Opportunity To Learn Research Articles

W.A.T.E.R. – a structured approach for training on advanced measurement and experimental research

Abstract. W.A.T.E.R. stands for Workshop on Advanced measurement Techniques and Experimental Research. It is an initiative started in 2016 in association with the Experimental Methods and Instrumentation (EMI) committee of the International Association for Hydro-Environment Engineering and Research (IAHR) aimed at advancing the use of experimental techniques in hydraulics and fluid mechanics research. It provides a structured approach for the learning and training workshop series to postgraduate students (aiming specifically at doctoral students), young researchers, and professionals with an experimental background in fluid mechanics. It offers an opportunity to learn about state-of-the-art instrumentation and measurement techniques and the latest developments in the field by partnering with manufacturers. W.A.T.E.R. brings together academics, instrumentation manufacturers and public sectors in a structured setting to share knowledge and to learn from good practices. It is about training people who already have a certain knowledge and skill level but who need to go deeper and/or wider in the field of measurement and experimental research.

Investigating the Measurement of OTL in PISA 2012 and its Relationship with Self-efficacy and Mathematics Achievement: Doubly Latent Multilevel Analyses

ABSTRACT The importance of the opportunity to learn (OTL) for mathematics achievement has been extensively researched. However, there were still unanswered questions regarding OTL’s measurement, analytical level, and relationship with motivational beliefs. To fill in the gaps, we aimed to (1) scrutinize the reliability and validity of OTL, (2) investigate the multilevel nature of OTL, and (3) explore the relationship among OTL, self-efficacy, and mathematics achievement. We used Programme for International Student Assessment (PISA) 2012 data provided by 470,745 15-year-old students from 63 economies. Psychometric analyses and doubly latent multilevel structural equating modeling were conducted. Results indicated that (1) OTL measured by familiarity with mathematical concepts displayed high reliability and validity, (2) student-reported OTL exhibited high reliability at the school-level, (3) OTL significantly predicted achievement both at student- and school-level, and (4) OTL mediated the relationship between self-efficacy and mathematics achievement at student-level. Theoretical and practical implications are discussed.

HOW VISUALLY IMPAIRED LEARNERS CONSTRUCT OPPORTUNITIES TO LEARN MATHEMATICS?

Many studies view inclusive education practices as having the potential to improve equal access to education, where the existing barriers are reduced. In mathematics specifically, it is believed that providing more opportunities to learn for learners with special educational needs can improve their performance and result in scaling down the mathematics achievement gap. A differing perspective from recent empirical research that focused on mathematics instruction involving learners with special educational needs in regular classroom settings, however, found that these learners did not benefit much in the mathematics lessons when equal opportunities to learn were provided. The present study reports on how learners with visual impairment perceive and engage with the teaching of mathematics in inclusive classrooms of Lesotho. The study follows a qualitative case study design using the framework of opportunity to learn (OTL) as the main theoretical resource through which conditions that facilitate effective teaching and learning of mathematics are examined. The article argues that what are often defined as opportunities to learn do not always translate into effective learning opportunities for learners with special educational needs. The opportunities to learn are mediated through the learners, who select what is and/or is not useful for them at a given point in time. Empowerment of both learners and teachers in the mediation of opportunities to learn will be a critical factor to ensure the success of interventions for inclusion in such mathematics classrooms.

Disciplinary climate, opportunity to learn, and mathematics achievement: an analysis using doubly latent multilevel structural equation modeling

ABSTRACT Disciplinary climate and opportunity to learn (OTL) are considered as effectiveness-enhancing factors that can improve mathematics achievement. In this study, we investigated whether the school-level aggregation of student-reported OTL could yield reliable and valid measures, and then explored the relationships among disciplinary climate, OTL, and mathematics achievement at both school and student levels. Doubly latent multilevel structural equation modeling was adopted to analyze data from 63 countries/economies measured in the Programme for International Student Assessment (PISA) 2012. Three key findings emerged: (1) both disciplinary climate and OTL were reliable constructs when used at the school level, (2) disciplinary climate and OTL had positive effects on achievement at the school level, and OTL mediated the influence of disciplinary climate on achievement, and (3) OTL was positively associated with student achievement at the student level. Methodological and practical implications were discussed.

