Heterogeneous Group Of Students Research Articles

Research-based pedagogy for new product development: MBA’s versus engineers in different countries

An experiential exercise based on the meta-analysis results reported by Montoya-Weiss and Calantone [22] was used in eleven graduate classes, all electives in technology management, at five different institutions in the U.S., Germany, Hungary, and the Czech Republic, during the period 1999–2001. The purpose of this article is to describe the details of this exercise used to promote awareness of the process leading to relative success of new product commercialization and the results of testing hypotheses on the differences between classes from different countries (i.e., in Europe and the U.S), and professional disciplines. During the sixth meeting of the course, new product development is introduced to the class using a discussion of the value of academic research in this field. First, the results of the meta-analysis are reviewed and then converted to a method that can be used to screen new product introduction cases for potential success. The entire exercise is devoted to the prime factors that drive commercial success of new products. This is done as part of a larger unit on new product development in the context of technological innovation. Second, students are collectively asked to evaluate the potential of the introduction of a new ultrasound product described in a business publication article, which serves as the teaching case in this instance. The exercise culminates with the class “voting” on the probability of success of this new ultrasound product introduced in the short case. Predicted differences in the form of more optimistic probability estimates turned out to be supported for class composition (e.g., discipline) but not for country (U.S. vs. rest-of-world). Although all classes correctly predicted the eventual success of this new product (>60% success rate), graduate engineers were significantly more pessimistic than heterogeneous groups of MBA students in their average probability estimates for new product success (grand mean of 62% vs. 75% respectively). Implications of these results are discussed. Future research might investigate the sources of these differences and the subtle differences within, as well as between, these groups. For example, in MBA classes, the differences between marketing and operations majors might be important and for technical professionals, the differences between electrical engineers and mechanical engineers would make a good comparison. Further, a broader range of geographic regions could be evaluated such as Asia and South America. The results of interventions to promote optimal diversity in new product and venture teams might also be a valuable research stream.

Professional Skills for Serving Students Who Use AAC in General Education Classrooms: A Team Perspective.

The roles of school-based professionals serving students with augmentative and alternative communication (AAC) needs are changing in light of the inclusion movement. Focus group research methodology was used to investigate professional skills regarded by educational team members as necessary to support students who used AAC in general education classrooms. Educational teams consisted of speech-language pathologists, classroom teachers, inclusion support teachers, instructional assistants, and parents. All valued the ability to work collaboratively, provide access to the core curriculum, cultivate social supports, maintain and operate the AAC system, and create classroom structures to educate heterogeneous groups of students. Implications are discussed for AAC service delivery and the professional preparation of speech-language pathologists serving as members of AAC teams in inclusive classrooms.

DEVELOPING PORTFOLIOS WITH LEARNING DISABLED STUDENTS

A portfolio design was developed by a resource room teacher and her colleagues with whom she has team-taught reading to a heterogeneous group of sixth grade students. During the 1995-96 school year, all sixth grade students were engaged in authentic and alternative learning experiences, reflection, goal setting, and self-assessment. An inquiry was made at the start of the year based on the development of the portfolio design. The ways in which alternative and authentic assessments would result in students of varying abilities increasing their self-exceptations and performance levels were investigated. Evidence was collected demonstrating that when given the opportunity to engage in performance-based activities and assessments, students with learning disabilities can begin to clarify their strengths and weaknesses as learners in order to set goals for improvement.

Special Education Faculty Positions Advertised from 1991 to 1997: Reflective of Current Practices?

As inclusion of students with disabilities in general education classrooms becomes more common, it is important for special education teachers to have the necessary skills and competencies to meet the needs of a heterogeneous group of students, some of whom may have severe disabilities. Given this need, it is imperative that institutions of higher education have faculty who can prepare future special educators to be successful in inclusive environments. The purpose of this study was to examine advertisements in The Chronicle of Higher Education to determine the demand for faculty positions from 1991 to 1997, particularly those related to severe disabilities, inclusive practices, and cross-categorical teacher preparation. Results indicated that for all years except 1997, 8%-10% of the job advertisements were for positions in severe disabilities. Position announcements that designated expertise in severe disabilities and used an inclusionary term (mainstreaming, integration, or inclusion) increased from 5% to 35% and then decreased to 20%. Position announcements for jobs other than in severe disabilities that also specified an inclusionary term increased from 8% to 22%.

