Expectations For Student Learning Research Articles

Cognition and Computer Systems Design: Interface Metaphors, Theories and Expert Programmers' Abstraction Ability

The symposium will illustrate ways in which cognitive approaches may usefully be applied to computer systems and interface design. Three papers using different theoretical frameworks from the cognitive repertoire will be presented. A common thread is the interaction between computer interfaces and the dynamic cognitive process of learning. The learning involved is represented in different ways: in the development of users' mental models (Kooman and Hurts); in the change from novice to expert (Ryan and Al-Qaimari); or more directly as implicit and explicit learning theories (Quealy and Langan-Fox) with resultant expectations of student learning. The symposium will demonstrate and discuss the difficulties and constraints in designing such studies and the applicability of such approaches to practice in systems and interface design.

Improving teaching and learning effectiveness by defining expectations

AbstractWhen educators make public their expectations for student learning and use those expectations to navigate their teaching, students are better prepared for life in and beyond the classroom.

Teaching Mathematics and Science in Urban Elementary Schools

Elementary teachers from a large urban school district with a 74 percent minority student population were surveyed to assess their capacity to provide quality mathematics and science instruction. Forty‐nine percent of the surveys distributed to a random sample of teachers were returned. Both strengths and barriers to capacity building were identified. Strengths included use of collaborative student work, manipulatives, informal learning environments, and alternative assessment practices; availability of calculators and computers; and high expectations for student learning. Barriers included lack of professional development, infrequent science instruction, limited calculator use, lack of planning time, inadequate resources, and the perception that science was not valued as highly as mathematics.

Placement Expectations in Student Field Work Evaluation

The “expectations” referred to in this article are a consensus of expectations of student learning developed by staff and student unit instructors of the School of Social Work, University of New South Wales. They are still in a developmental stage and are a beginning attempt to define minimum standards of learning and skill development in the field work subjects undertaken by the School's undergraduate students.