The Role of Opportunity to Learn on Student Mathematics Anxiety, Problem-Solving Performance, and Mathematics Performance.

This study examined the effects of opportunity to learn (OTL) or the content coverage in mathematics on student mathematics anxiety, problem-solving performance, and mathematics performance. The pathways examining the influences of OTL on student problem-solving performance and mathematics performance via mathematics anxiety were also tested. A sample of 1,676 students from Shanghai-China, and a sample of 1,511 students from the United States who participated in the Programme for International Student Assessment (PISA) 2012 were used for the analyses. The results from multilevel models and path models supported our hypotheses that OTL not only showed significant direct effects on student mathematics anxiety, problem-solving performance, and mathematics performance, but also presented indirect effects on student problem-solving performance and mathematics performance via mathematics anxiety in both Shanghai-China and United States, controlling for student gender, grade, and socioeconomic status. The practical implications of the current results were also discussed.

An intersectional examination of the opportunity gap in science: A critical quantitative approach to latent class analysis

This study employs a critical quantitative lens to model intersectionality in quantitative analysis and examine how inequities are perpetuated in U.S. schools. Using the U.S. sample from nationally representative PISA 2015 data, Latent Class Analysis was used to identify intersectional student background groups based on indicators of race/ethnicity, social class, immigration background, language spoken at home, and measures of cultural capital associated with cultural reproduction theory. A regression auxiliary model combined with latent class regression was then used to determine if intersectional group membership moderated the relationship between a covariate, gender, and two distal outcomes: sense of belonging to school and opportunity to learn (OTL) inquiry-based science. Differences between intersectional background groups on the two distal outcomes were also examined. The findings from this study reinforced the use of LCA as a promising method for incorporating intersectionality frameworks in quantitative research designs. Six distinct intersectional background classes were identified and findings revealed evidence of a wealth gap between classes of similar affluency based on parent occupational status and education. In addition to this evidence of systemic inequality, significant gender disparities within classes were found for OTL and sense of belonging.

Grade 12 Learners’ Perceptions of Opportunities to Learn Imperfect Market Structures: Frances Baard District

This empirical study sought to investigate the grade 12 economics learners’ perceptions of opportunities to learn imperfect market structures in selected schools in the Francis Baard District of Northern Cape. A quantitative research approach was employed, where a questionnaire was administered to 253 Grade 12 economics learners from three schools in Galeshewe. The questionnaire was based on four Opportunities to Learn (OTL) variables; content exposure, content emphasis, quality of instruction, and instructional resources. Data were analysed through excel 365 and then through SPSS. Overall, the study showed that little or no opportunities to learn were being created for learners to master the concept of imperfect market structures. This study is significant because it helps to make known to both the learners and teachers, the factors influencing learners’ learning outcomes related to imperfect market structures. Learners must also be encouraged to exhibit a positive attitude towards the subject, while the economics teachers should put in the required effort to improve the learning outcomes in schools.

Assessing learning progress: validating a test score interpretation in the domain of sustainability management

ABSTRACT This paper aims to provide evidence regarding the interpretation that test scores of a newly developed test instrument reflect learning progress in competence in sustainability management. As competence in sustainability management is conceptualised as mainly acquired through academic opportunities to learn (OTLs), students in courses with relevant academic OTLs (focus group) should display greater learning progress than those without (control group). Non-academic OTLs should not predict learning progress. 499 students were tested between winter term 2017/2018 and summer term 2018. We specify SEM with fixed effects for the courses and calculate linear contrasts between the focus and control group. In addition, we predict learning progress by self-rated academic and non-academic OTLs. Results show that for two of the tests, academic OTLs indeed predict learning progress on course level and non-academic OTLs do not. In sum, evidence suggests that scores for two of the tests reflect learning progress in competence in sustainability management.

