Comparing alternate teaching styles to teach computing skills to girls in their English classes

Low female participation rates in computing are a current concern of the education sector. To address this problem an intervention was developed — computing skills were introduced to girls in their English classes using three different teaching styles: peer tutoring, cross-age tutoring and teacher instruction (control). The sample comprised 136 girls from Years 8 and 10 from a single-sex government school. A pre-test post-test quantitative design was used. To describe the students perspectives, qualitative data were collected from six focus groups conducted with 8–10 students — one from each of the six classes. It was predicted that cross-age tutoring would yield more positive effects than peer tutoring which, in turn, would yield more positive effects than traditional teacher instruction as assessed by achievement on class tasks and attitudes towards computing. The hypothesis was not supported by the quantitative analysis, however in the qualitative data cross-age tutoring was appraised more favourably than peer tutoring or teacher instruction. The latter was the least preferred condition due to: (1) inefficiency; (2) difficulty understanding teachers' explanations; and (3) lack of teacher knowledge. Problems with the implementation of the intervention identified in the focus groups were teacher differences, system failures, missed classes, lack of communication, and selection of computing activities. Practical suggestions were provided relevant to the introduction of cross-age tutoring and the use of computers within secondary level English classes.

Eiffel assertions and the external structure of classes and objects

The “external structure” in an object oriented system refers here to the  graphs of objects and classes. The class structure graph or class model is derived from the object structure graph or object model, and in this operation structural information is lost, or never made explicit. Although object oriented programming languages capture the class model as declarations,  contradictory assumptions about object model properties may be made introducing faults into the design. Consistent assumptions about the object model can be specified in the code using assertions such as Eiffel’s  invariants, preconditions and postconditions. Three examples specifying the external structure are considered.

Effective teaching in universities: are students' basic needs being satisfied in large classes?

In a quest for a more efficient education system, many organizations have opted to increase class size. It is a common perception that large subjects are economical to run and small subjects are not. Many in the tertiary  education system have had concerns with issues involved in the teaching of large classes, including teaching quality and whether there are effective learning outcomes for students. As with any complex issue, there are several approaches that could be utilized to assess whether the needs of  stakeholders are being met. Stakeholders include the institution, the  teaching staff the community and the students. This study aims to assess whether universities are satisfying the needs of students as class size is increased The study focuses on satisfaction with large classes and includes an assessment of the satisfaction of students' psychological needs. These constructs are measured in small, medium and large classes to identify the change in the level of satisfaction. The study used a multi-method approach consisting of a literature review, a qualitative phase involving in depth  interviews, focus groups, and a quantitative survey The results show that while customer satisfaction is being met, the satisfaction of students' psychological needs are not being fully realised. It was also found that there were notable variations between individual students, the subjects being studied and degree streams of students taking the same subject. The implications of these findings and suggestions for further investigation are discussed in this paper.

Progressive discourse in mathematics classes - the task of the teacher

This paper uses data from two mathematics lessons to explore the nature of progressive discourse and examine critical features of teacher actions that contribute to mathematics classrooms functioning as communities of inquiry. Features found to promote progressive discourse include a focus on the conceptual elements of the curriculum and the use of complex, challenging tasks that problematised the curriculum; the orchestration of student reporting to allow all students to contribute to progress towards the community's solution to the problem; and a focus on seeking, recognizing, and drawing attention to mathematical reasoning and justification, and using this as a basis for learning.

Une methode graphique pour interpreter et representer des classes

Dans ce papier, une technique simple pour représenter et interpréter des classes est proposée. La méthode comprends deux phases et s’appuie sur un centrage-réduction des variables initiales et sur une analyse factorielle d’un tableau croisé qui contient les sommes des variables initiales par classe. Il en résulte un graphique qui met en évidence les différences entre les classes.

Students` performance and perception linked to the use of group and audience response systems (GARS) in large classes

This paper reports an investigation into the impact of Group and Audience Response Systems (GARS) on students’ learning outcomes, and perceptions of learning in large classes. Performance is compared between students who used the technology, and students who did not, based on progressive assignment and exam results. Perception is assessed based on an online survey questionnaire. The key findings of this study indicate that students who used the technology achieved, on average, 6.70% higher grades compared to those who did not. Further, use of the technology improved the overall achievement of students, on average, regardless of their perception of whether or not it would provide
an academic advantage. Key findings and future use of the technology are discussed.