Dollars and sense: A case of distributed cognition in a problem-solving session

Social discourse among students has come to be seen as a vital aspect of knowledge production in mathematics classes. Discourse among small groups of students is often viewed as a way for individuals to validate ideas or as a way by which more capable students guide knowledge production in heterogeneous groups of students. This report provides an example of a problem-solving session which goes beyond peer tutoring or cooperative breaking up of problems to focus on knowledge construction of a truly collaborative nature. This serves as a demonstration that groups can function productively even when there is not a more capable member of the group and provides a pragmatic example for classroom teachers to consider as they strive to establish productive group work in their classrooms.

Interdisciplinary Teaming: Solution to Instructing Heterogeneous Groups of Students

he emergence of formal approaches to teacher collaboration signals a significant departure from past educational practices. Although teachers have always informally sought advice from one another, teachers today who are faced with difficult classroom situations can seek help through specific mechanisms for group support and advice, including Teacher Assistance Teams and peer collaboration (Gable, Korinek, and Laycock 1997). Collaboration among teachers fosters a sense of shared responsibility for educating heterogeneous groups of students (Friend and Cook 1996), increases communication within and across professional disciplines, and enlarges the teaching repertoire of participants. Further, teachers who collaborate with their colleagues are able to establish more rewarding and longlasting social and professional relationships than those who labor in isolation (Idol-Maespas, Lloyd, and Lilly 1986). At the middle school level, the interdisciplinary team is an especially popular form of professional collaboration (e.g., Gable, Hendrickson, and Rogan 1996).

Educating Children with Learning Disabilities in Foxfire Classrooms

Because every classroom in American schools contains heterogeneous groups of students, inclusion is more than an issue of concern just for special educators. This article provides examples of elementary classrooms that have adopted the Foxfire approach to instruction as a means of developing learning communities that serve all children. The teachers who are described turned to learner-centered instruction not as a method to promote the inclusion of children with learning disabilities, but, rather, as a means of providing optimal learning experiences for all their students. The rationale for developing elementary classrooms that are learner-centered communities is explored, and specific examples of instructional approaches are provided.

Relationship between ability‐paired interactions and the development of fifth graders' concepts of balance

AbstractThis study describes the effects of ability‐paired student interactions on achievement as fifth graders (10‐year‐olds) worked on laboratory activities relating to balance. Achievement gains were assessed (n = 83) by analysis of pretest–posttest differences on the lever concept test. Audio recordings and field notes (n = 30) were analyzed for the following laboratory behaviors: number of words spoken, tinkering, block moving, turns speaking, incidence of helping and distracting behavior. Results revealed that: (1) low‐ability student achievement is greater when students are paired with high‐ability partners; (2) low‐ability students speak more words, exhibit less distracting behavior, and move blocks on the lever less when they are paired with a partner of high ability; (3) high‐ability students speak more words, take more turns speaking, and exhibit more helping behaviors when they are paired with low‐ability students rather than with other high ability students; and (4) there are no achievement differences for high‐ability students regardless of the ability level of their partner. These findings suggest that heterogeneous grouping of students in science can be beneficial to low‐ability students partnered with high‐ability students, without being detrimental to the high‐ability partners.

