Intellect and selection

Trainee teachers' ideas about links between vehicle emissions and global environmental issues were studied using a 'graphic' questionnaire. Most respondents understood that cars contribute to global warming; two thirds identified carbon dioxide as being responsible. Half thought that heat from car exhausts causes the greenhouse effect. Two thirds realised that cars contribute to Acid Rain, but the unorthodox idea that carbon dioxide was culpable was predominant. Two thirds of the students thought, erroneously, that cars damage the ozone layer. It is suggested that students' thinking is over-generalised, and that misinterpretation of diagrams, errors in logic and non-specific language may contribute to their misperceptions. There is a possibility that misconceptions about this issue will be perpetuated in the classroom. Although there may not be room in students' curricula for more teaching about environmental issues, the environmental impact of cars could provide metaphors to illustrate general principles of learning and teaching.     

The effects of college grade adjustments on the predictive validity and utility of SAT scores

Regressing adjusted grade-point averages on freshman SAT scores and high school grade-point averages results in large increases in the incremental predictive validity of the SAT. Even so, the SAT still changes no more than a small proportion of admissions decisions and does not result in substantively important increases in freshman grades. The test does, however, change the composition of the freshman class by altering acceptances to some major areas of study and by limiting the access of women and blacks.     

The Effects of Purpose on the Reading of Expositroy Mathematical Materials in Grade Eight

Abstract

The problem was to determine the multiple relationship of theoretical scores obtained from a new non-ability selection system to Spring semester grade-point average. Empirical item analytical procedures were not used but theoretical scoring keys were developed as a modification of Horney's theory of personal make-up reflecting movement Toward, Away, and Versus people.

Fifty male elementary teacher trainees comprised the sample.

A multiple R of .41 (5% level) was obtained with three theoretical test-scoring dimensions contributing to the total variance.

The study demonstrated the feasibility of developing a new test battery of relatively high reliability (.79-.94), using a priori keys based on a modified theory of personal make-up and effecting a significant multiple prediction of an academic achievement criterion.     

Predicting Academic Success in Master’s Degree Programs in Education

Abstract

This study tested relationships between selected predictors and success in the Master's degree program in education at The Ohio State University for 171 students who received the degree during the 1962-63 academic year. The basic statistical tool used was multiple regression analysis in which the dependent variables were the graduate grade-point average (GPA) and adviser ratings.

The three best single predictors (all significant at the one per cent level) were found to be undergraduate GPA, the Watson-Glaser Critical Thinking Appraisal Test, and The Ohio State University Psychological Test. A multiple predictor involving these three variables yielded a correlation coefficient of .389 with the graduate GPA. The difference in predictor correlation between undergraduate GPA for all four years and that for only the last two years was very slight.     

Pioneer women in engineering studies: what can we learn from their experiences?

ABSTRACT

Women's access to higher education in Spain began in the last third of the nineteenth century. However, the full incorporation of women into technical studies did not occur until a century later. This article presents the results of research into the access of the first women to do technical studies in Catalonia (northeast Spain). Data have been collected from 11 technical schools belonging to the Universitat Politècnica de Catalunya (UPC) with the aim of understanding the dynamics of the incorporation of women into these schools between 1851 (foundation of the first engineering school in Catalonia) and 1980. Interviews were conducted with 21 pioneer women who completed their technical studies. Their experiences show how technical schools had to adapt, both physically and culturally, to female students. Finally, the current status of female engineers in Catalonia is compared with the situation in other Western countries. Similarities are found that show the relevance of gender as a social structuring force.     

Access constraints experienced by physically disabled students at a South African higher education institution

Abstract

Current developments in government law and policies have created the hope that people living with a disability will enjoy the same rights and privileges as the non-disabled. Unfortunately, only 2.8% of disabled persons have access to higher education. The aim of this study was to determine if a group of students, living with a physical disability, experienced constraints with regard to access to a South African higher education institution. This study, following a two-phase sequential mixed method approach, consisted of a questionnaire survey, a focus group discussion, and individual interviews. It was found that students living with a physical disability experienced constraints relating to the accessibility of the relevant higher education institution. Since access constraints affect the lives of students living with a disability, it is necessary to provide guidelines to universities on how to address these challenges.     

