A computer-based vocabulary program for three categories of student

Two experiments were designed to test the effectiveness of a computer-based vocabulary program. In Experiment One, high school students classified as learning disabled and remedial were given a 60-item pre-test made up of terms normally taught by their teacher. After selecting the 35 most difficult terms, 28 of them were assigned to a computer program involving a pre-test, practice, post-test sequence, and using cumulative review, mouse-controlled responding, and configuring responses to focus student attention. Seven terms were designated as control items by placing them in post-tests but not in the computer program. Students were given three computer sessions on consecutive school days, with a written multiple-choice post-test following each session. Results indicated a significant gain on computer items after the second computer session for the youngsters with learning disabilities, and after the first session for remedial pupils. Performance on control items did not improve across measures for either group.
In Experiment Two, a pre-test/post-test control group design was arranged to investigate the effects of the same computer program used to teach health terms to general education high school students. The results were similar to those of the first experiment.     

Improved academic performance and enhanced employability? The potential double benefit of proactivity for business graduates

This study contributes to proactivity theory and debate on how universities meet competing stakeholder demands in an increasingly marketized higher education environment. We explore how the interplay between the stable facet of proactive personality and the situated behaviour of personal initiative influence academic performance. We hypothesized and found that students high on both these facets of proactivity achieve better academic grades than those low on both, or high in just one. Unexpectedly, high proactive personality with low personal initiative behaviour was the worst combination. Proactivity can be a valuable employability asset, which alongside academic grades is important to some employers as well as students and universities. We argue that nurturing student proactivity can therefore produce multiple benefits but with focus on the more trainable dimension of personal initiative behaviour. To this end we provide practical guidance for university curriculum design to simultaneously enhance graduate employability and academic performance.     

Users' views about the usability of digital libraries

This study examined users’ views about the usability of digital libraries—current and perceived importance. Age, gender, prior experience with the Internet, college status, and digital library proficiency are the independent variables. Users’ current views about the usability of digital libraries and users’ perceived importance of digital library usability are treated as dependent variables. The Digital Library Usability Survey, a Likert‐type instrument developed by Koohang, was used. The study's participants were 107 undergraduate students enrolled in an interdisciplinary and cross‐functional degree programme at a large state university in the Midwest, USA. The collected data were analysed through statistical procedures. The overall results yielded significant differences for the variables of users’ prior experience with the Internet and users’ proficiency level with the digital library. The univariate results indicated a significant difference on the users’ perceived importance of digital library usability. However, digital library proficiency produced a significant difference on users’ current views about the digital library's usability. These results are discussed. Recommendations are made for practice and future research.     

A pathway for wisdom-focused education

ABSTRACT

Interest in the topic of wisdom-focused education has so far not resulted in empirically validated programs for teaching wisdom. To start filling this void, we explore the emerging empirical evidence concerning the fundamental elements required for understanding how one can foster wisdom, with a particular focus on wise reasoning. We define wise reasoning through a combination of intellectual humility, recognition of world in flux/change, open-mindedness to diverse viewpoints, and search for compromise/integration of diverse perspectives. In this article, we review evidence concerning how wise reasoning can be facilitated through experiences, teaching materials, environments and cognitive strategies. We also focus on educators, reviewing emerging evidence on how the process of explaining and guiding others impacts one’s wisdom. We conclude by discussing the development of wisdom-focused education, proposing that greater attention to the situational demands and the variability in wisdom-related characteristics across social contexts should play a critical role in its development.     

Queering the Social Work Classroom: Strategies for Increasing the Inclusion of LGBTQ Persons and Experiences

ABSTRACT

The inclusion of lesbian, gay, bisexual, transgender, and queer (LGBTQ) perspectives and experiences in the social work classroom is necessary to adequately include LGBTQ students and prepare graduates to practice effectively. Drawing from queer theory as a theoretical framework and the authors’ experiences in practice and teaching/learning spaces with LGBTQ youth, this article offers practical strategies for creating classrooms inclusive of LGBTQ persons. Queering the classroom builds skills in students beyond practice with LGBTQ people and communities, thereby enhancing their capacity to engage diversity in practice more generally and to advance human rights and social justice.     

The Differential Effects of Teacher Approval and Disapproval in Junior and Infant Classrooms

Ten teachers in infant schools and 10 teachers in junior schools had their teaching recorded while their classes were being observed. Subsequently, an analysis was made of the teachers' use of approval and disapproval in relation to pupil on-task behaviour. For both types of school, there was a positive trend between teacher approval and pupil on-task behaviour. However, only the infant school trend was statistically significant. For both types of school, there was an almost zero correlation between teacher disapproval and pupil on-task behaviour. Scattergram analysis indicated a curvilinear relationship between teacher disapproval and pupil on-task behaviour in both infant and junior schools.     

The transformation of an online learning community from an organised facility to an organic fraternity

An online community of learning within a distance doctoral programme was explored to determine if and how the community evolved and transformed over time. This part-time doctoral programme gathers students into cohorts and runs a structured community with students and faculty for 18 months before students confirm candidatures and begin individual work with their own supervisors for the remaining 4–5 years of study. In particular, this study sought to determine if and how the community of learning continued and developed after the 18 months of shared structured learning had been completed. This research was initiated and conducted by the students, giving insights into the community from the students’ perspective. Findings are that the community has survived and will continue in the short-term at least, but with fewer members and operating in a different manner. There has been an ongoing transformation of the community, largely driven by choice and necessity.     

Accent and Linguistic Prejudice within British Teacher Training

Based on the responses of 32 British teachers, I report on a sample of three teachers who were told to modify their accents to varieties deemed more “professional.” The teachers perceive such directives to stem from linguistic prejudice and not merely a need to be understood, and such directives are based on someone else’s standards for “linguistic professionalism.” Ultimately, I wish to engage with policymakers in order to establish what the linguistic reality is for British teachers in terms of accent, and their linguistic rights in the process. This is an issue that goes beyond the British context and can apply to both L1 and L2 teachers, whenever and wherever they are led to believe that their accent, though they are otherwise fully qualified to teach, is a hindrance. Thus, I report on the British context to address what is potentially a much more widespread issue.     

Evaluative reviews in universities: The influence of public policies

This article addresses issues raised by the conduct of evaluative review processes in the context of public policies. Some examples and outcomes of evaluative reviewing are discussed. The first sections deal with: the necessity for evaluative reviews, their parameters (including their scope and initiation, the levels at which they are conducted, the composition of review committees, information for evaluative reviews, completion of the review process) and the implementation of review recommendations. The significance is examined of evaluative reviews in universities for public policy, inter-institutional and intra-institutional arrangements and for the activities of individual staff members. It is concluded that if universities are to avoid having dramatic change imposed on them by governments through control of finances, they should initiate a continuous review of their role, structure and function designed to maintain access to and the quality of university education.