Dance classes, youth cultures and public health

This article explores the social aspects of young people's participation in dance classes and its potential to lead to new directions in public health initiatives in Australia. The health benefits of dancing are promoted significantly less than other sports in spite of its popularity among young people. Dance classes, unlike the apparent abandonment of raving, present a specific, structured and codified dance style. Thus, it entail both self- and other-oriented subjectivity.

The occurrence of trans-18:1 isomers in plasma lipids classes in humans

Objective: The aim of this study was to examine the distribution of trans fatty acids (TFA) in plasma lipid classes and the relationship with dietary intake of TFA.

Design: After a 2 week baseline (habitual) diet, all subjects consumed a moderate fat (MF) diet for 3 weeks with the fat being derived mainly from margarine and the rest from lean beef, and then a very low fat (VLF) diet for 3 weeks with the TFA being derived only from the lean beef. Blood samples were collected 2 days prior to the end and also on the last day of each dietary period.

Setting: Deakin Institute of Human Nutrition, Deakin University, Geelong, Australia.

Subjects: Ten free-living mildly hypercholesterolaemic subjects aged 22-66 were recruited in Geelong.

Outcome measures: TFA intake was calculated from analyses of Australian margarines, butter, lean meat and animal fat. The TFA in plasma lipid fractions were separated by AgNO3 thin-layer chromatography and quantitated by capillary gas-liquid chromatography using internal standards.

Results: The phospholipid (PL) fraction contained more than 60% of the trans-18:1 isomers in the plasma lipids in all subjects. On the baseline diet, the predominant positional isomer of trans-18:1 in PL was Delta11, whereas in the other lipid classes it was the Delta9 isomer. The concentration of the Delta9 isomer increased on the MF diet, particularly in the PL fraction, while the concentration of the Delta11 isomer decreased in all fractions. On the VLF diet, the total TFA level decreased by approximately 50%, mainly due to decreases in the TFA isomers in the PL and TG fractions. Changes in plasma total and PL TFA, PL Delta9, Delta10 and Delta11 were strongly correlated with dietary TFA intake (P<0.0001). There were also significant association between dietary TFA intake and PL Delta12 (P=0.003), triacylglycerol Delta9 (P=0.009), Delta11 (P=0.0005), total triacylglycerol (P=0.023) and free fatty acid TFA (P=0.042).

Conclusions: The results suggest that the measurement of trans-18:1 in plasma PL and TAG, and plasma total TFA could be used to estimate the intake of TFA.

Self-determination theory and needs satisfaction in marketing education : are we meeting the needs of students in large marketing classes?

The aim of this study is to assess whether universities are meeting the needs of students in large marketing classes. In so doing the study investigates the application of self determination theory and psychological needs satisfaction. The basic needs scale, comprising of three constructs; Control, Competence and Caring was adapted and used to evaluate students’ perception of an introductory marketing subject. The study used a multi-method approach consisting of a literature review, a qualitative phase involving in-depth interviews with marketing teaching staff and focus groups with marketing students and a survey of students about introductory level marketing. An adapted version of the basic psychological needs scale was included in a questionnaire that was administered to a convenience sample of 366 students. MANOVA, ANOVA and descriptive statistics were used to analyse the data. The results show that the psychological needs satisfaction of many students are not being fully realised. It was also found that marketing degree students enjoyed the challenges and were more stimulated by the subject. The higher achieving students enjoyed the challenge of the subject more than the lower achieving students. As a result of this study, there are three suggestions for further research. Firstly, further study should compare subjects, with relatively small enrolments, to those with large enrolments to corroborate the value of this method of assessing student satisfaction. Secondly, the use of a larger sample across other universities would confirm whether these findings hold for other institutions. Finally, it is suggested that a structural model should be developed to extend this investigation of student satisfaction and the constructs used in the study.

