George W. Bright

Elementary Preservice Teachers' Changing Beliefs and Instructional Use of Children's Mathematical Thinking.

In this research, we examined changes in preservice elementary school teachers’ beliefs about teaching and learning mathematics and their abilities to provide mathematics instruction that was based on children’s thinking. The 34 participants in this study were introduced to Cognitively Guided Instruction (CGI) as part of a mathematics methods course. Belief-scale scores indicated that significant changes in their beliefs and perceptions about mathematics instruction occurred across the 2-year sequence of professional course work and student teaching during their undergraduate program but that their use of knowledge of children’s mathematical thinking during instructional planning and teaching was limited. Preservice teachers may acknowledge the tenets of CGI and yet be unable to use them in their teaching. The results raise several questions about factors that may influence success in planning instruction on the basis of children’s thinking.

Effects of Computer Programming on Cognitive Outcomes: A Meta-Analysis

Although claims regarding the cognitive benefits of computer programming have been made, results from existing empirical studies are conflicting. To make a more reliable conclusion on this issue, a meta-analysis was performed to synthesize existing research concerning the effects of computer programming on cognitive outcomes. Sixty-five studies were located from three sources, and their quantitative data were transformed into a common scale—Effect Size. The analysis showed that 58 or 89 percent of the study-weighted effect sizes were positive and favored the computer programming group over the control groups. The overall grand mean of the study-weighted effect size for all 432 comparisons was 0.41; this suggests that students having computer programming experiences scored about sixteen percentile points higher on various cognitive-ability tests than students who did not have programming experiences. In addition, four of the seven coded variables selected for this study (i.e., type of publication, grade level, language studied, and duration of treatment) had a statistically significant impact on the mean study-weighted effect sizes. The findings suggest that the outcomes of learning a computer language go beyond the content of that specific computer language. The results also suggest to teachers a mildly effective approach for teaching cognitive skills in a classroom setting.

Writing and Revising by Bilingual Students in Traditional and Word Processing Environments

Examination of current research indicates caution in drawing conclusions about the benefits of the use of word processors, especially in elementary school. A variety of factors (e.g., keyboarding skill, technology aptitude, familiarity with the language of the word processor) might influence these benefits. This study focused on the effects of writing with word processors for students with varying proficiency in English.