that students use it as tool for
indicating their readiness, rather than a stressful event. Finally, the Warm-up
test is hand-graded and returned to students with written feedback within a
very short time (typically one or two days). Detailed solutions are available
online to all students immediately following the Warm-Up Test so that students
can immediately follow up and learn from their mistakes while the material is
fresh in their heads.
There were many motivations for introducing the Warm-Up Test. First, students
lose some of their academic learning over a summer holiday. This learning loss
has been shown to not only increase as students get older, but hurts
mathematics learning more than other school subjects (Kerry, 1998). An early
test forces students to hit the ground running and quickly reminds them of some
topics that they might be rusty on after a summer vacation.
Next, it has been shown that high-stakes testing may discourage active student
learning and may even have negative effects upon the classroom discourse
(Wideen et al., 1997). There is incentive for students to do well on the Warm-Up
Test, because doing so will make it likely that the more difficult Final Exam is
weighted less heavily.
Most obviously, though, by holding this early test, student weaknesses can be
identified and very early written feedback can be given by instructors and
Teaching Assistants, which may have a significant impact upon student learning
(Hattie & Timperley , 2007; Rakoczy, 2013). Since students are told that the
Warm-Up Test topics are those that will certainly be used later in the course,
students can come to an early realization of the important topics that they are
weak in, and seek assistance or put in extra work ahead of the later, more
heavily-weighted assessments. The very fast timeframe of grading and
returning the Warm-Up Test is enforced to make sure that students have the
opportunity to immediately start working on any weaknesses that have been
identified.
A Warm-Up Test is fundamentally different from the typical diagnostic tests that
have been administered at various universities though the two concepts have
similarities. A diagnostic test is typically given ahead of a semester or at the
very beginning of a course in order to identify student strengths and
weaknesses, but is not typically a test that is given for grades. Often, a
diagnostic test does not possess a dedicated focus toward the course to come,
instead concentrating on a more abstract and broad set of fundamental
mathematical skills. Finally, nearly all diagnostic tests are given in a multiple
choice format, precluding any personalized written feedback.
As a pilot of this novel assessment method, a Warm-up Test was created by the
authors of this manuscript and administered to a first-year Calculus I class.
Following the completion of the test, ten teaching assistants, with the help of
solutions provided by the authors of this manuscript graded and returned the
Warm-up Test. The analysis that follows was conducted after the entire semester
was completed. To investigate the validity of this pilot effort, We wish to
perform an analysis of grade data in order to help answer a few questions:
Are poor grades on the Warm-Up Test associated with poor grades
throughout the course or higher failure rates?
To compare in all cases, assessment results were categorized by letter grade, and
we recorded the number of students that moved from each grade category to
each other between assessments. We used the following standard groupings:
The study included a total of 690 students. Only students who were present for
all assessments were used in the analysis (students may have missed an
assessment for a variety of reasons, including illness, etc).
5. Methodology
5.1 Comparison: Warm-Up Test Grades and Test 1 Grades
The average grade received on the Warm-Up Test was 79.6 percent while the
average grade received on Test 1 was 63.0 percent. We wished to measure the
significance of the difference in mean scores. As the data were dependent,
paired data was constructed by subtracting each individual students Test 1
grade from their Warm-up Test grade. A two-sided paired-t procedure was then
administered on this paired data. A p-value of 1.319 x 10-146 was obtained,
indicating that the student grades for the two assessments were significantly
different. Further, a 95 percent confidence interval indicates that student grades
were 15.6 - 17.5 percent higher on the Warm-Up Test than on Test 1.
We found that despite the significant difference in grades for these two
assessments, the Warm-Up Test results strongly predicted student performance
on Test 1. Table 1 provides a detailed description of the data collected. The data
describes the number of students to go from receiving any particular grade on
the Warmup Test to grades received from future assessments. Percentages
given are proportions of those who received the same letter grade on the
Warmup Test. For example, from the table, 48 students who received an A the
Warmup Test received a B on Test 1. This represents 23.3 percent of all students
who received an A on the Warmup Test.
Of the 690 students that were included in the study, 619 received a lower grade
on Test 1 than on the Warm-Up Test. Few students (20 out of 690) failed the
Warm-Up Test, receiving an F. Nevertheless, 75 percent of students who
received an F on the Warm-Up Test also received an F on Test 1. Similarly, for
students who received a D on the Warm-Up Test, 76.7 percent received a grade
of D or F on Test 1 while students who received a C on the Warm-Up Test did
not fare much better. It is interesting to note that not a single student who
received a C or lower on the Warm-Up Test received anything higher than a B
on Test 1. Meanwhile, a plurality of students who received a B on the Warm-Up
Test received a D on Test 1; of students who received an A on the Warm-Up
Test, the greatest number received a C on Test 1; while on Test 1, a B was the
most common grade obtained for students who received an A+ on the Warm-Up
Test. It is also noteworthy that of the 551 students who received a grade of B or
better on the Warm-Up Test, only 8.2 percent went on to receive a grade of F on
Test 1.
5.2 Comparison: Warm-Up Test Grades and Final Exam Grades
The average grade received on the Warm-Up Test was 79.6 percent while the
average grade received on Final Exam was 68.6 percent. As the data were
dependent, paired data was constructed by subtracting each individual
students Final Exam grade from their Warm-up Test grade. A two-sided paired-
t procedure was then administered on this paired data. A p-value of 5.48 x 10-69
indicates that again, the results of the two assessments were significantly
different. Further, a 95 percent confidence interval indicates that student grades
were 9.9- 12.1 percent higher on the Warm-Up Test than on the Final Exam.