Investigating Opportunities to Learn Mathematical and Graphing Skills in Imperfect Market Structures

The concept of imperfect market structures enables learners to develop mathematical and graphing skills that are needed for them to be critical thinkers and to be able to solve problems faced in their daily lives. It also provides opportunities for learners to acquire economic knowledge, which enables them to make informed economic decisions on economic events and issues they will experience as they enter the world of business and work. In spite of the importance of imperfect market structures in cultivating these skills and knowledge, learner academic achievement in economics, particularly where mathematical and graphing skills are concerned, has been regrettably poor in most countries around the globe. Hence, this qualitative study investigated the opportunities to learn mathematical and graphical skills in imperfect market structures in three selected Grade 12 economics classes. The study intended to investigate what it is that teachers do in the name of teaching and learning of mathematical and graphing skills and the reasoning behind their actions. Opportunities to Learn (OTL) is the conceptual framework which was used to determine what teachers do in the classroom that enables learners to make sense of imperfect market structures. Using the case study approach, the study was operationalised by three conveniently selected economics teachers in the Galeshewe township in South Africa. The researcher conducted semi-structured interviews with each of the three teachers before they conducted their classes which the researcher observed. The findings of the researcher show that little or no opportunities to learn are provided in an imperfect market structure class.

Creation of Learning Opportunities for Electrical Engineering Students at Northern Cape Urban Technical Vocational Education and Training College

Technical and Vocational Education and Training (TVET) colleges are currently not succeeding in developing requisite skills in Electrical Engineering Studies. The aim of this study was to investigate opportunities to learn (OTL) created for Electrical Engineering students at a TVET College. The study was conducted using a mixed method case study where 101 questionnaires were distributed to all the students enrolled for N1 Electrical Trade Theory, and interviews conducted with 6 students purposively sampled based on their performance, and with the only lecturer teaching the subject. Document analysis was also employed to source vital curriculum information for the subject. The research resulted in a number of significant findings, namely; engineering theory lessons taught were not complemented by practical work or experiments, teaching methods and learning activities did not promote active participation on the part of students, classes were composed of both young and so-called mature students, there were not enough assessment opportunities and instructional resources. The research therefore, recommends that lecturers be appropriately qualified, so that they are informed about teaching and learning methods suitable for students of mixed abilities, ages and backgrounds; and that they employ teaching methods that are learning-centred, which result in students actively creating knowledge through their own experiences. It is likely that the more a lecturer practices this type of teaching, and takes into consideration relevant contextual factors; the more s/he will enhance the creation of OTL for Electrical Engineering at a TVET college.

RELATIONSHIP BETWEEN MATHEMATICAL LITERACY AND OPPORTUNITY TO LEARN WITH DIFFERENT TYPES OF MATHEMATICAL TASKS

We investigated how the opportunity to learn (OTL) with different types of mathematics tasks are related to mathematical literacy and the role of perceived control in the relationship between OTL and mathematical literacy. The structural equation modeling was applied to the data of 1,649 Korean students from the PISA 2012 database. OTL with the four different types of tasks – algebraic word problems, procedural tasks, pure mathematics reasoning, and applied mathematics reasoning – were measured via student survey on how often they have encountered each type of task in their mathematics lessons and tests. The results showed that OTL with the procedural tasks was likely to increase mathematical literacy directly and indirectly through internal perceived control. Engaging in the applied reasoning tasks is positively related to external perceived control, but negatively to mathematical literacy.

“Just solving for x”: Retrospective narratives of opportunities of learn on hyper-accelerated algebra I pathways

The study of Algebra I in Grade 7 or earlier in the United States is often a marker of mathematical competence in competition for elite college admissions. Students who hyper-accelerate their study of Algebra I are presumed to be successful from a content perspective of opportunity to learn (OTL) which uses standardized test scores and completed course transcripts as metrics. This phenomenological study layers two narrative analysis techniques to interpret OTL in the retrospective stories of 15 hyper-accelerated students who graduated from the same high school. Selection for Grade 7 Algebra I was a necessity to preserve their identities of smartness. As they reflected upon their OTL in subsequent courses, participants described evolving beliefs about themselves as being “good” at mathematics in terms of competition, help seeking, conceptual understanding, and appropriate challenge seeking. Their lived experiences raise critical questions about tracking and equitable access to meaningful mathematics for all students.