Two stage partial classification for inconsistent and imbalanced classes

When deriving classification rules for a non-symmetric database with a binary target class, it is common practice to generate rules for the majority class, then any object which is not covered by a rule of suitable accuracy is by default given the minority class prediction. However, in the case where misclassification costs for the minority class significantly outweigh those of the majority class, this may mean that there are still costly incorrect predictions. We examine the capability of an evolutionary algorithm to detect these potentially costly misclassifications.

Dancing beyond exercise : young people's experiences in dance classes

Dance classes in urban settings may have a role in health-promotion programmes seeking to increase physical activity amongst young people. However, little is so far known about the motivations, experiences or health outcomes of those participating in dance classes. This qualitative study of young people attending recreational dance classes addressed motivations, the nature of the class experience, and implications for health and well-being. Data show that young dance participants' experiences of 'the physical' are embedded in social, community/cultural or other values, and involve respect for older teachers and physical knowledge/expertise gained over the long term. Encouragement of dance-class participation may offer an important strategy for health promotion as long as the physical activity value of dance classes is not promoted in narrow, bio-mechanical terms.

The reactivity of diorganotellurium oxides towards phenol and o-nitrophenol. Hypervalent and secondary bonding of four different product classes

The reaction of the diorganotellurium oxides R2TeO (R = Ph, p-MeOC6H4, p-Me2NC6H4) with phenol and o-nitrophenol produces diorganotellurium hydroxy phenolates, R2Te(OH)OPh (1, R = Ph; 2, R = p-MeOC6H4; 3, R = p-Me2NC6H4), diorganotellurium bis(phenolates) R2Te(OPh)2 (4, R = Ph; 5, R = p-MeOC6H4; 6, R = p-Me2NC6H4), tetraorganoditelluroxane bis(o-nitrophenolates), (R′O)R2TeOTeR2(OR′) (7, R = p-MeOC6H4; 8, R = p-Me2NC6H4; R′ = o-NO2C6H4), and a hexaphenyltritelluroxane bis(o-nitrophenolate) (R′O)Ph2TeOTePh2OTePh2(OR′) (9, R′ = o-NO2C6H4), respectively. The redistribution reactions of R2Te(OPh)2 (4, R = Ph; 5, R = p-MeOC6H4; 6, R = p-Me2NC6H4) with the corresponding diorganotellurium oxides R2TeO and diorganotellurium dichlorides R2TeCl2 (R = Ph, p-MeOC6H4, p-Me2NC6H4) give rise to the formation of moisture sensitive tetraorganoditelluroxane bis(phenolates) (PhO)R2TeOTeR2(OPh) (10, R = Ph; 11, R = p-MeOC6H4; 12, R = p-Me2NC6H4) and diorganotellurium chloro phenolates, R2Te(Cl)OPh (13, R = Ph; 14, R = p-MeOC6H4; 15, R = p-Me2NC6H4), respectively. The reaction of the diorganotellurium oxides R2TeO with the corresponding diorganotellurium dichlorides R2TeCl2 (R = Ph, p-MeOC6H4, p-Me2NC6H4) affords tetraorganoditelluroxane dichlorides ClR2TeOTeR2Cl (16, R = Ph; 17, R = p-MeOC6H4; 18, R = p-Me2NC6H4) as air-stable solid materials. The reactivity of 1–18 can be rationalized by the kinetic lability of the Te–O and Te–Cl bonds. Compounds 1–18 have been characterized by solution and solid-state 125Te NMR spectroscopy and 2, 4, 6, 7, 9, 17, and 18 have also been analyzed by X-ray crystallography.

Single-sex classes in co-educational schools

This research investigated social and academic outcomes from single-sex classrooms in a Tasmanian coeducational government primary school. Interviews, observations and surveys formed the basis of the evidence. Teachers, parents and children reported positive benefits from the class organisation, but these differed according to gender. Staff identified increased confidence and higher self-esteem among girls, whereas boys developed increased motivation and more commitment to schoolwork. Teachers and parents noted that boys' accountability and self-discipline improved. Teachers adopted different strategies from those used with mixed-gender classes and gained higher levels of satisfaction from teaching, attributable to increased children's time 'on task'. Paradoxically, standardised school testing indicated no increase in academic achievements. However, there may be an extended lag between establishing changed social relationships and measurable academic outcomes, suggesting that if the new class structure is to achieve its full potential, it should be established early in primary school and continue to adolescence.