Decreasing Heavy Drinking in First‐Year Students: Evaluation of a Web‐Based Personalized Feedback Program Administered During Orientation

This study evaluated the effectiveness of a web‐based personalized normative feedback program, electronic Check‐Up to Go (e‐CHUG), in decreasing heavy drinking among 1st‐year university students. Results indicated high‐risk students receiving the e‐CHUG program during 1st‐year orientation activities reported significantly greater reductions in heavy drinking and alcohol‐related consequences than did students in an assessment‐only control group at a 3‐month follow‐up. Recommendations for integrating e‐CHUG into orientation activities are discussed.     

A follow‐up study of the ABRACADABRA web‐based literacy intervention in Grade 1

This paper reports the follow‐up of a randomised control trial study of the ABRACADABRA web‐based literacy intervention that contrasted synthetic versus analytic phonics (Comaskey, Savage & Abrami, 2009) in kindergarten children from urban low‐SES backgrounds. Participants who received a ‘synthetic’ phonics+phoneme awareness training (n = 26) or an ‘analytic’ phonics+phoneme awareness training literacy intervention (n = 27) were tested on standard measures of literacy 1 year later. Results revealed a significant main effect (p < .01) for the analytic group performing better on passage reading comprehension. Modest advantages for children who received the analytic phonics programme were evident. We obtained an effect size favourably comparable with other studies, after adjusting for intervention duration (ES = .41). It is concluded that analytic phonics programmes may provide modest but significant sustained advantages in literacy for kindergarten children from low‐SES backgrounds.     

Web‐based reading annotation system with an attention‐based self‐regulated learning mechanism for promoting reading performance

Due to the rapid development of information technology, web‐based learning has become a dominant trend. That is, learners can often learn anytime and anywhere without being restricted by time and space. Autonomic learning primarily occurs in web‐based learning environments, and self‐regulated learning (SRL) is key to autonomic learning performance. Moreover, sustained attention to web‐based learning activities can be challenging for students. Therefore, a web‐based reading annotation system with an attention‐based self‐regulated learning mechanism (ASRLM), which is based on brainwave detection, is designed to enhance the sustained attention of learners while reading annotated English texts online, and thereby promote online reading performance. In total, 126 Grade 7 students in four classes at a junior high school in New Taipei City, Taiwan, are the participants. Among the four classes, two classes are randomly distributed to the experimental group and the other two classes are randomly distributed to the control group. The experimental group utilizes the ASRLM to support their reading of annotated English texts online, whereas the control group is not supported by the ASRLM while reading annotated English texts online. Experimental results show that sustained attention and reading comprehension of the experimental group are better than those of the control group. Moreover, the web‐based reading system with ASRLM support promotes the sustained attention and reading comprehension of female learners more than those of male learners while reading annotated English texts online. Additionally, learners with high‐SRL ability in the experimental group have better sustained attention and reading comprehension than those learners with low‐SRL ability. Furthermore, the sustained attention and reading comprehension of the experimental group are strongly correlated, and the duration of sustained attention strongly predicts their reading comprehension performance.     

Developing medical students as teachers: An anatomy‐based student‐as‐teacher program with emphasis on core teaching competencies

Teaching is an increasingly recognized responsibility of the resident physician. Residents, however, often assume teaching responsibilities without adequate preparation. Consequently, many medical schools have implemented student‐as‐teacher (SAT) programs that provide near‐peer teaching opportunities to senior medical students. Near‐peer teaching is widely regarded as an effective teaching modality; however, whether near‐peer teaching experiences in medical school prepare students for the teaching demands of residency is less understood. We explored whether the anatomy‐based SAT program through the Human Structure didactic block at Mayo Medical School addressed the core teaching competencies of a medical educator and prepared its participants for further teaching roles in their medical careers. A web‐based survey was sent to all teaching assistants in the anatomy‐based SAT program over the past five years (2007–2011). Survey questions were constructed based on previously published competencies in seven teaching domains – course development, course organization, teaching execution, student coaching, student assessment, teacher evaluation, and scholarship. Results of the survey indicate that participants in the anatomy‐based SAT program achieved core competencies of a medical educator and felt prepared for the teaching demands of residency. Anat Sci Educ 6: 385–392. © 2013 American Association of Anatomists.     

