Debate tournament results

This study compares the difficulty in speechreading various transformations of a kernel sentence. Different transformations were found to vary in their intelligibility under these conditions.     

Let Me Show You How It's Done! Desktop Sharing for Distance Learning from the D. Samuel Gottesman Library

Due to the proliferation of electronic resources, fewer users visit the library. Traditional classroom instruction and in-person consultations are no longer sufficient in assisting library users. Librarians are constantly seeking new ways to interact with patrons and facilitate efficient use of electronic resources. This article describes the development, implementation, and evaluation of a project in which desktop-sharing software was used to reach out to users at remote locations. Various ways of using this tool are described, and challenges and implications for future expansion are discussed.     

The Plagiarism Project

Plagiarism has been a problem plaguing academia for centuries. The Internet has made it easier than ever to copy material from one electronic document and paste it into another. Many cases are unintentional, as writers are unaware of the rules regarding plagiarism. This paper provides an overview of plagiarism and describes a project in which librarians partnered with the assistant dean of a graduate science program to educate students about the perils of plagiarism and encourage ethical writing practices.     

Students’ Understanding of Conservation of Matter,Stoichiometry and Balancing Equations in Indonesia

This study examines Indonesian students’ understanding of conservation of matter, balancing of equations and stoichiometry. Eight hundred and sixty‐seven Grade 12 students from 22 schools across four different cities in two developed provinces in Indonesia participated in the study. Nineteen teachers also participated in order to validate the 25‐question survey used with all students. Significant differences in student success in answering specific questions occurred when comparing high‐achievement and low‐achievement schools. However, in general, student understanding of this fundamental principle in chemistry was low. The study found that the average score for all students on the survey was 41%. The findings suggest that students are most successful in solving problems used by teachers and textbooks that are algorithmic‐based (i.e., stoichiometry). As there were no strong positive correlations between student performance on conceptual questions and algorithmic questions, we suggest that further research should focus on teaching practices and curricula that support the development of the students’ conceptual understanding.     

The effect of using laptops on the spelling skills of students with learning disabilities

The current study examined the effect of using laptops on the spelling skills of students with learning disabilities (LD). It was conducted as part of the Israeli “Katom” (A Computer for Every Class, Student, and Teacher) Program. Participants included 93 Hebrew-speaking students with LD aged 13–16, who attend 10 special education classes in a regular middle school. We examined whether the experimental group using laptops showed significant differences in the number of their spelling errors as a result of the intervention on their pre- and post-spelling tests. We also investigated whether there would be differences on the number of spelling errors between the experimental and control groups, as measured by their pre- and post-spelling test results. The findings indicated that the participants in the experimental group significantly improved their spelling skills as opposed to the control group. It seems that the use of laptops in special education classes can enhance the spelling skills of students with LD.     

Educational e-books: a support for vocabulary and early math for children at risk for learning disabilities

Mathematical learning difficulties can originate at an early age. However, research on young children’s math development, especially those who are at risk, is in its early stages. The current study is the first to examine the effects of an activity with an educational e-book on emergent math with 52 preschoolers at risk for learning disability (ALD). The effects on their emergent vocabulary of the e-book intervention was also tested. The findings revealed that following the intervention, children in the experimental e-book group improved both their vocabulary and early math skills as compared to the control group who engaged in their regular preschool activities. The implications of these results are discussed.     

Processes and outcomes of joint activity with e‐books for promoting kindergarteners' emergent literacy

This research investigated the effects of an educational electronic book (e‐book) on low socioeconomic status (SES) kindergarteners' emergent literacy while focusing on the relationship between process and outcomes during joint learning. The sample (96 kindergarteners, aged five to six) was randomly assigned to experimental (e‐book activation) and control groups (regular kindergarten program). The experimental group's second joint learning session was recorded. Emergent literacy measures included word meaning, phonological awareness, and story comprehension. The main findings indicate an association between the process of e‐book use (hotspot activation and collaboration) and educational outcomes (emergent literacy). Implications for educators and e‐book designers are noted.

Processus et Résultats d'une activité associée aux livres en ligne pour promouvoir les débuts de l'alphabétisation chez les enfants de la maternelle

La recherche a porté sur les effets d'un livre éducatif électronique (e‐book) sur les débuts de l'alphabétisation d'enfants de la maternelle (niveau SES bas) tout en mettant l'accent sur la relation entre le processus et le résultat pendant l'apprentissage associé. L'échantillonnage (96 élèves de maternelle âgés de 5 ou 6 ans) a été réparti au hasard entre les groupes expérimentaux (avec activation par le livre électronique) et les groupes de contrôle (programme de maternelle habituel). On a enregistré la deuxième session d'apprentissage associé du groupe expérimental. Les mesures marquant l'émergence de l'alphabétisation comprenaient la signification des mots, la sensibilité phonologique et la compréhension des histoires. Les résultats principaux font apparaître une association entre le processus d'usage du livre électronique (activation des points chauds et collaboration) et les résultats éducatifs (l'émergence de l'alphabétisation). On a également noté des conséquences possibles pour les éducateurs et pour les concepteurs de livres électroniques.

Methoden und Ergebnisse des gemeinsamen Einsatzes von E‐Büchern für die Förderung von “Kindergarteners Emergent Literacy”

Diese Forschung untersuchte die Auswirkungen eines erzieherischen elektronischen Buches auf niedrige SES Vorschul‐Lese und Rechtschreibfähigkeit durch Konzentration auf den Zusammenhang zwischen Prozess und Ergebnis während gemeinsamen Lernens. Die Gruppe bestand aus 96 Vorschulkindern im Alter von 5 bis 6 Jahren, die zufällig dazu ausgewählt waren, an der Experiment –bzw. Kontrollgruppe (reguläres Vorschulprogramm) teilzunehmen. Die zweite Sitzung der Experimentalgruppe wurde aufgezeichnet und umfasste Wortbedeutung, phonologisches Bewusstsein und Textverständnis. Als Hauptergebnis kann ein Zusammenhang zwischen dem Prozess der E‐Book‐Nutzung (Hotspot‐Aktivierung und Zusammenarbeit) und dem Lernerfolg (emergent literacy) für Pädagogen und E‐Buch Designer festgestellt werden.

Procesos y resultados de una actividad associada con los libros en línea para fomentar el alfabetismo emergente entre los alumnos de pre‐primaria

Esta investigación trata de los efectos de un libro educativo electrónico (e‐book) sobre el alfabetismo emergente de alumnos de “kinder” (SES bajo) con un enfoque sobre la relación entre el proceso y los resultados durante el aprentizaje asociado. La muestra (96 alumnos de “kinder” de 5 y 6 años) fue divida de manera aleatoria entre los grupos experimentales (con activación por el libro electrónico) y los grupos de control (programa normal del “kinder “). Se hizo una grabación de la segunda sesión de aprendizaje asociado del grupo experimental. Las medidas de alfabetismo emergente eran el sentido de las palabras, la conciencia fonológica y la comprensión de las historias. Los resultados más destacados indican una asociación entre el proceso de uso del e‐book (activación de los hotspots y colaboración) y los resultados educativos (alfabetismo emergente). Se nota también algunas implicaciones para los educadores y los diseñadores de libros electrónicos.     

The Principal and Role Expectations of the Library Media Specialist

Educational systems have undergone some dramatic changes over the last few decades, and these changes have likely contributed to differential views of retention. Review of the literature reveals the need to discuss the impact of these changes upon retention, and the need to consider individual differences in light of the productivity of retention. Nonpromotion from grade to grade might be a very positive consequence of low achievement with the necessary considerations and accommodations.