Different Perspectives on Success in Solving Stand-Alone Problems by 14 to 15-Year-Old Students / Različite prespektive o uspješnosti 14 i 15-godišnjaka u rješavanju izoliranoga problema

The paper defines a special type of problem tasks and considers its didactic potential, as well as the success of students in solving the selected problem. The research instrument used is a geometrical task from the National Secondary School Leaving Exam in Croatia (State Matura). The geometrical task is presented in three versions: as a verbal problem, as a verbal problem with a corresponding image and as a problem in context. The material analysed in the present paper was collected from 182 students in 7th and 8th grade of Croatian urban elementary schools. The didactic potential is considered from the aspect of use of mathematical concepts and connections. The success of students in problem-solving is considered from the aspect of implementation of the problem-solving process and producing correct answers, depending on the manner in which the tasks are set up. The results show that the stand-alone problem, as a special type of problem task, has considerable didactic potential. However, the students’ skills of discovering and connecting mathematical concepts and their properties are underdeveloped. In addition, the manner in which the tasks are set up considerably affects the process of solving the task and consequently the success of that process. Based on the results of the research, proposals are given for application of stand-alone problems in teaching mathematics.Key words: isolated problem; mathematical task; problem solving; problem evaluation. --- U radu se definira posebna vrsta problemskoga zadatka te se razmatra njegov didaktički potencijal kao i uspješnost učenika u rješavanju odabranoga problema. Instrument istraživanja je geometrijski zadatak s državne mature koji se postavlja u tri inačice: kao tekstualni problem, kao tekstualni problem uz odgovarajuću sliku te kao zadatak u kontekstu. U istraživanju je sudjelovalo 182 učenika 7. i 8. razreda hrvatskih gradskih osnovnih škola. Didaktički potencijal razmatra se s aspekta iskoristivosti matematičkih koncepata i veza, a uspješnost učenika u rješavanju problema razmatra se s aspekta provedbe procesa rješavanja i otkrivanja točnoga rješenja ovisno o načinu postavljanja zadatka. Rezultati pokazuju da promatrani problem kao posebna vrsta problemskoga zadatka ima veliki didaktički potencijal, ali da učenici imaju nedovoljno razvijene vještine otkrivanja i povezivanja matematičkih koncepata i njihovih svojstava. Osim toga, način postavljanja zadatka značajno utječe na proces rješavanja, a posljedično i na uspješnost određivanja rješenja. Na temelju rezultata daju se prijedlozi primjene opisane vrste problema u nastavi Matematike.Ključne riječi: izolirani problem; matematički zadatak; rješavanje problema; vrednovanje problema

Behavior Characterization of Use of Mobile Phones which Potentially Cause Health Problems of Elementary School-Age Children in Rural and Urban Areas

Introduction: The development of communication technology meets a siginificant advancement, and mobile phones are part of it. Mobile phones are used not only by adults but also by children, including elementary school age children. Children in using mobile phones have different behavior based on their social, economic and cultural differences. Some behaviors of children in using mobile phones have a risk of health problems. Objective: The purpose of the study was to characterize the behavior of the use of mobile phones in primary school age children which could potentially cause health problems. Methods: This is a descriptive study using cross-sectional design. The study involved 60 children and their parents in urban and rural elementary schools. Data were collected by questionnaire (there were 13 questions) using the Google form application (close ended questionnaire) from population taken by the nonprobability sampling method. The data obtained were analyzed using descriptive analysis. Results: The results found that the possession of mobile phones, lighting, place and duration of use mobile phones were behaviors that descriptively showed that there were differences between children from rural and urban elementary schools. Behavior of time using mobile phones, body position, alignment and distance of the mobile phone to the head or eye, the purpose, tool and the place where to use the cellphone, both groups have the same percentage. Conclussion: there are differences and similarities in behavior in using mobile phones between children from rural and urban elementary schools.