The role of opportunity to learn in ethnic inequality in mathematics

ABSTRACT Continuing efforts have been made in the United States (US) to examine the role of schooling in alleviating the ethnic/racial inequalities in student performance. Using the US data from the 2012 Programme for International Student Assessment (PISA), this study examines the between-school and within-school racial/ethnic differences in opportunities to learn (OTL) and their relationship to the corresponding differences in student mathematics achievement. In all models and for all types of students, OTL showed a significantly positive relationship to student mathematics achievement, and its effect size was about four times as large as the socioeconomic status (SES) effect. The results suggest the importance of OTL in alleviating the racial/ethnic inequalities in mathematics performance.

Cultural Reproduction Theory and Schooling: The Relationship between Student Capital and Opportunity to Learn

The purpose of this study is to extend the literature on cultural reproduction theory and schools by problematizing the relationship between student background and student achievement. Using Program for International Student Assessment 2012 data, we analyze a series of random effects analyses of covariance to test the relationship between student social and cultural capital variables and student opportunity to learn (OTL) in math class for US 15-year-olds. By examining the relationship between student capital and OTL, we call attention to the role of schools in providing differential learning experiences to students, which helps to explain disparate achievement outcomes. Findings support the cultural reproduction perspective by demonstrating that students who have more access to normative education-based resources outside of school and academically aligned social networks tend to report more opportunities for problem solving and student-oriented instruction during math lessons. These results can help practitioners and policymakers identify and address patterns of stratification and inequity in schools.

The use of simulation as a teaching modality for paramedic education: a scoping review.

Background:Simulation is a broad concept used as an education pedagogy for a wide range of disciplines. The use of simulation to educate paramedics is a frequently used but untested modality to teach psycho-motor skills, acquire new knowledge and gain competence in practice. This review identifies how simulation is currently being used for the education of paramedics, and establish the context for future application.Methods:A scoping review of the literature was undertaken following the PRISMA systematic approach. Flexible inclusion criteria were used to capture research and non-research articles that would contribute to the synthesis of literature with a specific knowledge base pertaining to simulation use for paramedic education.Results:Initial searching yielded 1388 records, of which 22 remained after initial title and abstract reading. Following secondary full-text screening, 18 articles were deemed appropriate for final inclusion: eight are research, two literature reviews and eight non-research. Across all the literature, a range of concepts are discussed: Skill vs Scenario, Virtual Learning, Inter-Professional Learning, Fidelity, Cost, Equipment, Improvement of Competency, Patient Safety, Perception of Simulation.Conclusion:It is evident that simulation is a primary teaching modality, consistently used to educate and train paramedics. Simulation is inherently effective at teaching clinical skills and building student competence in particular areas. Similarly, simulation is effective at providing paramedics with experiences and opportunities to learn in varied environments using differing techniques. This allows students to apply the relevant skills and knowledge when faced with real patients.

The Differential Role of Socioeconomic Status in the Relationship between Curriculum-Based Mathematics and Mathematics Literacy: the Link Between TIMSS and PISA

Students’ socioeconomic status (SES) is not only directly related to mathematics achievement but also indirectly related to mathematics achievement through their unequal opportunity to learn (OTL). Despite a plethora of studies about how mathematics achievement is associated with SES and OTL, few systematic studies have examined the differential role SES plays in the relationship between curriculum-based mathematics performance and application-based mathematics literacy. To bridge the gap in the literature, this study aims at addressing the relationship between curriculum-based mathematics and application-based mathematics while considering the OTL associated with students at the two different assessment time points. Using the unique data set from the Russian Federation in which a subset of the 2011 Trends in International Mathematics and Science Study (TIMSS) student sample also took the Program for International Student Assessment (PISA) assessment 1 year later, we found that lower SES students had difficulties in transferring their curriculum-based mathematics knowledge and skills to mathematics literacy, which plays an important role in the present society’s high-complexity demands. These results suggest that students with a lower SES need to receive greater attention and focus on their mathematics learning so as to improve their capacity to interpret and evaluate real-world problems mathematically and to make better decisions using this competency.