Reducing Alcohol Use in First‐Year University Students: Evaluation of a Web‐Based Personalized Feedback Program

The efficacy of a Web‐based personalized feedback program—electronic CHECKUP TO GO (e‐CHUG), aimed at reducing heavy drinking in 1st‐year university students—is evaluated. Results indicated that high‐risk students in the e‐CHUG group reported significantly greater reductions in weekly drinking quantity frequency of drinking to intoxication, and occurrence of alcohol‐related problems. Recommendations for integrating Web‐based alcohol programs into a comprehensive prevention program are discussed.     

Learning Metabolism by Problem‐Based Learning Through the Analysis of Health or Nutrition Articles from the Web in Biochemistry

Problem‐based learning using authentic material from the web was used to teach metabolism in a biochemistry course. In place of traditional lectures, students’ analyzed health or nutrition articles from newspapers and magazines, which were debatable from a scientific point of view, following the principles of problem‐based learning. A mixed method was used to assess the students’ perception, use of sources of information and web services while performing the task, and changes in self‐directed learning. Students’ perception was particularly positive. The majority stated that the methodology helped them to apply knowledge to real life and that they learned about the topic analyzed by their group. The perception that problem‐based learning promotes the ability to solve problems, critical thinking, and collaborative work is noteworthy. Tutors considered that teams identified the problem and concluded correctly, noticing students’ enthusiasm and motivation. The methodology also promoted scientific reading. More importantly, a significant improvement in self‐directed learning of the 2014 cohort was detected. This intervention suggests that this methodology is a valuable alternative to motive and promote self‐learning; representing an opportunity to shift the focus of instruction from the teacher to the student. The design of the activity and materials are described in detail. Also, limitations and solutions are discussed.     

Participation in science practices while working in a multimedia case‐based environment

The purpose of this study was to investigate how two female students participated in science practices as they worked in a multimedia case‐based environment: interpreting simulated results, reading and writing multiple texts, role‐playing, and Internet conferencing. Using discourse analysis, the following data were analyzed: students' published web posters, Internet conferencing logs between American and Zimbabwean university students, and a focus group interview. Three constructs supported the development of these students' identities in practice: (a) multimedia cases creating emotional involvement; (b) authoring web posters, and role‐playing situated in cross‐cultural social networks; and (c) altruism associated with relevant global topics. The investigators argue that educators and developers of online learning environments consider social contexts, authoring, and opportunities for cross‐cultural interaction to support participation in science practices. © 2010 Wiley Periodicals, Inc. J Res Sci Teach 47: 1116–1136, 2010     

Early Comprehension Instruction for Spanish‐Speaking English Language Learners: Teaching Text‐Level Reading Skills While Maintaining Effects on Word‐Level Skills

This study investigated the effects of three instructional conditions on precursors to successful reading for Spanish‐speaking English language learners (ELL). The study was conducted using a randomized, alternate treatment control group design specifically targeting phonological awareness (PA) listening comprehension (LC), and decoding in a sample of ELL (N= 82) including students who were and were not at risk for later reading failure. Two randomly assigned experimental intervention groups and one treatment control group were created to test the effectiveness of three instructional interventions that differed in the relative amount of time used for instructing the word‐ and text‐level targeted skills. Specifically, the two experimental intervention groups received different doses of LC relative to PA instruction, creating a LC Concentration group and a PA Concentration group. The treatment control group received only PA and alphabet knowledge instruction (word‐level skills). Results indicated that both at‐risk and not‐at‐risk ELLs in the LC Concentration group outperformed students in the other groups on almost all measures, including PA skills, despite minimal amounts of instructional time‐targeting word‐level skills. These data extend the existing literature by lending empirical support to the use of a LC component in early reading interventions for young ELL.     

