The authors argue for a reconceptualization of rigor that requires sustained, direct, and systematic documentation of what takes place inside programs to document how students and teachers change and adapt interventions in interactions with each other in relation to their dynamic local contexts. Building on promising new programs at the Institute…

Sometimes, test-takers may not be able to attempt all items to the best of their ability (with full effort) due to personal factors (e.g., low motivation) or testing conditions (e.g., time limit), resulting in poor performances on certain items, especially those located toward the end of a test. Standard item response theory (IRT) models fail to…

Studies investigating imitation are usually conducted with adult models in Western contexts; therefore, the influence of cultural context and the model's age on infants' imitation is largely unknown. This study assessed deferred imitation in 9-month-old infants from the German middle-class ("N" = 44) and the ethnic group of Nso in rural…

The standard error of equating quantifies the variability in the estimation of an equating function. Because common items for deriving equated scores are treated as fixed, the only source of variability typically considered arises from the estimation of common-item parameters from responses of samples of examinees. Use of alternative, equally…

This study examined the empirical differences between the tendency to omit items and reading ability by applying tree-based item response (IRTree) models to the Japanese data of the Programme for International Student Assessment (PISA) held in 2009. For this purpose, existing IRTree models were expanded to contain predictors and to handle…

The present study examined whether individuals with autism spectrum disorder (ASD) are able to update and monitor working memory representations of visual input, and whether performance is influenced by stimulus and task complexity. 15 high-functioning adults with ASD and 15 controls were asked to allocate either elements of abstract figures or…

Cognitive load theory seeks to generate novel instructional designs through a focus on human cognitive architecture including a limited working memory; however, the potential for enhancing learning through non-visual or non-auditory working memory channels is yet to be evaluated. This exploratory experiment tested whether explicit instructions to…

This paper focuses on the impact of exit exams on different elements of the educational process, namely: curriculum development, students and instructors. A 50-question multiple-choice Exit Exam was prepared by Electrical Engineering (EE) faculty members covering a poll of questions from EE core courses. A copy of the Exit Exam applied during each…

The purpose of this study was to introduce an instructional technique for teaching complex tasks in physics, test its effectiveness and efficiency, and understand cognitive processes taking place in learners' minds while they are exposed to this technique. The study was based primarily on cognitive load theory (CLT). CLT determines the amount of…

In the late 20th and early 21st centuries, universities have increasingly begun to embrace a new model: rather than requiring scholars and students to travel to the home city of the university, they have instead begun to establish new campuses, centers, and programs of their own in other. This profound change in the nature of universities requires…

The literature on minority student achievement indicates that Black students are underrepresented in advanced mathematics courses. Advanced mathematics courses offer students the opportunity to engage with challenging curricula, experience rigorous instruction, and interact with quality teachers. The middle school years are particularly…

As part of a project exploring various aspects of teachers' choice and use of challenging mathematics tasks, we sought some responses from students on their preferences for the difficulty of tasks on which they might work and also on the ways of working. Despite the common finding that teachers are reluctant to pose challenges to their students…

This paper focuses on children's number fact knowledge from a study that explored the impact of using multiplication and division contexts for developing number understanding with 34 five- and six-year-old children from diverse cultural and linguistic backgrounds. After a series of focused lessons, children's knowledge of number facts, including…

To date, teacher perceptions of online language teaching have attracted very little attention. However, these perceptions may influence decisions regarding instructional design, teaching practices and eventually the learning experience. Furthermore, teacher perceptions can contribute to the design of teacher training programs. This study provides…

This article compares the experiences of Cantonese-speaking students from Hong Kong's Chinese- and English-medium schools when adjusting to the demands of English-medium degree studies. The participants in this mixed-methods study were members of the first cohort to undertake the new four-year undergraduate programme. The findings of a large-scale…