Correction to: Feedback-seeking behavior in second language writing: motivational mechanisms

Reading and Writing - The original publication of the article contained errors in the tables.     

Assessment in special schools: national early assessment procedures and pupils attending special schools in England

An implicit assumption that fostering inclusion means having shared systems encompassing the needs of all children is evident in many aspects of policy development over the past decade. Reflecting this, the implementation of ‘baseline assessment’ schemes (i.e. testing at around age 5 years) is a statutory requirement on all state-maintained special and mainstream schools in England since 1998. Our argument is that the enthusiasm for commonality has obscured the need to question the value and validity of baseline assessment schemes for children with special educational needs (and possibly some others such as children having English as an additional language). We illustrate this position with reference to data from our recent study on baseline assessment in England. The study encompassed survey data from a national sample of 982 schools, of which 107 were special schools. Between them, these special schools used 42 different baseline assessment schemes. Comparisons between our mainstream and special school respondents indicated that there were similarities in the nature and perceived value of the schemes used. However, special schools were less satisfied with their schemes. We suggest that a reappraisal of the nature and purpose of baseline assessment for pupils with special educational needs warrants greater critical debate. Without this, there is a danger that a stress on commonality, veiling an inclusion orthodoxy, will ultimately be counterproductive.     

Comics and the Modern Library Catalog: New Rules for Breaking the Rules

Scholarly and curricular uses of comics extend to many disciplines in higher education, resulting in increased demand for institutional access to such materials. Despite nearly twenty years of justification in the literature for inclusion of such materials in libraries, there are not widely adopted conventions or models for engaging in the business of a comics collection. At San Diego State University, this presented an opportunity to pioneer new modes of access, from cataloging and organization to storage and retrieval. This article explores the process of making a collection of floppy comics accessible alongside a theoretical discussion of cataloging shortcomings and opportunities.     

Organismic integration as a dynamic process: a systematic review of empirical studies on change in behavioral regulations in exercise in adults

In facilitating the adoption of exercise behavior, attention should be directed towards the dynamic nature of behavioral regulations. Organismic integration theory presents a suitable framework for investigating fluctuations in behavioral regulations. However, current results pertaining to this issue revealed mixed findings. The aim of this review is to examine the empirical literature on the dynamic nature of organismic integration theory in exercise settings over time in adults. A systematic review of English articles using PsycINFO, PsycARTICLES, ScienceDirect, and SPORTDiscus was conducted including keywords of organismic integration theory, longitudinal designs, change in behavioral regulations, and exercise. Findings are summarized through quantitative analysis of the evidence. Regarding autonomous regulations, steady increases in regulations are observable that originate within the first weeks and persist for up to one year. Most studies reported no changes in controlled regulations, although in a few cases changes were observed six weeks after baseline or later. The review adds to the theoretical understanding of how behavioral regulations are internalized. However, whether changes in regulation occur depends on both the type of regulation and on contextual characteristics. Future research of longitudinal design is warranted to identify optimal periods in which individuals seek for increased support during exercise adoption.     

Results of an assessment to identify potential barriers to sustainable agriculture on American Indian reservations in the Western United States

Purpose: This paper reports the results of survey research conducted with tribal producers between 2011 and 2012 on 19 of the largest American Indian reservations in Idaho, Nevada, North Dakota, Oregon, South Dakota, and Washington. The purpose of the research was to identify potential barriers to sustainable agriculture on reservation lands. This article reports the results of this research in an effort to promote Extension professionals' understanding of these barriers, which may help to improve outreach programs on American Indian reservations. Understanding the obstacles to sustaining agriculture that American Indian tribes face may inform international agricultural outreach efforts to increase food security targeting indigenous and tribal peoples worldwide.

Design/Methodology/Approach: American Indian agricultural producers comprised the study group. Study objectives included: (1) identify agricultural and natural resource issues of greatest concern to a self-selected sample of tribal agricultural producers on reservation lands; (2) evaluate access to Extension and other US Department of Agriculture outreach and assistance programs; and (3) evaluate the quality of these programs in terms of their relativity to tribal needs.

Findings: Study results indicate that tribal agricultural producers surveyed ranked 29 of 39 agricultural and natural resource issues as a concern. Similarly, they rated access to and quality of outreach programs as fair. Further, tribal producers operating on reservation trust land rated issues more severely than did tribal producers operating on fee simple lands.

Practical Implications: Results of this research will help Extension and other outreach professionals to understand the barriers indigenous and tribal peoples face in sustaining agricultural operations, particularly tribal groups living on federally reserved trust lands, such as American Indians. An increased understanding can inform agricultural policy-makers and outreach professionals in improving programs designed to increase agricultural sustainability, improve food security, enhance economic well-being and improve quality of life of indigenous and tribal peoples worldwide.

Originality/Value: This research provides important information to agricultural policy-makers and Extension professionals striving to sustain agricultural productivity and enhance food security with indigenous and tribal peoples.     

The influence of discussion groups in a case-based learning environment

The common practice of using discussion groups during case-based learning makes the role of discussion important in these learning environments. However, little empirical research has been done to investigate the influence of discussion on performance and motivation in case-based learning. The purpose of this article is to present the results of a study conducted to examine the role of discussion groups in a case-based environment. College students completed two cases either individually or in small discussion groups. Measures included two case analyses, an attitude survey, time on task, and document analysis. Results revealed significant performance and time differences between instructional methods on the first case, but not on the second case. In addition, results indicated significant differences in student attitudes between treatments. Overall, participants who worked in groups liked their method significantly better than those who worked alone, felt they learned more working in a group than they would have working alone, and expressed a preference for working in a group if they had to do the class over again. Implications for implementing case-based learning and future research are discussed. Anna E. Flynn is Vice President and NAPM Associate Professor with the National Association of Purchasing Management.     

The Financial Evaluation of Work‐Study Alternatives Facing School‐Leavers

Internship programs, whereby students are employed on a full‐time basis while studying part‐time for a degree, are increasingly popular. This paper discusses an analytical framework which is helpful in evaluating, from the student's perspective, alternative internship programs. The methodology is illustrated by a detailed analysis of two internship programs currently available in N.S.W. Other options such as full‐time study, with and without part‐time employment, are also analysed. Comparison of the internships and other options reveal substantial differences in life‐time earnings, rates of renumeration and implicit trade‐offs between income and leisure. Non‐monetary differences may also be substantial.     

Paired peer learning through engineering education outreach

ABSTRACT

Undergraduate education incorporating active learning and vicarious experience through education outreach presents a critical opportunity to influence future engineering teaching and practice capabilities. Engineering education outreach activities have been shown to have multiple benefits; increasing interest and engagement with science and engineering for school children, providing teachers with expert contributions to engineering subject knowledge, and developing professional generic skills for engineers such as communication and teamwork. This pilot intervention paired 10 pre-service teachers and 11 student engineers to enact engineering outreach in primary schools, reaching 269 children. A longitudinal mixed methods design was employed to measure change in attitudes and Education Outreach Self-Efficacy in student engineers; alongside attitudes, Teaching Engineering Self-Efficacy and Engineering Subject Knowledge Confidence in pre-service teachers. Highly significant improvements were noted in the pre-service teachers’ confidence and self-efficacy, while both the teachers and engineers qualitatively described benefits arising from the paired peer mentor model.