Do Differential Grading Standards Across Fields Matter for Major Choice? Evidence from a Policy Change in Florida

Research in Higher Education - Grading standards in college vary substantially across fields, especially among STEM fields that tend to give lower grades than non-STEM fields. Prior research has...     

University students’ perceptions of a fair learning environment: a social justice perspective

This study aimed to identify the manner in which university students construe ‘fair treatment’ and how justice related processes are perceived to influence students’ psychological identification with their academic department. In the first study, 342 undergraduate psychology students completed two questionnaires: one measured various aspects of interpersonal, procedural and outcome fairness in their department, and the other measured their level of psychological identification with the department. Students construed the fairness of their learning environment in terms of two conceptually distinct justice factors: respectful partnership between staff and students reflecting primarily interpersonal justice considerations; and systemic fairness reflecting a concern for accessible information and effective problem‐solving procedures. Hierarchical regression analyses indicated that although both justice factors significantly influenced students’ psychological identification with their department, interactional justice concerns (i.e., respectful staff–student partnership) were most strongly predictive. In the second study (n = 87), students’ perceptions of fairness were found to share substantial variance with their ratings on the good teaching and clear goals scales of the Course Experience Questionnaire.     

A cross-sectional examination of the physical fitness and selected health attributes of recreational all-terrain vehicle riders and off-road motorcyclists

Abstract

The aims of this study were: (1) to characterize selected fitness and health attributes of two types of habitual recreational off-road vehicle riders – off-road motorcyclists and all-terrain vehicle riders; (2) to explore differences among riders in terms of vehicle type, age, and gender; and (3) to compare the fitness and health of riders to population norms and clinical health standards. Canadian off-road riders (n = 141) of both sexes aged 16 years and over were recruited through local and national off-road riding organizations. Anthropometry, fitness, and health measures of off-road motorcycle and all-terrain vehicle riders were compared with population norms, health standards, and physical activity guidelines. Off-road motorcycle riders had above average aerobic fitness (79th percentile), while all-terrain vehicle riders were lower than average (40th percentile). All riders had a healthy blood lipid profile and a low incidence of the metabolic syndrome (12.9%) compared with members of the general population. Off-road motorcycle riders had healthier body composition and fitness than all-terrain vehicle riders; however, the body composition of off-road motorcycle riders was no healthier than that of the general population and all-terrain vehicle riders were worse than the general population. Off-road motorcycle riders had healthier anthropometry and fitness than all-terrain vehicle riders and thus fewer health risk factors for future disease, demonstrating that the physiological profiles of off-road riders are dependent on vehicle type.     

Two teacher quality measures and the role of context: evidence from Chile

This research examines empirically the relationship between two measures of teacher quality: one based on professional standards and a second one using teacher value-added estimates. It also studies the extent to which teacher observable characteristics, such as teacher training variables, are associated to better performance on either of these measures and whether any of these two assessments is able to effectively measure teacher quality isolated from the effect of the context where teachers work. Context in this article is defined as any variable that is not under the direct control of the teacher but plays an important role on student learning and we believe is captured by school and municipal variables. The study uses hierarchical linear models and information from national and standardized assessments from Chile, specifically from the municipal education sector. Results show a small correlation between the two measures of teacher quality, in the lower end of results from previous studies conducted in the USA, and suggest that there is only a limited relationship between both measures of teacher quality. Teacher initial education type and professional development were statistically associated only to the standard-based measure of teacher quality. Context (both the school and municipal levels) plays an important role in the teacher effect measure, and in the standard-based measures, therefore, we conclude that neither of these measures are context-free. We expect that these results will contribute to the discussion about how to best measure teacher quality and how to evaluate teacher performance both in Chile and other parts of the world.     

Ability Grouping Practices in the Primary School: A survey

In 1997, the DfEE suggested that schools should consider 'setting' pupils by ability as it was believed that this would contribute to raising standards. This survey of primary schools aimed to establish the extent to which primary schools, with same and mixed age classes, implement different grouping practices including setting, streaming, within class ability and mixed ability groupings for different curriculum subjects. Schools were asked to complete a questionnaire indicating their grouping practices for each subject in each year group. The findings showed that schools predominantly adopted within class ability groupings, either mixed or ability grouped, for most subjects. Ability grouping (within class and setting) was most common in mathematics, followed by English and science. Its implementation increased as pupils progressed through school. The type of setting adopted, same or cross-age, tended to reflect the nature of the class structures within the school.     

Evaluating Corrective Feedback Self‐Efficacy Changes Among Counselor Educators and Site Supervisors

Analysis of pretest–posttest scores on the Corrective Feedback Self‐Efficacy Instrument (Page & Hulse‐Killacky, 1999 ) following a supervision workshop indicated a significant positive relationship between workshop training and supervisors' feedback self‐efficacy in giving corrective feedback. Furthermore, the association between prior supervision training, supervision experience, and feedback self‐efficacy was measured. Practical and research implications are discussed.     

On‐the‐job relationships among self‐reported oral communication apprehension,job satisfaction,and organizational citizenship behaviors

This study assessed the relationships among self‐reported oral communication apprehension (CA), job satisfaction, and organizational citizenship behaviors (OCB) for employees of a bank located in the southeastern U.S. Results indicated positive relationships between several of the job satisfaction and OCB variables, and several negative relationships between oral CA and OCB variables, and oral CA and job satisfaction variables. Also, individuals with high oral CA, in comparison to those with low oral CA, were found to score significantly lower on dimensions of organizational citizenship behavior and job satisfaction. Implications of these findings for the organization are discussed, as are reactions to the research findings by bank personnel.     

Developing Scientific Literacy in a Primary School

The science education literature demonstrates that scientific literacy is generally valued and acknowledged among educators as a desirable student learning outcome. However, what scientific literacy really means in terms of classroom practice and student learning is debatable due to the inherent complexity of the term and varying expectations of what it means for learning outcomes. To date the teacher voice has been noticeably absent from this debate even though the very nature of teacher expertise lies at the heart of the processes which shape students' scientific literacy. The research reported in this paper taps into the expertise of (participating) primary teachers by analyzing the insights and thinking that emerged as they attempted to unravel some of the pedagogical complexities associated with constructing an understanding of scientific literacy in their own classrooms. The research examines the processes and structures within one primary school that were created to provide conditions to allow teachers to explore and build on the range of ideas that presently inform the scientific literacy debate. The research reports these teachers' views and practices that shaped their actions in teaching for scientific literacy.