Software to Promote Young Children’s Growth in Literacy: A Comparison of Online and Offline Formats

The primary goal of this research was to extend our understanding of the strengths and weaknesses inherent in online and offline early literacy software programs designed for young learners. A taxonomy of reading skills was used to contrast online software with offline closed system (compact disc) based programs with respect to number of skills taught, quality of instruction and scaffolding during instruction. Overall, online programs were more comprehensive and provided instruction for more skills than offline software at either the Kindergarten or Grade 1 level. However, offline programs demonstrated some developmentally appropriate selectivity in skills trained. Quality of instruction was variable within and across all programs. Scaffolding of instruction was also variable and surprisingly few programs, either online or offline, provided automatic movement across levels of difficulty. These outcomes have important implications for the selection of instructional materials by parents and educators involved in early literacy instruction and also for future software design.     

From Network Learning to Classroom Teaching

In this period of designing controls to producegreater teacher accountability, the NationalWriting Project (NWP) stands as an importantcontrast, teaching us what it means to developthe capacity of teachers. We undertook atwo-year study of the NWP by looking intenselyat two sites, an urban and a rural site. Wesought to understand and document what teacherslearned from their induction to the WritingProject, what they took back to their classroomand how they stayed involved in various localnetwork activities. By looking at the five weeksummer invitational seminar held on thecampuses of their respective sites, we foundcore activities as well as other ancillary onesthat helped teachers gain a set of principlesand ways of working that they took back totheir classrooms. We also found a welldeveloped set of activities run in networkfashion that gave teachers numerousopportunities to stay connected, to leadprofessional development in their localcontexts, to explore special interest groups,and to become members of a powerful learningcommunity. We highlight two of six teachersthat we studied who provide an example of hownetwork learning is linked to classroomteaching. The success of the NWP as aprofessional development network rooted inteachers' work with teachers teaching teachersas a core element, suggests that networks suchas these may be well suited to the rapid changein our society as well as to the growingcomplexity of teachers' work.     

Disruptive Behaviour in School,Personality Characteristics and Heart Rate (HR) Levels in 7‐ to 9‐year‐old Boys

Disruptive behaviour, as assessed by teachers, is reported as being consistently related to low base heart rates and low reactivity to mild stress. To date, most investigations have used mainstream school samples of boys within the 11‐16 age range approximately. It has been suggested that the predicted low base heart rates for antisocial children may be reversed in younger children. Present findings do not confirm such a trend in boys aged 7 to 9 years. Their responses were similar to those of older children. The implications for further research and the management of children in school are discussed.     

Evaluating the Social Validity of Project TEAM: A Problem-Solving Intervention to Teach Transition Age Youth with Developmental Disabilities to Resolve Environmental Barriers

Project TEAM teaches transition-age youth with developmental disabilities (DD) to identify physical and social environmental barriers and supports, generate solutions to barriers, and request modifications to increase participation. Establishing the social validity of this environment focused intervention with youth and their parents is critical, given the significant shift the intervention represents from rehabilitation’s more traditional focus on body structures and function. University researchers and youth research collaborators conducted a participatory evaluation of the purpose, procedures, and perceived benefits of Project TEAM. Youth with DD (n = 42) provided feedback using three methods: activity voting, a survey, and a focus group. Parents (n = 37) also provided feedback. Results suggest that both youth and parents find Project TEAM acceptable and relevant to youth’s current and future lives. The majority of youth and parents felt Project TEAM fostered independence and empowerment, although some youth and parents reported challenges with the unique environment-focused approach.     

Suicide Prevention Program on a Diverse College Campus: Examining the Effectiveness of a Peer-to-Peer Model

With the high prevalence of college students experiencing psychological distress, it is becoming increasingly important to provide prevention and early intervention programs in addition to traditional psychological counseling services. This study examined the effectiveness of a suicide prevention program led by peer educators/trainers on a diverse college campus. Twenty-five suicide prevention workshops were conducted with 479 attendees. Preworkshop and postworkshop assessments revealed significant improvements in participants’ knowledge of suicide and resources. Recommendations for campus-wide suicide prevention efforts using diverse peer educators that reflect the students’ demographic and cultural background, recruitment strategies, and utilization of outreach programming in suicide prevention.