The immediate and longer‐term effectiveness of a speech‐rhythm‐based reading intervention for beginning readers

Despite empirical evidence of a relationship between sensitivity to speech rhythm and reading, there have been few studies that have examined the impact of rhythmic training on reading attainment, and no intervention study has focused on speech rhythm sensitivity specifically to enhance reading skills. Seventy‐three typically developing 4‐ to 5‐year‐old children were randomly allocated to one of three treatment groups and received a speech‐rhythm‐based intervention, a phonological‐awareness‐based intervention, or a control intervention over 10 weeks. All children completed pre‐test, post‐test and delayed post‐test measures of speech rhythm sensitivity, single‐word reading, phonological awareness and vocabulary. The results show that it is possible to train speech rhythm sensitivity in this age group and that children who undertook the speech rhythm intervention showed a significant improvement in their word reading performance compared to children in the control group. Group differences were maintained 3 months later.     

Effectiveness of the Coping Power Program in middle‐school children with disruptive behaviours and hyperactivity difficulties

The purpose of this article is to discuss the effectiveness of the Coping Power Program (CPP); an evidence‐based treatment delivered in a group format to at‐risk middle‐school children. Initially, two groups were randomised and formed: an intervention group of 24 CPP sessions and a control group. All students were enrolled in public schools from two rural counties in the United States. Out of the 119 total participants 63 (37 male) were in the intervention and 56 (35 male) were in the control group. From the larger intervention group, a subset of students was identified as ‘significantly improved’. Using the Behavior Assessment Scale for Children‐2 (BASC‐2), a pre‐ and post‐intervention measure showed that students with clinically significant hyperactivity and behavioural difficulties scores were the most sensitive to the group intervention.     

Effects of a Teacher‐Designed and Teacher‐Led Numerical Board Game Intervention: A Randomized Controlled Study with 4‐ to 6‐Year‐Olds

The purpose of the current pilot study was to examine the effects of a teacher‐designed and teacher‐led numerical board game intervention. Fifty‐four 4‐ to 6‐year‐olds were randomly assigned to either the number board game intervention or an active control group. Relative to the control group, children who received the number game intervention demonstrated significant improvements on a numeral identification task. This finding is significant in so far as numeral identification skills play a critical role in more advanced numerical and mathematical reasoning. There was no evidence of training‐related improvements on any of the other tasks. In addition to the intervention effects, the present study provides an example of a successful teacher‐researcher collaboration, providing new insights into the making of bidirectional relations between research and practice.     

Spirituality/Religiosity,Life Satisfaction,and Life Meaning as Protective Factors for Nonsuicidal Self‐Injury in College Students

The purpose of this study was to identify factors that may protect or insulate people from engaging in nonsuicidal self‐injury (NSSI). College students (N = 14,385) from 8 universities participated in a web‐based survey. Results of bivariate correlations and multiple regression revealed that spirituality/religiosity, life satisfaction, and life meaning were predictive of NSSI. The authors provide practice suggestions for college counselors and other professionals charged with helping those at risk for NSSI.     

Holy Lemons! Learning from children's uses of the Internet in out‐of‐school contexts

The Internet offers new possibilities for engaging with information and is associated with a wide range of literacy practices. National guidance in the United Kingdom on ‘reading the web’, however, has focused largely on the different skills children may need to learn in school to navigate web‐based texts successfully. Here it is argued that much can be learned both about the potential of the web and of the kinds of reading associated with it by examining children's use of the Internet outside school. This article therefore begins with an overview of particular features of on‐screen reading and the different practices and orientations towards knowledge associated with this. It then reports on the use of the Internet out of school by a group of Year 6 children. It explores the purposes for which these children access the Internet, the attitudes and orientations they demonstrate in their approach to web‐based texts, and their own perceptions of what has enabled them to develop as Internet users. This exploration highlights the way that children may experiment and innovate in their use of the Internet out of school, and in doing so demonstrate considerable autonomy. These findings are used to make suggestions for framing and supporting children's Internet use in school.     

No Downturn Here: Tracking E‐business Programs in Higher Education*

As the fortunes of e‐businesses fluctuate, what is the state of e‐business educational offerings? The present study attempted to explore this question by investigating the number and nature of e‐business programs available in colleges and universities. Results were compared to previously published findings on e‐business education. Data were collected from program web sites. Master's and bachelor's degree programs based in North America and elsewhere in the world were examined. Despite the “dot‐bomb” economy, the present data suggested large increases in all foreign and North American bachelor's programs between the start of the fall semester of 2000 and November 2001. The number of North American master's programs appeared to increase dramatically during the year 2000 and at a lesser rate afterward. Findings also suggested that bachelor's and foreign master's programs involved more technical e‐business courses than the North American master's programs. The educational and economic factors possibly underlying these trends are discussed.     

