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Descriptors:
Middle School Students; Interaction; Problem Solving; Mathematics Instruction; Synchronous Communication; Visual Aids; Computer Mediated Communication; Discussion; Computer Assisted Instruction; Multimedia Instruction; Multimedia Materials; Content Analysis; Discourse Analysis; Cooperative Learning; Instructional Effectiveness; Learning Processes

Abstract:
In this paper we examine how two groups of middle school students arrive at shared understandings of and solutions to mathematical problems. Our data consists of logs of student participation in the Virtual Math Teams (VMT) system as they work on math problems. The project supports interaction both through chat and through a virtual whiteboard. We have examined in detail, the sequential work these students do to constitute and specify "the problem" on which they are working in the ways they produce whiteboard objects and text postings. Solutions emerge as students come to understand the problem on which they are working. This understanding is achieved through gradual respecification of the math problem on which they are working. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Science Instruction; Visual Aids; Energy; Heat; Interaction; Scientific Concepts; Speech; Content Area Writing; Learning Processes; Computer Assisted Instruction; Multimedia Instruction; Multimedia Materials

Abstract:
This paper reports on a study of students' conceptual sensemaking with science diagrams within a computer-based learning environment aimed at supporting collaborative learning. Through the microanalysis of students' interactions in a project about energy and heat transfer, we demonstrate "how" representations become productive social and cognitive resources in the students' conceptual sensemaking. Taking a socio-cultural approach, the study aims to contribute on two levels. First, by providing insight into the interactional processes in which students encounter a particular type of representation: science diagrams. Second, the study aims to demonstrate that an important aspect of students' encounters with science representations concerns making sense of how to respond to institutional norms and social practices embedded within the context of schooling. The findings demonstrate how the science diagrams become productive social and individual resources for the students by slowing down the students' conceptual sensemaking processes and by opening up a space for the interpretation and negotiation of scientific concepts, as well as of the representations themselves. The study also shows the challenges involved when students move from oral to written accounts in their inquiries. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Females; African American History; United States History; Content Analysis; Conferences (Gatherings); Textbooks; High Schools; Disproportionate Representation; Heuristics; Visual Aids

Abstract:
This article addresses the dearth of African American women in high school U.S. history textbooks. The authors conducted a content analysis of the images in an African American history textbook and found that black women are underrepresented. Women are found in less than 15 percent of the images in the African American history text, while they make up nearly 30-50 percent of the images in two mainstream texts that the authors analyzed. The authors use Rachel Mattson's five heuristics to show how to incorporate images of black women in more meaningful ways in the curriculum: sourcing, inside-the-frame/outside-the-frame, intertextuality, framing historical questions, and using visual codes and conventions. (Contains 1 table and 8 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Art Therapy; Visual Aids; Art Products; Ethics; Developmental Stages

Abstract:
Using the metaphor of the human life cycle, the author of this viewpoint suggests that consideration of the birth, life, and death of images made in art therapy may promote a new perspective on their ethical treatment. A developmental view of images encourages art therapists to see art images as living entities that undergo a natural life cycle. The birth process adds meaning to the image and encourages the careful tending of images newly born. An "adolescent" image might challenge its creator, whereas images in "middle age" or later may be revisited to offer new perspectives. A developmental view of images supports the integration of meaning derived from all stages of the life span. (Contains 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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African Americans; Whites; Adults; Stimuli; Photography; Visual Aids; Preferences; Ethnicity; Speech

Abstract:
This study determined whether using photographic stimuli displaying different ethnicity (African American vs. Caucasian American) influenced preference, word count, and number of content units produced by African American or Caucasian American participants. Six photograph pairs depicting common scenes were developed, differing only by model ethnicity. Participants sorted photographs by preference and described each photograph from which word count and content unit were determined. Each group showed significant preference for photographs of their own ethnicity. Caucasian Americans produced significantly more words than African Americans. Caucasian Americans also produced significantly more content units. Caucasian Americans produced more content units for African American scenes (nonsignificant). Results suggest that ethnic groups prefer photographic stimuli representing their own ethnicity. Other factors may influence the amount and content of speech produced. If African Americans typically produce less speech with less content than Caucasian American counterparts, separate normative data may be needed for each ethnic group. (Contains 2 tables and 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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College Students; Scientific Concepts; Visual Aids; Evolution; Thinking Skills; Inferences; Pattern Recognition; Relationship; Genetics; Classification; Prior Learning; Sciences; Textbooks; Scientific Literacy

