An integrated assessment of the effects of Title I on school behavior,resources, and student achievement

We examine the effects of Title I on school behavior, resources, and academic performance using a rich set of school finance and student-level achievement data from one large urban school district using a regression discontinuity design. We find that Title I eligibility raises Federal revenues of schools by about $460 per student. This is partially offset by decreases in revenues from state categorical aid grants, so that the net increase to schools is about $360 per student. We find no impact on overall school-level test scores, but also no impact among the subgroups of students most likely to be affected by Title I. A novel finding is that schools appear to respond to the incentives embedded in the Title I allocation process by manipulating the fraction of their students signed up for free lunch to secure more Federal funds.     

A Model for Progressive Mentoring in Science and Engineering Education and Research

Mentoring is useful in career development for the sciences and professions due to the cultures, skill sets, and experience-based learning in these fields. A framework for mentoring based on observations and data gathered as part of an international research and education project is presented. Students with multiple levels of experience and background were placed with researchers resulting in an effective progressive mentoring structure. The article focuses on students’ and mentors’ experiences. The model is discussed in terms of the Zone of Proximal Development of Vygotsky.     

Topic Knowledge,Text Coherence,and Interest: How They Interact in Learning From Instructional Texts

The effects of topic knowledge, text coherence, and topic interest on learning from text were examined. One hundred sixty high school students participated in 1 of 4 groups according to their levels of topic knowledge and interest. Participants read 1 of 3 versions of a scientific text: minimally coherent, locally coherent, and locally and globally coherent. Text comprehension was examined by tasks aimed at tapping both textbase and situation-model levels. The contribution of topic interest seemed to increase according to the quantity of learners' topic knowledge. High-knowledge and high-interest students performed significantly better than those in the other 3 groups in all tasks. Text version differentiated students' performance on all measures but 1. The expected Group x Version interactions did not emerge.     

Factors associated with physical activity referral uptake and participation

Abstract

The aim of this study was to examine participant and scheme characteristics in relation to access, uptake, and participation in a physical activity referral scheme (PARS) using a prospective population-based longitudinal design. Participants (n = 3762) were recruited over a 3-year period. Logistic regression analyses identified the factors associated with the outcomes of referral uptake, participation, and completion (≥80% attendance). Participant's age, sex, referral reason, referring health professional, and type of leisure provider were the independent variables. Based on binary logistic regression analysis (n = 2631), only primary referral reason was associated with the PARS coordinator making contact with the participants. In addition to the influence of referral reason, females were also more likely (odds ratio 1.250, 95% confidence interval 1.003 – 1.559, P = 0.047) to agree to be assigned to a leisure provider. Referral reason and referring health professional were associated with taking up a referral opportunity. Older participants (1.016, 1.010 – 1.023, P < 0.001) and males were more likely to complete the referral. In conclusion, the PARS format may be less appropriate for those more constrained by time (women, young adults) and those with certain referral reasons (overweight/obesity, mental health conditions). More appropriate targeting at the point of referral could improve participation rates by revealing or addressing barriers that might later result in dropout.     

Cricket

In this study we analysed technique, ball speed and trunk injury data collected at the Australian Institute of Sport (AIS) from 42 high performance male fast bowlers over a four year period. We found several notable technique interrelationships, technique and ball speed relationships, and associations between technique and trunk injuries. A more front‐on shoulder alignment at back foot contact was significantly related to increased shoulder counter‐rotation (p < 0.001). Bowlers who released the ball at greater speeds had an extended front knee, or extended their front knee, during the front foot contact phase (p < 0.05). They also recorded higher braking and vertical impact forces during the front foot contact phase and developed those forces more rapidly (p ≤ 0.05). A maximum hip‐shoulder separation angle occurring later in the delivery stride (p = 0.05) and a larger shoulder rotation to ball release (p = 0.05) were also characteristics of faster bowlers. Bowlers suffering lower back injuries exhibited typical characteristics of the ‘mixed’ technique. Specifically, the hip to shoulder separation angle at back foot contact was greater in bowlers who reported soft tissue injuries than in non trunk‐injured bowlers (p = 0.03), and shoulder counter‐rotation was significantly higher in bowlers who reported lumbar spine stress fractures than non trunk‐injured bowlers (p = 0.01). The stress fracture group was also characterised by a larger hip angle at front foot contact and ball release, whereas a more flexed front knee at ball release characterised the non trunk‐injured group.     

Developing a model for e‐prints and open access journal content in UK further and higher education

A study carried out for the UK Joint Information Systems Committee examined models for the provision of access to material in institutional and subject‐based archives and in open access journals. Their relative merits were considered, addressing not only technical concerns but also how e‐print provision (by authors) can be achieved – an essential factor for an effective e‐print delivery service (for users). A ‘harvesting’ model is recommended, where the metadata of articles deposited in distributed archives are harvested, stored and enhanced by a national service. This model has major advantages over the alternatives of a national centralized service or a completely decentralized one. Options for the implementation of a service based on the harvesting model are presented.     

Assessing the Effects of Library Instruction

The current study sought to measure the influence of a one-hour library training/orientation session on college students' library use and library skill development. Data analysis revealed a statistically significant increase in student library use while there was no statistically significant increase in library skill development. Some issues, however, limited the utility of the findings. This paper also critiques the study's design with the intention of helping future researchers plan for occurrences that may limit the accuracy of their findings.