African American Undergraduates on a Predominantly White Campus: Academic Factors, Social Networks, and Campus Climate

Despite increasing numbers of African American young adults beginning college, fewer complete their degrees than their White counterparts. The most recent analysis of the American Council on Education found that 44% of African American students completed degrees at four-year institutions compared to 54% of White students, 61% of Asian American students, and 54% of American Indian students (Carter & Wilson, 1991). Many factors have been examined to understand this outcome, the result of many differences between these large, heterogeneous groups of students. The most general model (Tinto, 1975) involves academic and social preparedness for college and factors related to the complex social ecologies of particular college campuses. Tinto's model posits four variables-students' family backgrounds, high school experiences, campus social interactions, and personal attitudes (especially about racial status and achievement)-and hypothesizes that these variables influence academic outcomes. Both precollege and collegiate experiences can be conceptualized as including cognitive/academic and noncognitive variables (Tinto, 1982). There is little doubt that academic preparation, particularly as reflected in high school grades, is a powerful predictor of college success (Astin, 1982; Morgan, 1990). Less certain is the predictive usefulness of standardized test scores. Morgan (1990) found that high school grade point average (GPA) and SAT scores predicted college GPA

A Futuristic View of the REI: A Response to Jenkins, Pious, and Jewell

A Futuristic View of the REI: A Response to Jenkins, Pious, and Jewell In the April 1990 issue of Exceptional Children, Jenkins, Pious, and Jewell identified five assumptions underlying the regular education initiative (REI) and argue for the need for a consensus on a definition of the REI. They invited others to continue the dialogue regarding the REI by responding to their article and their perceptions. We commend Jenkins, Pious, and Jewell on their thoughtful analysis of the issues, sensitivity to the needs of the students and teachers, and recognition of the potential abuse of the spirit and intention of the REI. Our objectives in this responses are to challenge the assumption that the role of the teacher is to deliver a curriculum. We offer alternative assumptions to the author's four assumptions, which place the classroom teacher in the Herculean position of being the one person primarily responsible for educating, making instructional decisions, managing instruction, and coordinating support services for a heterogeneous group of students. Further, we take exception to the conclusion that there justification for drawing an imaginary dividing line that excludes from the regular classroom students with severe disabilities. In this article, we focus the REI debate on the future--how education might meet the diverse needs of all children. IS THE ROLE OF THE TEACHER TO DELIVER NORMAL DEVELOPMENTAL CURRICULA? Jenkins, Pious and Jewell (1990) infer that the REI, as currently conceptualized, charges the classroom teacher with delivering (and adapting for individual learners) curricula in the basic skills areas [that] are designed to bring students to a level of adult competence (p.482). This statement implies that the sequences, materials, and tasks that publishers have prepared in reading, mathematics, writing, science, social studies and other curriculum areas do, in fact, prepare our children for their future life in the 21st century. Curriculum for the 21st Century Professional futurists concerned with school improvement have made recommendations regarding the curriculum for schools to prepare students for 21st life. Benjamin (1989), in an analysis of futurist literature, and Wiggins (1989), in a prescription for a curriculum have forecasted an adult life and an accompanying set of adult competencies for our graduates who will be entering 21st society. These authors have described interdependent, international societal trends, which will make it difficult for the traditional normal curriculum to keep pace with the exponential growth of information and new technological discoveries. The world's store of knowledge has doubled and doubled again during the 20th century (Cornish, 1986, p.14); and the amount of knowledge will continue to increase geometrically in the next century, so that no one will be able to keep pace with it (Kirschenbaum & Simon, 1974, p. 267). Because of the short half-life (Alley, 1985) of knowledge, the conventional wisdom of what is considered a developmental curriculum must also change. In the futurist's eye, a curriculum would include the development of habits of mind (Wiggins, 1989, p. 48), such as the ability to suspend disbelief, knowing how to listen to someone who knows something new, questioning to clarify an idea's meaning or value, openness to new and strange ideas as worthy of attention, and the inclination to question confusing or pat statements (Wiggins). modern curriculum would focus on students' developing a community service ethic through real-life service experiences (e.g., serving as a peer advocate, peer buddy, or peer tutor for a student with intensive challenges). Students will need the skills to cope and communicate with the diverse people of their global community (Benjamin, 1989). …

The Effectiveness of Graphic Organizers for Three Classifications of Secondary Students in Content Area Classes

Previous research concerning the graphic or visual display of information with academically handicapped students has not addressed the instructional conditions that exist in mainstream settings. This article investigates the effectiveness of graphic organizers for three classifications of secondary students enrolled in content area classes: students with learning disabilities, remedial students, and students in regular education. The results of three separate experiments indicated that graphic organizers, whether teacher-directed, student-directed with text references, or student-directed with clues, produced significantly higher performance than self-study for each group of students. Several practical issues involving the use of graphic organizers with heterogeneous groups of secondary students are discussed.

