Honor Codes and Other Contextual Influences on Academic Integrity: A Replication and Extension to Modified Honor Code Settings

Research has shown that traditional academic honor codes are generally associated with lower levels of student academic dishonesty. Utilizing data obtained from students at 21 colleges and universities, this study investigated the influence of modified honor codes, an alternative to traditional honor codes, that is gaining popularity on larger campuses. It also tested the model of student academic dishonesty previously suggested by McCabe and Treviño in a more diverse sample of campuses. Results suggest that modified honor codes are associated with lower levels of student dishonesty and that the McCabe and Treviño model appears to be reasonably robust.     

Simple Marketing Techniques and Space Planning to Increase Circulation

In the academic Information Commons, the frontline staff are key library assets. This article demonstrates one example of frontline staff observing, analyzing, and modifying user behavior using simple marketing techniques and space planning. James Madison University East Campus Library personnel increased circulation of books by increasing the visibility of the book collection. Minor furniture changes in the lobby, adding rotating themed book displays and providing digital and print signage, produced a dramatic effect. Circulation numbers essentially doubled for the lobby browsing book collection and markedly increased for books highlighted in the displays.     

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.     

Localising and tailoring research evidence helps public health decision making

Background

Published research evidence is typically not readily applicable to practice but needs to be actively mobilised.

Objectives

This paper explores the mechanisms used by information professionals with a specific knowledge mobilisation role to make evidence useful for local decision making and planning of public health interventions.

Methods

Data are drawn from a NIHR project that studied how, when, where and by whom published research evidence is used in commissioning and planning across two sites (one in England and one in Scotland). Data included 11 in‐depth interviews with information professionals, observations at meetings and documentary analysis.

Results

Published research evidence is made fit for local commissioning and planning purposes by information professionals through two mechanisms. They localise evidence (relate evidence to local context and needs) and tailor it (present actionable messages).

Discussion

Knowledge mobilisation roles of information professionals are not recognised and researched. Information professionals contribute to the ‘inform’ and ‘relational’ functions of knowledge mobilisation; however, they are less involved in improving the institutional environment for sustainable knowledge sharing.

Conclusion

Information professionals are instrumental in shaping what evidence enters local decision making processes. Identifying and supporting knowledge mobilisation roles within health libraries should be the focus of future research and training.

     

No More Silos: Animating Integrated Health and Behavioral Health Care Practices in the Classroom

ABSTRACT

Over the last decade, there has been increased momentum to bring the worlds of physical and behavioral health care together. Instead of social work education simply reacting to this change, it is imperative that we be proactive and prepare students to be “multilingual,” that is, be able to speak and function in both the worlds of health and mental health so they can move seamlessly into the new world of integrated care. The purpose of this article is to explore curricular and pedagogical strategies needed to prepare graduate social work students for the coming shift in practice toward integrated health and mental health care.     

From the lab to the dorm room: metacognitive awareness and use of spaced study

Laboratory studies have demonstrated the long-term memory benefits of studying material in multiple distributed sessions as opposed to one massed session, given an identical amount of overall study time (i.e., the spacing effect). The current study goes beyond the laboratory to investigate whether undergraduates know about the advantage of spaced study, to what extent they use it in their own studying, and what factors might influence its utilization. Results from a web-based survey indicated that participants (n = 285) were aware of the benefits of spaced study and would use a higher level of spacing under ideal compared to realistic circumstances. However, self-reported use of spacing was intermediate, similar to massing and several other study strategies, and ranked well below commonly used strategies such as rereading notes. Several factors were endorsed as important in the decision to distribute study time, including the perceived difficulty of an upcoming exam, the amount of material to learn, how heavily an exam is weighed in the course grade, and the value of the material. Further, level of metacognitive self-regulation and use of elaboration strategies were associated with higher rates of spaced study. Additional research is needed to examine student study habits in a naturalistic setting, and to explore effective ways to encourage behavior change through motivational and teaching techniques.     

Religiosity and the Impact of Religious Secondary Schooling

Using a nationally representative longitudinal survey and incorporating propensity score matching methods, we follow secondary school students post-graduation to determine how Catholic and private religious schooling impacts religiosity. There is an established literature examining the Catholic school impact on collegiate and labor market outcomes, although many families may choose Catholic or private religious schooling in efforts to instill religiosity. Our results show that Catholic and private religious secondary schooling exhibits relationships related to increasing religious participation shortly after high school graduation, although as time progresses these effects are less consistent. The largest and most robust finding is for male Catholic school attendees.     

Relation of Rearing Environment to Adaptive Behavior of Egyptian Toddlers

2 questions were explored: (1) Do observed relations found in Western cultures between specific psychosocial environmental factors and toddlers adaptive behavior resemble the pattern of relations found in a non-Western setting? (2) Does the specificity of relations between environment and performance found in Western cultures also operate in a non-Western culture? Subjects were 153 Egyptian toddlers, 18–30 months of age, and their caregivers. Twice a month between 18 and 30 months toddlers were observed in naturalistic interactions with their caregivers, and measures of caregiver behavior and toddler functioning were coded. Replicating previous results from Western cultures, canonical analysis indicated that caregiver vocal stimulation was positively related to indices of toddler behavioral competence, while nonverbal response to vocalization and physical contact stimulation were negatively related. The salience of sib caregivers was also noted. Particularly for the age period between 24 and 29 months, results indicated specificity of environmental action such that measures of caregiver vocal stimulation were uniquely related to measures of toddler vocalization, while caregiver response to distress was uniquely related to toddler emotionality. The present pattern of results suggests at least some degree of cross-cultural generalizability of environment-development relations and of the specificity model of environmental action.