Efficacy of teacher in‐service training for attention‐deficit/hyperactivity disorder

Children with attention‐deficit/hyperactivity disorder (ADHD) evidence many problems in the classroom. Teacher in‐service training is routinely used to inform school professionals about a number of special topics; however, the efficacy of such in‐service training for ADHD has not been established. The present study examined the efficacy of brief in‐service training focused on evidence‐based assessment and treatment of ADHD. Teachers from six schools (N = 142) in the Washington, DC, metropolitan area were randomly assigned at the school level to receive in‐service training immediately or to a waitlist control group that received in‐service training 1 month later. Measures of ADHD knowledge and use of behavior modification techniques were obtained at pre‐‐ and post‐‐in‐service intervention. Results indicated that the in‐service training resulted in increased ADHD knowledge. Special education teachers also reported increased use of behavior modification techniques resulting from the in‐service training. Clinical and research implications are presented. © 2008 Wiley Periodicals, Inc.     

Teaching science as a language: A “content‐first” approach to science teaching

Our research project was guided by the assumption that students who learn to understand phenomena in everyday terms prior to being taught scientific language will develop improved understanding of new concepts. We used web‐based software to teach students using a “content‐first” approach that allowed students to transition from everyday understanding of phenomena to the use of scientific language. This study involved 49 minority students who were randomly assigned into two groups for analysis: a treatment group (taught with everyday language prior to using scientific language) and a control group (taught with scientific language). Using a pre–post‐test control group design, we assessed students' conceptual and linguistic understanding of photosynthesis. The results of this study indicated that students taught with the “content‐first” approach developed significantly improved understanding when compared to students taught in traditional ways. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 529–553, 2008     

Evaluating the readiness of special education doctoral students to apply the standards of evidence‐based practice to single‐case research

How well doctoral students in special education are prepared to evaluate research as evidence‐based practice (EBP) is likely to impact their careers, as well as the teachers they will train. In developing a method for evaluating the readiness of small cohort groups of doctoral students to apply a research‐based model of EBP, an instrument and procedure were refined in a pilot evaluation and implemented within a multiple baseline design across participants. Participants’ independent and instrument‐guided performance in rating published research was compared to the ratings of two experts in single‐case research design, yielding proportions of agreement across evaluation conditions. Results indicated group readiness to independently conduct the EBP evaluation and individual differences in readiness indicating the need for remediation.     

Effective Studies of Pedagogical Ethics with Computers? A Quasi‐experimental Process–Product Study of Two Learning Modes

This investigation focused on the development of a study module called Pedagogical Ethics (PEd) in teacher education at the university level. The main aim was to examine both experiences of the study process and learning results. The quasi‐experimental design was developed by student teachers. The experimental group ( n = 32) attended a web‐based PEd course designed using the WebCT tool, while the control group ( n = 65) studied the same material in the traditional way. The same person was the teacher in both teaching–learning modes. Both groups evaluated the content and the mode as excellent, but the traditional teaching–learning mode was slightly more effective than the web‐based course. The quantity and quality of the technology‐mediated discussions concerning the ethical case studies were uneven. The differences in learning results between the experimental and control groups were not statistically significant.     

The efficacy of computer‐based supplementary phonics programs for advancing reading skills in at‐risk elementary students

In this study we examined the benefits of computer programs designed to supplement regular reading instruction in an urban public school system. The programs provide systematic exercises for mastering word‐attack strategies. Our findings indicate that first graders who participated in the programs made significant reading gains over the school year. Their post‐test scores were slightly (but not significantly) greater than the post‐test scores of control children who received regular reading instruction without the programs. When analyses were restricted to low‐performing children eligible for Title I services, significantly higher post‐test scores were obtained by the treatment group compared to the control group. At post‐test Title I children in the treatment group performed at levels similar to non‐Title I students.