Hands on what? The relative effectiveness of physical versus virtual materials in an engineering design project by middle school children

“Hands‐on” activities play an important, but controversial, role in early science education. In this study we attempt to clarify some of the issues surrounding the controversy by calling attention to distinctions between: (a) type of instruction (direct or discovery); (b) type of knowledge to be acquired (domain‐general or domain‐specific); and (c) type of materials that are used (physical or virtual). We then describe an empirical study that investigates the relative effectiveness of the physical–virtual dimension. In the present study, seventh and eighth grade students assembled and tested mousetrap cars with the goal of designing a car that would go the farthest. Children were assigned to four different conditions, depending on whether they manipulated physical or virtual materials, and whether they had a fixed number of cars they could construct or a fixed amount of time in which to construct them. All four conditions were equally effective in producing significant gains in learners' knowledge about causal factors, in their ability to design optimal cars, and in their confidence in their knowledge. Girls' performance, knowledge, and effort were equal to boys' in all conditions, but girls' confidence remained below boys' throughout. Given the fact that, on several different measures, children were able to learn as well with virtual as with physical materials, the inherent pragmatic advantages of virtual materials in science may make them the preferred instructional medium in many hands‐on contexts. © 2006 Wiley Periodicals, Inc. J Res Sci Teach     

Social skills training with underachievers,disruptive, and exceptional children

One hundred-one fourth, fifth, and sixth graders at a Southern California elementary school were randomly assigned by classroom to either a social skills training program or a no treatment control condition. On the basis of teacher ratings, subpopulations of subjects were identified: 17 Underachievers, 40 Disruptive children, 29 children with Multiple Problems, and 15 Exceptional children. In the intervention classes, subjects were randomly assigned to groups of 6 subjects each and received training for one hour twice a week for 12 weeks. Measures of social skills, peer popularity, teacher ratings, and grade-point averages were collected to evaluate the intervention. The results indicated that subjects improved most in the area not targeted as a problem for the subject; i.e., Underachievers improved their social relationships, Disruptive children increased in academic skills, and Exceptional children increased significantly in both areas. A discussion followed of the optimum intervention strategy, building on children's existing strengths vs. targeting deficits.     

Physical or psychological child abuse and neglect: Experiences,reporting behavior and positions toward mandatory reporting of pediatricians in Berlin,Germany

BackgroundChild abuse and neglect (CAN) are common, with a high number of undetected victims. Since 2012, the German Federal Child Protection Act grants doctors an opportunity to circumvent their duty of confidentiality if they suspect CAN may be occurring, despite the reporting of CAN not being mandatory.ObjectiveThis study examines pediatricians’ reporting behavior in cases of CAN and what their attitudes are toward mandatory reporting.Participants and settingAll 378 primary care pediatricians and pediatric psychiatrists in the German capital of Berlin were asked to complete a questionnaire anonymously. The questionnaire was sent by mail to all primary care pediatricians (N = 302) and pediatric psychiatrists (N = 76) in private practice.MethodsPatterns of reporting, response tendencies, and correlations with socio-economic factors were described and statistically examined.ResultsThe response rate was 42% (N = 157). Of the pediatricians, 28% report every suspected case to the authorities. The majority, namely 73%, has difficulties in detecting CAN, and 64% would like additional training. Furthermore, 52% are aware of legally guaranteed counseling options being available if CAN is suspected. Whereas 71% consider mandatory reporting necessary to protect children more effectively, 57% are sure it would simplify their work.ConclusionsMore training on diagnosing CAN should be offered to pediatricians. It is necessary to have a full and frank discussion about making reporting mandatory in cases where there is a reasonable suspicion of CAN. Doctors believe that mandatory reporting standardizes and simplifies working procedures. It may possibly reduce the number of undetected cases of CAN and would allow more children and families access to early protection and supporting measures.     

