title: Partners in problem solving children collaborating in pairs

authors: Fraser, Deborah

abstract: The extent to which children’s collaborations with their peers affects their learning is an area which merits scrutiny due to the complexities of such collaborations, the nature of the tasks children focus on, and the dynamics of peer discourse.

This study focuses specifically upon pairs of children of similar ability during problem solving in mathematics. Current research on collaborative peer dyads (children working in pairs) indicates that these small groups are relatively non-threatening and provide the opportunity for a child to elaborate his or her ideas with a peer. Debate surrounds the quality of collaborations within dyads and the extent to which these interactions influence children’s learning.

This qualitative study closely examined the processes of collaboration between children in peer dyads as they engaged in problem solving. The 16 children in the study ranged in age from seven to 10 years. The problems they investigated varied in type from closed (with one “correct” solution) to ill-defined (with a range of possible solutions and strategies). The methodology draws upon grounded theory and incorporates a number of central grounded theory methods. These methods were used to analyse the data and build a conceptual basis for this analysis, rather than to build a grounded theory. Methods of data collection included observation, interviews, video-recording, audio-recording, children’s work samples, recourse to relevant documents and discussions with teachers.

The findings suggest that the notion of a problem “type” in enhancing collaboration is less relevant than the cognitive demand of the problem. The cognitive demand of problems was crucial for encouraging children's engagement with each other. The presence of a partner appeared to maintain persistence with problems which were challenging. This persistence was quite subtle, yet effective, in that one child did not overtly encourage another to stay on task but merely continued with a line of reasoning or exploration. Often, this was all that was required to re-engage a reluctant or discouraged child.

Collaboration was not a constant feature of any dyad during any one problem. The children often moved from individual musing to peer collaboration in an iterative fashion. The roles that the children assumed within a dyad did not remain static. This appeared to be a corollary of similar ability dyads wherein the power relationship is relatively mutual and reciprocal. There was evidence to suggest that children would often borrow each other’s strategies, language and ideas to pursue the problem solving.

While the children’s talk was utilised as the prime focus for analysing the data it is acknowledged that any study which examines talk is limited by the imperfect and incomplete way that spoken language represents thought. A further limitation is determining the extent to which children learnt from each other and the residue that any learning may have left for children’s future problem solving.

The implications of this study include the potential of collaborative peer dyads for developing children’s persistence in problem solving. Such persistence can encourage children to persevere when experiencing difficulty and consult with a peer rather than abandon a problem or rely upon a teacher’s intervention. Such a finding does not assume that teachers should relinquish their role as challengers, facilitators and supporters of children’s learning. Children’s misinterpretations should not be left unchallenged and dyads are not always sufficient for clarifying such confusions. Teachers’ decisions about curriculum and pedagogy could, however, consider the potential for collaborative peer dyads in developing persistence in problem solving when a problem is sufficiently challenging and engaging for children.

text: Partners in problem solving children collaborating in pairs The extent to which children’s collaborations with their peers affects their learning is an area which merits scrutiny due to the complexities of such collaborations, the nature of the tasks children focus on, and the dynamics of peer discourse.

This study focuses specifically upon pairs of children of similar ability during problem solving in mathematics. Current research on collaborative peer dyads (children working in pairs) indicates that these small groups are relatively non-threatening and provide the opportunity for a child to elaborate his or her ideas with a peer. Debate surrounds the quality of collaborations within dyads and the extent to which these interactions influence children’s learning.

This qualitative study closely examined the processes of collaboration between children in peer dyads as they engaged in problem solving. The 16 children in the study ranged in age from seven to 10 years. The problems they investigated varied in type from closed (with one “correct” solution) to ill-defined (with a range of possible solutions and strategies). The methodology draws upon grounded theory and incorporates a number of central grounded theory methods. These methods were used to analyse the data and build a conceptual basis for this analysis, rather than to build a grounded theory. Methods of data collection included observation, interviews, video-recording, audio-recording, children’s work samples, recourse to relevant documents and discussions with teachers.

The findings suggest that the notion of a problem “type” in enhancing collaboration is less relevant than the cognitive demand of the problem. The cognitive demand of problems was crucial for encouraging children's engagement with each other. The presence of a partner appeared to maintain persistence with problems which were challenging. This persistence was quite subtle, yet effective, in that one child did not overtly encourage another to stay on task but merely continued with a line of reasoning or exploration. Often, this was all that was required to re-engage a reluctant or discouraged child.

Collaboration was not a constant feature of any dyad during any one problem. The children often moved from individual musing to peer collaboration in an iterative fashion. The roles that the children assumed within a dyad did not remain static. This appeared to be a corollary of similar ability dyads wherein the power relationship is relatively mutual and reciprocal. There was evidence to suggest that children would often borrow each other’s strategies, language and ideas to pursue the problem solving.

While the children’s talk was utilised as the prime focus for analysing the data it is acknowledged that any study which examines talk is limited by the imperfect and incomplete way that spoken language represents thought. A further limitation is determining the extent to which children learnt from each other and the residue that any learning may have left for children’s future problem solving.