An Inquiry into Home Visits as a Practice of Culturally Sustaining Pedagogy in Urban Schools

Family-school partnerships are considered essential to the success of multiply marginalized children in urban contexts. These partnerships often, however, reinforce middle-class white normativity and subsequent oppression of families outside the dominant culture. Home visiting is one such practice spreading throughout urban centers. Is it possible for home visits to be culturally sustaining instead of perpetuating an oppressive status quo? Using qualitative participant-observation research methods, we examine what takes place during home visits at two urban elementary schools. We analyze the extent to which these home visits align with principles of culturally sustaining pedagogy. Recommendations for improving home visits are provided.

Recess Behaviors of Urban Children 16 Months After a Green Schoolyard Renovation

Background: Green schoolyard renovations lead to immediate positive changes in moderate to vigorous physical activity (MVPA) and social behavior. This pilot study examines whether these benefits are equally distributed across gender and age and maintained 16 months postgreening. Methods: Physical activity and social interactions during recess were recorded at control (n = 389) and experimental (n = 642) Title I urban elementary schools with direct observation and accelerometers. Results: Activity profiles were similar to 4-month postgreening and to baseline for experimental girls and boys, respectively. There was no difference in MVPA minutes between sexes (girls = 11.8; 95% confidence interval [CI], 11.1 to 12.5]; boys = 12.8; 95% CI, 12.0 to 13.4) and no difference in sitting minutes between age groups (first to fourth = 2.0; 95% CI, 1.5 to 2.6; fifth to sixth = 1.8; 95% CI, 1.1 to 2.4) in green areas. Experimental students spent more time in MVPA (11.2 min; 95% CI, 10.6 to 11.8 vs 8.9 min; 95% CI, 8.3 to 9.3), in small groups (10.6 min; 95% CI, 10.2 to 11.0 vs 9.2 min; 95% CI, 8.5 to 9.9), and engaged in more prosocial interactions (5.5; 95% CI, 5.1 to 6.3 vs 3.7; 95% CI, 3.0 to 4.2) than control students. Conclusions: Green schoolyard renovations result in persistent changes to recess behavior that are characteristic of a more collaborative community and counteract age-related declines in MVPA, particularly for girls.

Comparison of the Effects of Coaching for General and Special Education Teachers in High-Poverty Urban Elementary Schools

Research that examines coaching approaches for special education teachers is very limited. This study, a secondary analysis of a wait-list controlled, randomized trial (106 teachers, 2,195 students, 18 schools), investigated the effects of a data-driven coaching that integrated observational assessment and performance feedback on general education (GE) versus special education (SE) teacher practices and student outcomes in high-poverty urban elementary schools. Coaches used observational data via the Classroom Strategies Assessment System to identify practice needs, set goals, create plans, and monitor progress toward goals. Prior to coaching, GE and SE teachers were observed using evidence-based instructional and behavior management practices; however, some practices were at rates lower than recommended by the research literature. Results suggest that goal selection and frequency and quality of practices were generally comparable between GE and SE teachers. However, SE teachers used 30% fewer behavior corrective feedback statements, on average, than GE teachers ( p = .04). Overall, the effect of the coaching intervention did not differ across GE and SE teachers; both had significantly improved instructional and behavior management practices and student outcomes when compared with teachers in the control condition. Limitations and future directions for research and practice are discussed.

Stakeholders’ shifting values in an evaluation of a literacy professional development programme

The author uses her experience as an evaluator for a literacy professional development programme with urban elementary schools in the United States to illustrate failures and successes with negotiating values and value judgements. Values are defined here as ‘the basis of criteria that inform the judgement of merit, worth, or significance of a program’, and value judgements are an assertion regarding the merit, worth or significance of the programme based on a process of weighing the evidence in relation to the value criteria. In the example, the author worked from what Schwandt called a ‘descriptive view of valuing’, to describe the views and experiences of the programme from a variety of perspectives in an effort to guide stakeholders in making value judgements about the programme. The evaluator refrained from being the sole authority that made value judgements and did not assume that prescriptive criteria could be reached among stakeholders. The author offers her reflections on the process as well as discussion questions for readers.