Linda Bol

Cooperative Learning in the Secondary Mathematics Classroom

Abstract The effects of cooperative learning on student achievement and attitudes in a secondary mathematics classroom were investigated. In this quasi-experimental design, 2 precalculus courses were compared. Students in 1 class studied the material in cooperative learning groups; students in the 2nd class studied the material independently. Three chapter tests were used to measure student achievement, and a questionnaire was administered to the treatment group members after the study was completed to assess their attitudes toward the cooperative learning procedure. The results obtained from a repeated-measures multivariate analysis of variance (with pretest scores as the covariate) showed a significant Group × Time interaction. Students in the cooperative learning group had increasingly higher test scores than students in the comparison group and significantly outscored the comparison group on the 3rd chapter test. Survey results revealed primarily favorable responses toward the cooperative learning pro...

The Influence of Overt Practice, Achievement Level, and Explanatory Style on Calibration Accuracy and Performance

The authors measured the influence of overt calibration practice, achievement level, and explanatory style on calibration accuracy and exam performance. Students (N = 356) were randomly assigned to either an overt practice or nopractice condition. Students in the overt practice condition made predictions and postdictions about their performance across 5 quizzes by entering their estimates online just before and after completing the quizzes. Students in the no-practice condition did not enter their predictions and postdictions for their quiz performance. Results did not support the hypothesis that overt calibration practice on the quizzes would improve calibration accuracy or exam performance. Higher achieving students were significantly more accurate in their predictions, yet underconfident in their predictions; lower achieving students were less accurate and overconfident. Approximately 32% of the unique variance from achievement, prediction accuracy, and postdiction accuracy was explained by student explanatory style concerning student-centered factors related to studying and test taking and to a task-centered factor.

Challenges in Supporting Self-Regulation in Distance Education Environments

This article considers the application of selected components of self-regulated learning (SRL; Zimmerman 2000) to student-content interaction in online learning and distance education (DE). In particular we discuss how, when interacting with electronically enhanced text, students must carefully employ self-regulated learning strategies that include planning, goal setting, self-monitoring processes, and calibration judgments. Because the student is often learning independently in DE courses, and because of the potential for non-linear navigation through online learning materials, we argue that the careful deployment of SRL skills is especially critical for successful outcomes. Consequently we discuss examples of how the demands of student-content interactions put students with self-regulation difficulties at risk of failure. We highlight research on learners who have poor SRL skills, inadequate calibration capabilities, and low executive functions in order to highlight areas of particular difficulty and areas in which support might be most beneficial. We conclude with the recognition that while support strategies can be derived from the research literature, there is a great need for research that addresses questions about student-content interaction in DE course settings specifically, and pertains to the increasingly diverse group of learners who take these courses.

Calibration research: where do we go from here?

Research on calibration remains a popular line of inquiry. Calibration is the degree of fit between a person’s judgment of performance and his or her actual performance. Given the continued interest in this topic, the questions posed in this article are fruitful directions to pursue to help address gaps in calibration research. In this article, we have identified six research directions that if productively pursued, could greatly expand our knowledge of calibration. The six research directions are: (a) what are the effects of varying the anchoring mechanisms from which calibration judgments are made, (b) how does calibration accuracy differ as a function of incentives and task authenticity, (c) how do students self-report the basis of their calibration judgments, (d) how do group interactions and social comparisons affect calibration accuracy, (e) what is the relation between absolute and relative accuracy, and (f) to what extent does calibration accuracy predict achievement? To help point the way to where we go from here in calibration research, we provide these research questions, propose research methods designed to address them, and identify prior, related studies that have shown promise in leading the way to fill these gaps in the literature.

The Influence of Teacher Preparation on Student Achievement and the Application of National Standards by Teachers of Mathematics in Urban Secondary Schools

The influence of traditional and alternative teacher preparation programs on student achievement and instruction in high-need urban secondary schools was investigated through a mixed-method comparative design. Three research questions were addressed: (a) Does the type of teacher training influence the academic achievement of students in mathematics? (b) Does teacher preparation influence the implementation of the process standards set forth by the National Council of Teachers of Mathematics? (c) Does the frequency with which teachers use process and content standards influence student achievement? Data from the standardized state test and district level quarterly assessments revealed a significant difference favoring the alternative preparation teachers on two measures of student achievement as well as the use of standard-driven instructional strategies. The findings suggest that alternative teacher preparation programs are a viable avenue to explore in meeting the needs of public schools for providing qualified teachers in mathematics classrooms at the middle and high school levels.