Class Size and Learning: A Theoretical Model

Abstract

A theoretical model of the relationship between class size and achievement is proposed, based on the assumption that a teacher adjusts the style and pace of a lesson to the least able student in the class. It is shown that the model and an extension to take into account the duration of instruction account well for various features of the data collected in the Glass and Smith (1978) meta-analysis of research. In particular, a correlation of 0.62 between predicted and empirical effect sizes was obtained.     

Recording Student Perceptions of Teacher Behavior by Means of a Student Response Monitor

Abstract

Some Intellectual characteristics, academic problems and study habits of mature college undergraduate women were Investigated, Forty young (median age = 20) and 40 older (median age = 35) coeds matched on grade-point average were administered four WAIS subtests and a questionnaire. Older women were Inferior to younger women on WAIS performance subtests. Mature women reported more problems In concentrating, reading rapidly, and taking class notes while younger coeds reported more difficulty in remembering academic material. Older students reported better study habits. The results suggest that mature women can adjust successfully to the demands of the undergraduate academic situation.     

The Effects of Scholarship Amount on Yield and Success for Master's Students in Education

Abstract

The amount of merit-based scholarship support for graduate students in the United States has increased dramatically. Given this increased investment, does increasing the size of scholarships awarded to the most academically able admitted students substantially increase their probability of enrollment? We found no support for a positive answer to the question. Our study is unique in the literature in two important ways. First, the design randomly assigned admitted students to size of scholarship. Second, the size of scholarship varied from substantial ($10,000) to substantially larger ($18,500). The applicants in the study were the most academically able applicants to master's programs in a graduate school of education at an elite university. It may be that the difference between no scholarship support and some scholarship support (e.g., $10,000) might have a positive effect on yield. Natural variation data from the same site supported this conclusion. It may be that dramatically larger amounts of scholarship support would have a positive effect on yield as well (e.g., the full cost of tuition).     

School-based Learning: Constraints and limitations in learning from school experience for teaching assistants

The role and numbers of teaching assistants (TAs) in English schools has grown dramatically in recent years. This is associated with professional development which could give access to Qualified Teacher Status. This part-time, school-based route is consistent with the growth of alternative routes into teaching that are based on an 'apprenticeship model of teacher training'. This model is consistent with the dominant model of 'reflective practice' in teacher training. This study of a cohort of students in their first year of a part-time degree programme for TAs examines the role of experience from constructivist and sociocultural perspectives. It concludes that the TAs' social context in school has a significant impact on the potential to learn from experience and this needs to be addressed in the design of such programmes.     

Evaluating the Influence of an Urban High School Reform Effort on College Readiness and Access Outcomes: A Quasiexperimental Cohort Study

It is widely accepted that postsecondary education has become a necessity for US youth. College access, however, has been found not to be equal for all. As a result, federally funded college-readiness programs, such as Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP), have been established to increase the numbers of economically disadvantaged students with access to college. This quasiexperimental case study compared academic and nonacademic college-readiness indicators between cohorts of GEAR UP students and nonparticipants in 1 urban high school. Overall, cohorts of GEAR UP students outperformed their non-GEAR UP peers on all measures (grade-point average, attendance rate, behavior, graduation rate, and college enrollment) despite a dramatic demographic shift that led to greater proportions of educationally disadvantaged students in the GEAR UP cohorts.     

Some prerequisites for access programmes that contribute to academic success in higher education

Abstract

The balance between the cost and value of access programmes is a concern in higher education. The function of access programmes is to provide support and additional time for under-prepared students to cope with the academic workload during the first year. This article aims to indicate the value students place on participation in an access programme. In this qualitative study, group interviews were conducted and the findings indicate that Engineering students attribute their success in the mainstream to the way in which participation in an access programme had integrated them academically into the university and exposed them to discipline related experiences in a non-threatening environment. The findings of this study indicate what aspects of the access programme students considered helpful for perseverance in mainstream studies. It is recommended that institutions that offer access programmes should not only be aware of the reciprocal influence of the cognitive and non-cognitive factors that affect students' success, but also purposefully combine these factors in the design of their access programmes.     

