Tools of the courseware trade

Conclusion The release of ToolBook and HyperCard 2.0 have tremendously increased the power of the casual microcomputer user. With a little design and user interface advice, most individuals with a properly configured microcomputer can create spectacular applications that will impress others as well as themselves. The ability to easily create powerful personal applications and specialized courseware or training materials has just taken a major step forward.     

Increasing on‐task behavior in the classroom: Extension of self‐monitoring strategies

We examined the effectiveness of a tactile self‐monitoring prompt to increase on‐task behaviors among 3 elementary‐aged students in a special education classroom. Students were taught to self‐monitor their attention by using the MotivAider (MotivAider, 2000), an electronic beeper that vibrates to provide a tactile cue to self‐monitor. An ABAB reversal design was used for each participant. Results indicated that upon implementation of the self‐monitoring intervention, students increased on‐task behavior from a mean of 55% to more than 90% of the intervals observed. Additionally, teachers and students provided high ratings of treatment acceptability of this self‐monitoring intervention. Limitations, implications, and future directions of these findings are discussed. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 211–221, 2006.     

Clinical Assessment at College Counseling Centers: The Consultant‐on‐Duty Model

The consultant‐on‐duty (COD) clinical consultation model maximizes efficient use of services, is distinct from other university counseling center (UCC) services, and precedes therapy. This model enables clinicians to ensure optimal fit between client need and type of UCC services provided, including brief therapy. The 4 objectives of the COD model include quick access to initial consultation, management of treatment expectations, collaborative treatment decisions, and planning for client assistance.     

Exploration of experimental design and statistical methods using the stick‐on‐the‐wall spaghetti rule

We present a versatile scenario to introduce students to statistics: the test that spaghetti sticks only if sufficiently done. The statistical analyses can be performed at different levels of complexity and formal correctness, adapting it to the students' age.     

Linguistic analysis of extended examination answers: Differences between on‐screen and paper‐based,high‐ and low‐scoring answers

This small‐scale pilot study aimed to establish how the mode of response in an examination affects candidates' performances on items that require an extended answer. The sample comprised 46 17‐year‐old students from two classes (one in a state secondary school and one in a state sixth‐form college), who sat a mock A‐level English Literature examination. The analysis compared writing produced on screen and on paper to try to uncover any systematic differences between the two modes of delivery. The study considered the linguistic features of the texts produced in each mode, the marks achieved and the views of the participants regarding the use of computers in essay‐based examinations. The study found that the response mode had a small effect on the length of essay produced, in that students using a computer wrote more, and on the type of language used, in that students writing on paper used denser but less varied language. There was very little effect on the marks achieved. Participants expressed a variety of concerns about computer‐based examinations, such as noisy keyboards, assessment of spelling, and unfairness towards those who are less comfortable with the technology.     

Improving Latino,English language learners' reading fluency: The effects of small‐group and one‐on‐one intervention

Reading fluency is a critical yet commonly neglected component of early reading instruction. For the large percentage of English language learners (ELLs) who are struggling with or at risk for reading difficulties, there is insufficient research available to help educators implement time‐efficient interventions with these students. Using an experimental design common in field‐based research, the purpose of this study was to evaluate the differential effects of a one‐on‐one (1/1) and small‐group (SG) reading fluency intervention, both implemented with Spanish‐speaking ELLs. Using three forms of data‐analytic strategies (visual analysis, standard error of measurement, and randomization tests), results showed that nearly all students benefitted from the 1/1 intervention, and two students clearly benefitted from the SG intervention. Standardized reading assessments also demonstrated the positive impact of students receiving the interventions. Implications of these findings are primarily discussed with respect to school‐based practice. © 2011 Wiley Periodicals, Inc.     

对外直接投资对国际贸易的影响分析

经济学领域理论及实证研究一直以国际贸易与对外直接投资的关系为主题.实践证明,对外直接投资对国际贸易的影响有利也有弊,有利是指它可以推动国际贸易的发展,减少贸易摩擦,加大对贸易投资国的经济干预和控制,从而提高经济实力和经济话语权.弊端在于,对外直接投资存在一定的投资风险、贸易抵制,使国际投资产生动荡,甚至会引发经济危机.本文则试从对外直接投资和国际贸易的相互关系的角度出发,进而探讨对外直接投资(FDI)对国际贸易的影响及对我国的贸易出口的作用和影响     

The phenomenology of on‐screen reading: University students' lived experience of digitised text

As reading shifts from the page to the screen, research focuses primarily upon the nature and effects of hypertextual reading. However, many of the texts that university students read for academic purposes are digitised texts that begin life as paper‐based books and papers and are read on‐screen. Applying the principles and practices of hermeneutic phenomenology, this study sought to gain insight into university students' experiences of reading digitised texts such as e‐books and Portable Document Format files. Open‐ended interviews were conducted with 10 students. A thematic analysis of the interviews revealed six main themes: the disappearing page, to have but not to hold, the ever present screen, getting in focus, the disciplined body and finding what I need.