Abstract:
Tree thinking involves using cladograms, hierarchical diagrams depicting the evolutionary history of a set of taxa, to reason about evolutionary relationships and support inferences. Tree thinking is indispensable in modern science. College students' tree-thinking skills were investigated using tree (much more common in professional biology) and ladder (somewhat more common in textbooks) cladogram formats. Students' responses to questions assessing five tree-thinking skills provided evidence for several perceptual and conceptual factors that impact reasoning (e.g., the Gestalt principles of good continuation and spatial proximity, prior knowledge). Instructional implications of the results include using the tree format for initial instruction and clarifying that most recent common ancestry determines evolutionary relatedness. Broader implications for designing scientific diagrams and promoting diagrammatic literacy are considered. (Contains 7 figures, 4 tables, and 6 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Preservice Teachers; Elementary School Teachers; Multiplication; Elementary School Mathematics; Mathematical Concepts; Knowledge Base for Teaching; Visual Aids; Word Problems (Mathematics); Misconceptions; Textbooks

Abstract:
This study examines preservice elementary teachers' (PTs) knowledge for teaching the associative property (AP) of multiplication. Results reveal that PTs hold a common misconception between the AP and commutative property (CP). Most PTs in our sample were unable to use concrete contexts (e.g., pictorial representations and word problems) to illustrate AP of multiplication conceptually, particularly due to a fragile understanding of the meaning of multiplication. The study also revealed that the textbooks used by PTs at both the university and elementary levels do not provide conceptual support for teaching AP of multiplication. Implications of findings are discussed. (Contains 4 tables and 7 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Epistemology; Visual Environment; Mixed Methods Research; Research Methodology; Visual Aids; Educational Research; Educational Researchers; Elementary Secondary Education

Abstract:
In research textbooks, and much of the research practice, they describe, qualitative processes and interpretivist epistemologies tend to dominate visual methodology. This article challenges the assumptions behind this dominance. Using exemplification from three existing visual data sets produced through one large education research project, this article considers the affordances and constraints of the research process focusing particularly on analysis. It examines how and when the visual can be incorporated, gives some critical reflections on the role and use of visual methods to fulfil different research intents, and, in particular, considers combining large, open-ended data sets with acceptable and rigorous analysis techniques. We then explore arguments about the nature of visual data, what is considered epistemologically appropriate and the decision-making which accompanies any appraisal of process in education research. The intention is to challenge ourselves, and fellow visual methods researchers, to develop a more complete understanding of the theory and practice of visual research. (Contains 2 tables and 5 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Goal Orientation; Feedback (Response); Visual Aids; Employees; Job Performance; Program Effectiveness; Behavior Modification; Check Lists

Abstract:
A within-subject ABAB reversal design was utilized to investigate the effects of graphic feedback and goal setting on employee closing task completion. Goal setting was contingent upon baseline performance and graphic feedback was posted weekly. It was found that goal setting and graphic feedback improved employee closing task completion. (Contains 1 figure.)

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Neurological Impairments; Head Injuries; Children; Brain Hemisphere Functions; Speech Impairments; Diagnostic Tests; Visual Aids

Abstract:
Severe and persistent speech disorder, dysarthria, may be present for life after brain injury in childhood, yet the neural correlates of this chronic disorder remain elusive. Although abundant literature is available on language reorganization after lesions in childhood, little is known about the capacity of motor speech networks to reorganize after injury. Here, we examine the structural and functional neural correlates associated with chronic dysarthria after childhood-onset traumatic brain injury. Forty-nine participants aged 12 years 3 months to 24 years 11 months were recruited to the study: (i) a group with chronic dysarthria (n = 17); matched for age and sex with two control groups of (ii) healthy control subjects (n = 17); and (iii) individuals without dysarthria after traumatic brain injury (n = 15). A high-resolution 3D T[subscript 1]-weighted whole-brain data set was acquired for voxel-based morphometry analyses of group differences in grey matter. Functional magnetic resonance imaging was used to localize activation associated with speaking single words (baseline: listening to words). Group differences on voxel-based morphometry revealed widespread grey matter reductions in the dysarthric group compared with healthy control subjects, including in numerous speech motor regions bilaterally, such as the cerebellum, the basal ganglia and primary motor cortex representation of the articulators. Relative to the non-dysarthric traumatic brain injury group, individuals with dysarthria showed reduced grey matter bilaterally in the ventral sensorimotor cortex, but this reduction was concomitant with increased functional activation only in the left-hemisphere cluster during speech. Finally, increased recruitment of Broca's area (Brodmann area 45, pars triangularis) but not its right homologue, correlated with better speech outcome, suggesting that this "higher-level" area may be more critically involved with production when associated motor speech regions are damaged. We suggest that the bilateral morphological abnormalities within cortical speech networks in childhood prevented reorganization of speech function from the left- to right-hemisphere. Rather, functional reorganization involved over-recruitment of left-hemisphere motor regions, a reorganization method that was only partly relatively effective, given the presence of persisting yet mild speech deficits. The bilateral structural abnormalities found to limit functional reorganization here, may also be critical to poor speech prognosis for populations with congenital, degenerative or acquired neurological disorders throughout the lifespan. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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