This article reviews the corpus of research on feedback, with a focus on formative feedback--defined as information communicated to the learner that is intended to modify his or her thinking or behavior to improve learning. According to researchers, formative feedback should be nonevaluative, supportive, timely, and specific. Formative feedback is…

Computer-supported collaborative argumentation can improve understanding and problem-solving skills. This study uses WebCT to explore the improvement of argumentation in asynchronous, web-based discussions through goal instructions, which are statements at the end of a discussion prompt indicating what students should achieve. In a previous study…

This study compared students' investigations with an atomic force microscope and viruses in real-time synchronous and asynchronous learning environments. Student interactions with scientists (live videoconference versus email) were examined to see whether communication patterns were different for the different modes of instruction. Students'…

This article describes the development of a classification system to measure the expertise levels of practicing paediatric rehabilitation therapists. Seventy-five therapists from five disciplines (physical, occupational, speech-language, behaviour, and recreational therapy) were involved, along with 170 peers, and 188 parents of children with…

This document summarizes evaluation reports from afterschool science, technology, engineering and math (STEM) programs across the United States and identifies common trends and strengths that afterschool learning brings to STEM education. Like many programs nationwide, several of the programs highlighted in this paper were designed specifically to…

The AISD Student Substance Use and Safety Survey, administered annually to a random, representative sample of AISD students, provides self-report data on student knowledge, attitudes, and behavior related to substance use and school safety issues. This report summarizes results from the 2010-2011 school year.

Using elementary school pupils as an example, the author distinguishes between equal and equivalent knowledge and shows how both relate to individualized learning situations applicable to continuing education. (AG)

A group of 20 6-year-old children were examined to find out their concept of "flower" and the amount of detailed knowledge they possessed about flowers. Data was collected on the techniques teachers use to introduce such information. (AJ)

Examines the underlying dimensionality of a nutrition knowledge test for preadolescent girls. In contrast to the manner in which nutrition knowledge has previously been measured in research, analysis of the results indicates that their nutrition knowledge is multidimensional. The dimensions include "differentiated eating" and…

Proposes that recent shifts in the representation of knowledge to a focus on practices and activities have profound implications for students' learning of mathematics. Discusses relationships between knowledge, practice, and identity in the mathematics classroom. (Author/MM)