Teachers’ Opportunities to Learn through Collaboration over Time: A Case Study of Math Teacher Teams in Schools under Pressure to Improve

Background/Context While current research provides key insights about successful collaboration in which teachers experience deep learning and practice change, few studies analyze the content of teachers’ collaborative conversations about instruction. Even fewer explore how the content of collaborative conversations evolves over time, making it difficult to understand the impact of shifting policies, priorities, and personnel on teachers’ collective work. Purpose and Research Questions To explore teachers’ opportunities to learn through collaboration, I draw on the following research questions: How does the depth of teachers’ opportunities to learn from collaborative conversations evolve over time? In what ways do contextual factors (e.g., personnel, tools, leadership expectations, coaching) influence these opportunities to learn through collaboration? Participants This study is situated in two urban middle schools under significant pressure to improve student achievement. I selected one grade-level math team from each school, analyzing their conversations taking place during collaboration meetings. Research Design To better understand teachers’ collaborative learning, I rely on qualitative case study methods. Data collected include interviews and observations of two teacher collaboration groups over four years. I use Horn and colleagues’ (2017) taxonomy of teachers’ opportunities to learn in conjunction with cultural historical activity theory (Cole & Engeström, 2007) to examine teachers’ collective learning over time as this process unfolds in context. Findings/Results Across both groups, expectations from leadership to improve school performance shaped teachers’ opportunities to learn, as did the presence of teachers whose beliefs about math instruction foregrounded student thinking and exploration. Findings demonstrated that for one team, fluctuations in depth of learning also depended on the agendas and protocols used to frame collective work. For the second team, depth of learning opportunities was connected to shifts in personnel and group norms over time. For both teams, high-depth conversations represented no more than a third of the meetings observed in each year, reflecting the complexity of developing effective collaborative cultures supporting deep learning. Conclusions/Recommendations While high-depth opportunities to learn (OTLs) were infrequent for both teams, the reasons for this scarcity were shaped by each team's context. Leaders hoping to develop collaborative cultures with richer teacher learning opportunities should consider multiple factors shaping OTLs, including collaborative team norms, teachers’ beliefs about math instruction, protocols guiding discussions, and the role of accountability pressures in shaping expectations for collective work.

Teachers’ views on support by environmental non-governmental organizations in selected Alexandra Township primary schools

This article explores teachers’ views regarding the support by environmental non- governmental organizations in managing environmental education (EE) projects in primary schools. In this qualitative case study research, a purposive sampling approach was used to sample thirteen (n=13) teachers from thirteen primary schools. Data was collected by means of using semi-structured interviews and findings were analysed and discussed. The study was grounded in the total quality management theory and the interpretive paradigm, as it was concerned with the management of environmental education projects in primary schools. In order to examine how the environmental NGOs and, teachers’ management of environmental education projects in schools, the researcher drew on the concept of opportunity to learn (OTL). Findings indicated that teachers viewed environment NGOs as valuable in sharing the knowledge, skills, and experience in managing EE projects. Lack of time and resources were identified as additional barriers towards managing environmental projects in primary schools. Teachers were not trained as environmental educators, and they viewed managing EE projects in schools as additional work. Therefore, despite the efforts made by environmental NGOs managing school EE projects, the sustainability of these projects after NGOs disengagement was a problem in most schools. The article concludes with suggestions based on the findings, outlining how environmental NGOs can impart knowledge and skills in managing EE projects towards awareness of and involvement in the fight against pollution and the desecration of natural resources.

Opportunity-to-learn performance levels and student achievement gains for students with and without disabilities

This study examined within-year mathematics gains in the context of students’ education status and teachers’ opportunity-to-learn (OTL) performance for 60 general education teachers and 219 students with and without disabilities. Multilevel analyses did not support teachers’ OTL performance as a statistically significant predictor of model slope or intercept. Effect sizes for the Level-2 intercept variance suggested that OTL performance has some utility in explaining variations in mean initial achievement level between teachers. Contingency tables for a subsample of teachers indicated that higher OTL performance resulted in greater achievement gain irrespective of education status with greater gain for students with disabilities.

COVID-19 - Considerations and Implications for Surgical Learners.

COVID-19 - Considerations and Implications for Surgical Learners.