Use of the WISC-R with a learning disabled population: Some diagnostic implications

A group of 41 learning disabled children in Hawaii, aged 6 to 151/2, were tested on the WISC-R. Two main questions were explored: (a) Do the separate WISC-R tests assess “g” for learning disabled children to the same degree that they do for normal children? (b) Is there significantly more scatter among the tests for learning disabled than for normal youngsters? The answers to these questions were interpreted in terms of their diagnostic significance.     

Summative and Formative Style Anatomy Practical Examinations: Do They Have Impact on Students’ Performance and Drive for Learning?

Anatomical knowledge is commonly assessed by practical examinations that are often administered in summative format. The format of anatomy practical examination was changed at the Lee Kong Chian School of Medicine in Singapore from summative (graded; must pass) to formative (ungraded; no pass/fail) in academic year (AY) 2017–2018. Both assessment formats were undertaken online, but the formative mode used a team-based learning activity comprising individual and team assessments. This gave an unique opportunity to investigate: (1) the impact of two different online assessment formats on student performance in practical examination; (2) the impact of new formative practical examination on students’ performance in summative examinations; and (3) students’ opinions of these two practical examination formats. The class of 2021 perceptions was obtained as they experienced both formats. A retrospective cohort study was also conducted to analyze the Year 2 students’ performance in anatomy practical and year-end summative examinations of cohorts AY 2015–2016, AY 2016–2017 (summative format), and AY 2017–2018 (formative format). There were no significant differences in students’ performance between two practical examination formats. The cohort who experienced the formative format, performed significantly better in summative examinations (mean ± SD: 82.32 ± 10.22%) compared with the cohort who experienced the summative format (73.77 ± 11.09%) (P < 0.001). Students highlighted positive features of the formative practical examination, including team reinforcement of learning, instant feedback, and enhanced learning. These findings indicate that students continue to study for anatomy practical examination without the need for external drivers. The team-based learning style practical examination enhances students’ performance in summative examinations.     

Academics’ perceptions of collaboration in higher education course design

ABSTRACT

There is little empirical research related to the readiness and capacity of academics for team-based collaboration. This case study used the existing literature about collaboration as a term of reference to examine the perceptions of a group of academics engaged in course design and how prepared they were individually and as teams for collaboration. The study found that participants recognised and understood the key elements that distinguish collaboration from other forms of interaction. However, they did not express a depth of understanding about the cognitive and social capacities required for collaboration and the skills, structures and processes necessary to enable team-based collaborative practice. While the participants felt they were willing and largely prepared as individuals for collaboration, closer scrutiny indicated substantial variation in their reports about the willingness, knowledge and skills of the teams on which they served. In addition, participants reported that current conditions at the institutional level serve as inhibitors to collaboration in course design. This included the absence of committed leadership and organisational supports for collaboration. Participants described the dominant culture as more supportive of individualised, competitive and hierarchical work practices. Under these work conditions, participants noted a reliance on individuals’ goodwill to collaborate in the absence of broader organisational structures and support.     

A developing educational psychology service work-allocation model

As UK governments continue with the economic policy of deficit reduction from 2010, many Local Authorities’ (LAs) Educational Psychology Services (EPSs) have begun to develop “traded” models of service delivery in order to maintain jobs and secure services. Nevertheless, EPSs still provide a core service delivery to schools, settings and geographical patches for statutory and pre-statutory work, which needs to be equitably distributed within the team to apportion demands and workloads. This article will discuss how a work-allocation model has developed in recent years, with reference to case studies from three diverse LAs.     

Hiding homoeroticism in plain view: the Fight Club DVD as digital closet

–The DVD format has emerged as the dominant digital means of repackaging films for home consumption. In this essay, we theorize this new viewing experience and identify some of the challenges it poses for the media critic. We argue that the additional material DVDs typically offer, coupled with the format's interactivity, constitute a rhetorically powerful means of directing the consumer's viewing experience and protecting the commercial viability of the product. To illustrate, we offer a critical analysis of the DVD release of the controversial film Fight Club. Our analysis suggests that Fight Club's DVD “extra text” dissuades the viewer from acknowledging the film's homoerotic elements as representing homosexual experience.     

The Importance of Mathematics as a Prerequisite to Introductory Financial Accounting

ABSTRACT

Mathematics has long served as a prerequisite to introductory financial accounting in the 4-year college business curriculum. However, 2-year colleges have been slower to adopt math as a prerequisite. Its usefulness in relation to achieving successful completion of accounting has not been demonstrated at either a 2-year or 4-year college. Using data from students who enrolled in introductory financial accounting at a 2-year college over a 13-year period, the research reported here consists of the generation of a logistical regression model to ascertain the role of mathematics in relation to improving the odds of success in introductory financial accounting. The results indicate that successful completion of introductory financial accounting improves when high school GPA (grade point average), collegiate maturity, as well as combined prerequisites of math and English are taken into consideration.