Variables associated with reading and math achievement among a heterogeneous group of students

The characteristics of over- and underachievers are delineated within a sample of 372 randomly selected public school children, aged 6 through 17 years, from three racial-ethnic groups and two levels of socioeconomic status (SES). Assessment instruments included the Wechsler Intelligence Scale for Children-Revised, selected scales from the System of Multicultural Pluralistic Assessment, the California Achievement Test, and the Sequential Tests of Educational Progress. A regression equation, predicting achievers on the basis of IQ was used to identify cutoff points for the selection of over- and underachievers (i.e., discrepant achievers). A control group of normal achievement demographically similar to the total sample (i.e., in respect to age, gender, SES, and race), also was selected. Over- and underachievers in reading and math were compared with each other and with the normal controls with respect to age, gender, SES, race, family size, and family structure. Discrepant achievement was not found to be unique to a particular race, level of intelligence, gender, age, family size, or degree of family intactness. Only two significant differences were observed in reading and none were observed in math. Both over- and underachievers tended to be born later than persons of normal achievement. Also, lower-SES blacks were underrepresented and middle-SES blacks were overrepresented among underachievers. Follow-up data over a 3-year period indicated that discrepant achievement was found to be neither chronic nor persistent. This finding, if replicated in other longitudinal research on this topic, seriously challenges the interpretation from cross-sectional studies that over- and underachievement tends to be stable.

Measuring affect at work: confirmatory analyses of competing mood structures with conceptual linkage to cortical regulatory systems.

Twenty so-called clear markers of positive and negative mood (Watson & Tellegen, 1985) were applied in the current study to measure affect at work. Confirmatory factor analyses of a bipolar Two-Factor (i.e., positive and negative affect) Model and a competing multifactor model were conducted with three samples: managerial and professional workers in an insurance firm, retail sales personnel, and a heterogeneous group of students who were employed. The first-order Two-Factor Model (i.e., descriptively bipolar positive and negative affect factors) hypothesized to underlie the 20 affect items did not provide a strong fit to the data in the three samples. A first-order Four-Factor Model with descriptively unipolar factors labeled as Positive Arousal (Enthusiasm), Negative Activation (Nervousness), Low Arousal (Fatigue), and Low Activation (Relaxation) provided a better fit across the samples. These results support the measurement of positive and negative mood as descriptively unipolar factors. The measurement implications of these results as well as conceptual linkages between the four mood factors and the two major cortical regulatory systems, left-lateralized dopaminergic activation and right-lateralized noradrenergic arousal, are discussed.

Using Study Guides with Three Classifications of Secondary Students

This research examined the effectiveness of using study guides with learning disabled, remedial, and regular education students enrolled in social studies and science classes at the secondary level. In two separate studies, the efficacy of two varieties of study guides was compared to a self-study condition, as methods to increase textbook comprehension. To increase the generalizability of research findings to actual classroom practices, no changes were made in the teachers, settings, textbooks, grouping arrangements, or the sequences of instruction that were normally used. Results indicated that study guides, whether teacher directed or student directed, produced significantly higher performace than self-study for the three classifications of students. Several practical issues involving the use of study guides with heterogeneous groups of secondary students are discussed.