Psychology Graduate Students as Research Mentors of Undergraduates: A National Survey:

A survey of graduate chairpersons in psychology about the prevalence and value of mentoring relationships between psychology graduate and undergraduate students was conducted. Surveys were mailed to 235 chairpersons at colleges and universities, with 130 (55%) surveys returned. The results indicate that formal mentoring programs were rare (6%); however, a substantial percentage of respondents (75%) reported that graduate students interact informally with undergraduates on research projects. In addition, respondents estimated that a large percentage of psychology graduate students (49%) and faculty members (66%) would favor interactions in which graduate students serve as mentors to undergraduate students. Finally, possible advantages and disadvantages of such interactions are presented. Over-all, respondents endorsed significantly more advantages than disadvantages associated with this type of mentoring relationship for both graduate (48% vs 35%) and undergraduate students (54% vs 19%).

Generational Differences among Community College Students in their Evaluation of Academic Cheating

This study examined how community college students (n = 650) vary by generation and other characteristics in their evaluation of academic activities as cheating. A Likert-type instrument was developed based on the literature, pilot tested, and subjected to factor analysis. Results of MANOVA found no difference by generation in the evaluation of cheating related to exams/papers. However, significant differences did exist among generations in the evaluation of activities of fabrication, taking shortcuts, and making excuses, with Millennials rating activities less strongly as cheating than others. Perceptions of cheating did not vary as a function of other student characteristics. Implications for practice include the provision of clear definitions of allowed and disallowed activities in each course and the stimulation of interdisciplinary dialogue regarding the enhancement of academic integrity.

Evaluation Issues and Strategies for Community-Based Organizations Developing Women's HIV Prevention Programs

This article discusses issues and strategiesfor program evaluation particularly useful for community-based organizations (CBOs) involved in the development and implementation of HIV prevention programs for women. The approach the authors present is an extension of a traditional public health paradigm suggested for use in the development and evaluation of violence prevention programs. This study incorporates Beckers Health Belief Model, which provides a framework for viewing the influence of various psychosocial variables on healthrelated behavior, into this development and evaluation paradigm. Factors influencing the successful development and evaluation of HIV prevention programs for women are reviewed and discussed. The purpose of this article is to provide some guidance to CBOs to strengthen their evaluation strategies and to encourage their use of evaluation during all phases of program development and implementation.

The effects of self-regulated learning training on community college students’ metacognition and achievement in developmental math courses

ABSTRACT The effects of training in self-regulation on metacognition and math achievement were investigated. The participants were 116 community college students enrolled in developmental math courses. Students enrolled in 16 classrooms were randomly assigned to the treatment and control groups. Participants in the treatment group completed four self-regulated learning (SRL) exercises based on Zimmerman’s (2002) cyclical model. The exercises were completed weekly and repeated for a total of 3 weeks. During the last week of class, participants completed a final exam to measure math achievement as well as the metacognitive self-regulation and time/study environment management scales on the Motivated Strategies for Learning Questionnaire ([MSLQ], Pintrich, Smith, Garcia, & McKeachie, 1991). There were significant differences between the two groups, indicating that training in SRL improved math achievement and metacognitive skills assessed on both MSLQ scales. The findings suggested that training in SRL improves math achievement, metacognitive self-regulation and time/study environmental management skills of students enrolled in developmental math courses.

Publishing in high quality journals: perspectives from overworked and unpaid reviewers

Abstract Our purpose for this article is to provide suggestions on how to get your high quality research published from the perspectives of reviewers. First, good writing is good thinking, and you are much more likely to succeed when you combine good writing with sound research. We then offer an eight-step method of reviewing that may help the author better understand how to present and understand the research. Next, we describe ways to identify high quality journals, including acceptance rates, impact factor, Eigenfactors, and Article Influence scores. In the following section, we address common criteria used to rate articles, possible decisions, and how to revise the manuscript in response to reviewers’ comments. We present an example table of responses to reviewers’ critiques. We conclude with further advice for more novice researchers. Become a reviewer to help you better understand the process and peers’ expectations. Highlight the caliber of your research by citing journal metrics when being considered for promotion or hiring. Finally, frame negative reviews as an opportunity to improve your work and keep trying to publish your research despite criticisms.