The Effect of a Competitive and Cooperative Environment on the Comprehension of a Cognitive Task

Abstract

Six hundred fifty-two Ss were divided alphabetically into cooperative and competitive sets of eights. Each S was given a play booklet with 12 targets from which to develop rules for placing the target correctly. After 20 minutes, play booklets were collected and a 30-item matrix test was administered in which each S was to identify if the targets were correctly placed. Comparisons of the results observed between groups were made by ANOVA. It was found that a cooperative learning environment is not more conducive to the learning of a mental task than is a competitive learning environment.     

Teachers,School Boards,and the Power of Money: How the Right Wins at the Local Level

Abstract

This article examines national conservative political advocacy groups' growing interest in local politics, and analyzes how they form alliances and gain political power. Following efforts to restrict collective bargaining for Wisconsin public employees, Kenosha school board members' attempts to legally protect teachers' rights provoked concern from nationally financed conservative groups. This article discusses why a small-town school board election attracted such attention, and the significance of increased attention to the local by these national groups.     

Evaluating internet for extension in agriculture

Summary

Effective adoption of Internet for extension in agriculture is elusive despite substantial investments in human capital and other resources. To better understand the process EUNITA (a concerted EU project www.eclipse.it/EUNITA/main.html), INEA (the Italian National Institute of Agricultural Economics - www.inea.it) and the Toscana Extension service sponsored a workshop in Alberese, Italy, to evaluate its adoption's critical success factors and failures. A summary of participant's opinions indicated general agreement on benefits such as:

Updated and comprehensive information; availability of new types, “Just in time”, more and competing information sources; “One stop information shopping”; ease of exchange of information and/or ideas and facilities to discuss them; easier collaboration and/or access to peers, other farmers and experts; a ranked list of useful information such as updated market lists, weather information, plant protection regulations, recommendations and products, news, bulletins, and more.

There was general agreement relating to critical success factors such as:

Internet accessibility on individual farms or at farmer-gathering locations; inputting of information that farmers/extension want and/or need; identifying a tangible benefit to information users; defining and serving target audiences; packaging information in a way that it can be understood and applied; a simple, user-friendly search engine and interface design; responsibility for the information quality and reliability; revealed preference as a guiding factor for Internet development.

The going deeper into the summary of detailed participant's opinions provided a practical, baseline, reference for Internet adoption planning, program implementation and goal achievement evaluation.     

Children's Attention to and Comprehension of Explicit versus Implicit Information on Television

The present study focused primarily on children's processing of two different kinds of information contained in two animations. The two animations were divided into 24 and 10 sections. Each section was classified as an explicit or implicit section concerning the derivation of the answer to the question based on each section. The subjects were 48 kindergartners (aged 4 and 5) who were divided into two groups to view these two animations. The group receiving a distraction stimulus (slides projected on a curtain) was designated as the distractors group while the other with no distractors was designated as the no‐distractors group. The results for children of both age 4 and 5 fell into three categories. (1) Distractive slides significantly reduced children's visual attention to both explicit information and implicit information. There was no significant attention difference between age 4 and 5. (2) Distraction produced little effect on children's comprehension of implicit information while producing a significant reduction in the comprehension of explicit information. (3) Children aged 5 markedly outperformed those aged 4 on the comprehension of implicit information. It was suggested that children processed the implicit information actively whereas they processed the explicit information reactively. Results also proved that preschoolers have the ability to comprehend implied information, and that this ability increases substantially with age.     

Motivated learning: bias in appraisals

The study of motivation has been shadowed by a paradox. Common observations and teacher reports lead to the conclusion that high grade-point average is linked to high motivation and commitment. There is a lot of empirical evidence both from the laboratory and from classroom settings that illustrates the role played by affect in cognitive functioning. However, up to now motivational variables have failed to achieve a predictive value in learning outcome and in grade-point average mainly because these variables have been restricted to value-related information about the tasks and to the pupil's perception of his chances of success.A framework is proposed in which learning outcome is conceptualized both as a learning experience associated with positive and negative emotions and as an increment in knowledge and skill. At any one time, learners pursue two major goals, viz. gaining more proficiency and skill and maintaining or restoring their well-being. Empirical evidence is presented to support the view that meaningful learning should be conceptualized both in terms of a pupil's (1) competence for learning and (2) satisfaction with the learning opportunity.