Despite that the Final Exam occurred three full months after the Warm-Up Test,
The average grade received on the Warm-Up Test was 79.6 percent while the
average overall final grade was 71.0 percent. As the data were dependent, paired
data was constructed by subtracting each individual students Final grade from
their Warm-up Test grade. A two-sided paired-t procedure was then
administered on this paired data. A p-value of 1.5 x 10-73 indicates that once
again, the results were significantly different. A 95 percent confidence interval
indicates that their Warm-Up Test results were 7.7 - 9.3 percent higher than their
final overall grades.
We found that the Warm-Up Test was strongly predictive of overall final grade,
to a remarkable extent. Of the 20 people who received an F on the Warm-Up
Test, 65 percent of them went on to fail the course with an F. Generally
speaking, the better that students did on the Warm-Up Test, the lower the failure
rate for the overall course. This effect was by far most visible for those students
who received an A+ on the Warm-Up Quiz; only 3 (1.5 percent) out of these 194
students received an overall grade of F in the course, while much higher failure
rates were observed for other students. On the other hand, students who
received high grades on the Warm-Up Test had much greater chances of
receiving an A or A+ in the course. It is interesting, however, that several
students who received a D or C on the Warm-Up Test managed to earn an
overall grade of A despite their shaky start to the semester.
6. Discussion
Most of the results seem to speak for themselves: The Warm-Up Test is a test of
foundational skills, and so a student who struggles with these underlying
fundamentals is easily identified with a poor performance on the Warm-Up Test.
This weakness strongly predicts a weak performance not only on the first test,
but throughout the entire course. We noticed that many students who
performed at a C or B level tended to have a mixed range of performance
throughout the course, but generally fared more poorly on future assessments.
Students who improved their performance, while relatively few in number, may
represent a group of students who recognized weaknesses that were identified
on the Warm-Up Test and who subsequently worked to shore up their
knowledge. By and large, however, students who did more poorly on future
assessments likely did so because their fundamental mathematical skills were
still not as solid as for many of their peers. The students who displayed the
greatest resilience throughout the course were those who received an A+ on the
Warm-Up Test, with a drastically smaller proportion experiencing a large drop
in their performance throughout the semester. Perhaps it is the case that those
students were "fully ready'' to move into university calculus, since it is these
students who had already achieved mastery of fundamental concepts. High
school grade point average and student attitude have been shown to have
positive correlation with performance in a first-year university calculus course
(Pyzdrowski et al. 2013) further study in future offerings of the course may
reveal whether either or both of these factors could be correlated to Warmup
Test scores, as one might expect.
We believe that the Warm-Up Test can be viewed as an important measure that
students may use to gauge their readiness to continue forward in Calculus I.
Further, based on the results, we feel that instructors may be able to use this past
data to help motivate students in future offerings of the course. For the case of
those students who receive a B or C on the Warm-Up Test, it is especially
evident that a high overall grade is still attainable, though perhaps some
remedial work, support and encouragement would be necessary. Students who
receive very low Warm-Up grades of D or F might take their result as a warning
that they are not ready for some of the rigorous material that will be covered in
the course until their foundational skills are improved, and as such urgently
require immediate extra support or perhaps will face failure.
The observation was made during this analysis that despite a weak performance
on Test 1, the Final Exam (and ultimately, the final grades) represented a marked
improvement. The material on the Final Exam was certainly not easier to grasp
than the concepts appearing the first test, because the Final Exam was
comprehensive and thus included all of the material from Test 1 along with
many other topics from the rest of the course. Can this improvement be
explained by the presence of the Warmup Test at the beginning of the course, or
are there other factors at play? Perhaps this is a question that may be explored
in future offerings of the course.
7. Biases
We recognize that there are some potential biases in our results, many of which
are unavoidable and inherent to a large first-year university course. These
biases could have a significant effect upon comparisons or student performance.
In the interest of full disclosure and completeness, we discuss some of these
biases here.
courses. Students may not be able to prepare as adequately for a test if,
by chance, they have another large assessment or due date for a different
course very near the date of the assessment for their calculus class.
Since the Warm-up test weight can be shifted to the final exam, some
students may opt not to write the Warm-up Test. These students would
therefore not have been included in our study and may have skewed the
results that we observed.
With regards to the comparison between the Warm-Up Test results and
the overall final grade, it is the case that for 76.5 percent of students
(those who performed better on the Warm-Up Test than on the Final
Examination), the overall final grade does incorporate the result from the
Warm-Up Test itself, which is weighted at 10 percent of their final grade.
The results presented in this paper only include results from a single
semester, representing the very first time that first-year calculus was
presented with a Warm-Up Test as part of the assessment. These results
should be considered alongside results from additional future semesters
in order to corroborate our findings and present a stronger argument for
the value and predictive power of this new kind of assessment.
8. Future Work
Recognizing that the Warm-up Test results were a strong predictor of
performance in Calculus I, perhaps greater efforts should be made to help
students that are identified as at risk by the Warm-up test to bring their skill
set up to an appropriate level to encourage their success in the course. A variety
of initiatives may be helpful in this regard including:
The Development of an Email Feedback Tool
Entry-level mathematics courses are among some of highest enrolment classes
on campus. As a result, students can often feel like a number among their
peers and classmates. In an effort to personalize student experience and promote
individual recognition, we propose the development of an Email Feedback Tool
that will allow instructors to generate personalized emails to students regarding
their progress or performance. This tool would also allow instructors to provide
the student with information about learning resources that they can take
advantage of should they be struggling with course material.
Acknowledgements
This research has been approved by the Research and Ethics Board at the
University of Guelph.
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