Systems thinking: An experimental course for college freshmen

An experimental interdisciplinary freshman course called The Systems Approach to the Universe was taught at North Carolina State University in the Spring of 1986. The goals of the course were to introduce principles of general systems theory; to provide examples through lectures and readings of applications of these principles in a wide variety of fields and disciplines; and to introduce and provide practice in critical questioning and evaluation. This paper outlines what was done, how it worked, and how the instructors and the students assessed the experience afterwards.He received his B.Ch.E. from the City College of New York, and his Ph.D. in chemical engineering from Princeton University. Barbara A. Soloman is Coordinator of Advising for the Academic Skills Program and Lecturer in the University Studies Program at North Carolina State University. She received her B.S. in mathematics from the City College of New York and her M.S. in mathematics from North Carolina State University.     

The Impact of the Home Instructional Program for Preschool Youngsters (HIPPY) on School Performance in 3rd and 6th Grades

A post hoc matching design was used to compare children who participated in the Home Instructional Program for Preschool Youngsters (HIPPY) throughout Arkansas to children from the same classrooms who had no preschool experience and children who had other preschool experiences in the third and sixth grades. The program showed modest positive impact on school suspensions, grades, classroom behavior, and achievement test scores at both grade levels.     

A rubric for comparing dissimilar text materials

Conclusion As you can see, this is a rather holistic view. These categories may have to be expanded depending on the particular needs of your task. However, it seemed to be efficient. This process may also be applicable to other situations such as student papers. This was my attempt to compare texts with a minimal amount of bias. I welcome input of others in an effort to expand and refine this rubric.     

The effect of language specific factors on early written composition: the role of spelling,oral language and text generation skills in a shallow orthography

Spelling skills have been identified as one of the major barriers to written text production in young English writers. By contrast oral language skills and text generation have been found to be less influential in the texts produced by beginning writers. To date, our understanding of the role of spelling skills in transparent orthographies is limited. The current study addressed this gap by examining the contribution of spelling, oral language and text generation skills in written text production in Italian beginner writers. Eighty-three children aged 7–8 years participated in the study. Spelling, lexical retrieval, receptive grammar, and written sentence generation and reformulation skills were assessed and children were asked to write a text on a set topic. A factor analysis revealed that the children’s written text production was captured by three factors: productivity, complexity and accuracy. In contrast to results from children learning to write in opaque orthographies, such as English, this study showed that receptive grammar and written sentence generation skills accounted for significant variance in measures of productivity, complexity and accuracy in Italian children’s written text production. Spelling skills contributed to text accuracy and quality and explained more variance than receptive grammar in microstructural accuracy. By contrast, oral grammatical skills explained more variance in text quality than spelling. The current study shows the differential impact of language systems, such as Italian, on written text production. Implications for assessment and instruction are outlined.     

The impact of inservice teacher education on mathematics teachers' subject-matter confidence, and competency

Two inservice courses designed to strengthen teachers' subject-matter competencies while introducing them to mathematics curricula for Grades 7 and 8 were investigated. In a pretest-posttest quasi-experimental design, participants were given a confidence measure and knowledge test. After the inservice training, teachers manifested greater self-confidence in knowledge of curricular material, a corresponding increase in mathematics skills, and high levels of confidence in ability to teach the curriculum. Results suggest that when knowledge tests are not feasible, measurement of confidence in solving problems may be sufficient to evaluate the cognitive impact of an inservice program.