The implications of this study include the potential of collaborative peer dyads for developing children’s persistence in problem solving. Such persistence can encourage children to persevere when experiencing difficulty and consult with a peer rather than abandon a problem or rely upon a teacher’s intervention. Such a finding does not assume that teachers should relinquish their role as challengers, facilitators and supporters of children’s learning. Children’s misinterpretations should not be left unchallenged and dyads are not always sufficient for clarifying such confusions. Teachers’ decisions about curriculum and pedagogy could, however, consider the potential for collaborative peer dyads in developing persistence in problem solving when a problem is sufficiently challenging and engaging for children.

year: 1998

title: Sleep-hygiene education improves sleep indices in elite female athletes.

authors: O'Donnell, Shannon Lea

abstract: The importance of sleep in providing psychophysiological recovery in elite athletes is often overlooked. In other populations (eg shift workers and adolescent students), sleep hygiene education may serve to acutely improve sleep indices. However, this is yet to be examined in an elite athlete setting. Therefore, the aim of the current study was to evaluate the effect of a sleep hygiene education session on sleep indices in elite athletes. The study involved 26 elite female netball athletes performing one week of baseline sleep monitoring (PRE), followed by a sleep hygiene education session and a further week of sleep monitoring (POST) in a single group, pre- post design. The sleep hygiene education session focused on providing information on the importance of sleep for athletes and practical tips to improve sleep quality and quantity. Sleep monitoring was performed using wrist actigraphy to assess total sleep time (TST), sleep efficiency (SE%), total time in bed (TTB), sleep latency (SL), wake episodes per night (WE), sleep onset variance (SOV), wake variance (WV) wake episode duration (WED), sleep onset time (SOT), and wake time (WT). There was a significant improvement in TST (mean ± SD; 22.3 ± 39.9 minutes, p=0.01) PRE to POST sleep hygiene education session, the difference associated with a small effect (ES: 0.39). A significant improvement PRE to POST was found for WV (p=0.03), and for WED (p=0.03). There were no significant differences for SE%, SL, TTB, WE, SOV, SOT, WT. The current study reports that a sleep hygiene education session is effective in improving sleep quantity in elite female athletes in an acute setting.

text: Sleep-hygiene education improves sleep indices in elite female athletes. The importance of sleep in providing psychophysiological recovery in elite athletes is often overlooked. In other populations (eg shift workers and adolescent students), sleep hygiene education may serve to acutely improve sleep indices. However, this is yet to be examined in an elite athlete setting. Therefore, the aim of the current study was to evaluate the effect of a sleep hygiene education session on sleep indices in elite athletes. The study involved 26 elite female netball athletes performing one week of baseline sleep monitoring (PRE), followed by a sleep hygiene education session and a further week of sleep monitoring (POST) in a single group, pre- post design. The sleep hygiene education session focused on providing information on the importance of sleep for athletes and practical tips to improve sleep quality and quantity. Sleep monitoring was performed using wrist actigraphy to assess total sleep time (TST), sleep efficiency (SE%), total time in bed (TTB), sleep latency (SL), wake episodes per night (WE), sleep onset variance (SOV), wake variance (WV) wake episode duration (WED), sleep onset time (SOT), and wake time (WT). There was a significant improvement in TST (mean ± SD; 22.3 ± 39.9 minutes, p=0.01) PRE to POST sleep hygiene education session, the difference associated with a small effect (ES: 0.39). A significant improvement PRE to POST was found for WV (p=0.03), and for WED (p=0.03). There were no significant differences for SE%, SL, TTB, WE, SOV, SOT, WT. The current study reports that a sleep hygiene education session is effective in improving sleep quantity in elite female athletes in an acute setting.

year: 2017

title: Cultural tattoos: meanings, descriptors, and attributions

authors: Nikora, Linda Waimarie

subjects: Maori

abstract: Body piercing and tattoo/ta moko were initially seen to be practiced by sailors,
criminals, specific cultural groups (e.g., Māori), or sub-cultural groups (e.g., bikers,
gang members, adolescents). In recent times, these practices have become part of
mainstream popular culture, and are enjoyed by a wide range of people. In this
study, we set out to explore patterns of body modifying behaviour engaged in, or
commented on, by a sample of university students. We invited undergraduate
psychology students from two courses to complete an ‘online’ questionnaire.
Students logged on to a web site, were presented with an information sheet, and
invited to respond. In this paper, we present the reasons why people in this sample
decided to obtain a tattoo and the meanings they ascribe to their modifications. We
will also consider the observations that people make of those who have culturally
inspired tattoos.

text: Cultural tattoos: meanings, descriptors, and attributions Body piercing and tattoo/ta moko were initially seen to be practiced by sailors,
criminals, specific cultural groups (e.g., Māori), or sub-cultural groups (e.g., bikers,
gang members, adolescents). In recent times, these practices have become part of
mainstream popular culture, and are enjoyed by a wide range of people. In this
study, we set out to explore patterns of body modifying behaviour engaged in, or
commented on, by a sample of university students. We invited undergraduate
psychology students from two courses to complete an ‘online’ questionnaire.
Students logged on to a web site, were presented with an information sheet, and
invited to respond. In this paper, we present the reasons why people in this sample
decided to obtain a tattoo and the meanings they ascribe to their modifications. We
will also consider the observations that people make of those who have culturally
inspired tattoos.

year: 2003