Characteristics and management of school phobia/refusal

School phobics/ref usals form a heterogeneous group of students whose different etiology necessitates an understanding of different management strategies. Although anxiety and psychosomatic symptoms are common traits of the condition, a multi-faceted approach of evaluating and working with the school environment, the family and the student is needed. Younger students have responded well to behaviourally based strategies, while older and adolescent school phobic students are more resistant to treatment, with the school phobia often one aspect of a more complex social-emotional problem. The need to have the student return to school, yet still provide support and understanding to the family and the student is critical. Persistence, consistence and cooperation on the part of the school and family are important factors in the management strategies.

Modeling the condition of learning disabilities on post‐secondary populations

The field of learning disabilities has experienced an accelerated prevalence rate that has increased the range of services offered to learning disabled students, the number and type of learning disabilities, the variety of settings in which the learning disabled are identified and served, and the assessment practices followed in classifying ID students. Current practices, which emphasize the role of clinical judgment, have resulted in a heterogeneous group of students being classified as learning disabled. The lack of a conceptual and empirical model has resulted in an over reliance on self‐fulfilling clinically based classification models. The authors argue that major conceptual issues must be addressed as a requisite to equitable identification procedures (and reducing the diversity in the LD population). Relevant findings from identification research and parameters are presented to assis,t service agencies in developing a model of LD in the post‐secondary population.

Teaching Formal Proposals: A Versatile Minicourse in Technical Writing

Because in these days of economic troubles, all areas of science, social science, and industry must account for and justify more closely what they do and want to do, students of technical writing will receive immediate, practical benefit from learning the theory and practice of writing proposals. Proposals are also marvelously versatile for the teacher, because they can be taught in courses of varying length, and to both homogeneous and heterogeneous groups of students. The greatest advantage in teaching them is that through the various parts of a standard proposal, practically every theoretical and/or expository technique used in technical writing can be discussed and practiced. Indeed the proposal can become in itself a minicourse in technical writing, creating yet another possible avenue for work: private consulting.

An approach to conceptual difficulties in physics

We have given an account of the `skeleton' of an approach which our students have found useful in preparation for the conceptual hurdles which must be negotiated during a physics course. The desirable features of this approach are (a) it provides for the `normalisation' of an otherwise heterogeneous group of students, (b) it gives a visual perception of the wide range of phenomena physicists seek to understand, (c) the `world map' provides a reference for the whole of a physics course and can be refined as the student's knowledge of physics increases, (d) the construction of the world map is a very interactive process which not only builds on the student's current knowledge and views of physics but also provides an opportunity to `whet the student's appetite' for physics as he/she starts a degree course. We suggest that it is possible to present the world map to students at an appropriate time during their sixth-form studies. The examples used can be tailored to suit the teacher/student group. Only the overall structure of the map need be retained. There is, based on our experience, only one danger in using this approach. The temptation to overelaborate, by way of giving too many or using too subtle a set of examples, should be resisted. The extension and development of this approach comes later!

A Competency-Based Method of Grading for the Marketing Principles Course

This paper presents a method of providing a differentiated product to the heterogeneous group of students in the market ing principles course. It is the use of competency-based grading. This grading system requires that a student under stand marketing principles and how each is applied to attain a "C"; be able to integrate these principles and how each is applied to attain a "B"; and that an "A" requires the above plus the application of the integrated principles in the so lution of a major marketing case. A theoretical rationale for this approach based on learning hierarchies is provided. The method of application is then presented as are initial student reactions to it. Student reactions are generally positive.

Improving Student Awareness and Performance

College and university faculty today are often teaching extremely heterogeneous groups of students. In fact, student heterogeneity seems to be the hallmark of intro ductory and survey courses. This greater mix of students has evolved because ? wider spectrum of students attend college today and because students are investigating a variety of curricular areas, searching for a major field of study, satisfying requirements for another major field, and/or broadening their basis for electivecredit. There is another compounding and perhaps confounding variable. Students who feel they have an idea of their fu ture career are often not aware of the day-to-day activities, responsibilities, and problems of their chosen career. They want an education that will prepare them for their future career. Morton recognizes a major problem: