Education,the science of learning,and the COVID-19 crisis

PROSPECTS - In the COVID-19 crisis, the science of learning has two different responsibilities: first, to offer guidance about how best to deal with the impact of the current situation, including...     

The experiences of and attitudes toward non-pharmacological interventions for attention-deficit/hyperactivity disorder used in school settings: a systematic review and synthesis of qualitative research

School-based non-pharmacological interventions are an important part of the treatment of attention-deficit/hyperactivity disorder (ADHD). We aimed to systematically review qualitative literature relating to the experience of and attitudes towards school-based non-pharmacological interventions for ADHD. Systematic searches of 20 electronic databases were undertaken. Reviewers screened titles, abstracts and full reports of studies, before extracting data and critically appraising 33 included papers. Studies were synthesised using meta-ethnographic methods. Four-key interrelated themes were identified: (1) individualising interventions, (2) structure of interventions, (3) barriers to effectiveness, (4) perceived moderators and impact of interventions. The perceived effectiveness of interventions used in school settings is reported to vary. Therefore, flexible, tailored interventions ought to hold potential. However, highly individualised interventions may negatively affect children with ADHD. Findings point to the need for school-based interventions to take into account the wider school context, as well as core symptoms of ADHD.     

Reporting to parents through conferences

There is no one way of reporting to parents that is best, but when parents and teachers can sit down together, talk over how a child is doing, and make joint plans, good is bound to come for the child. The face-to-face conference, no matter where it is held, is very valuable. It offers opportunities to share information and reduces occasions for misunderstandings.Lynell B. Rogers teaches at the University of Southern Mississippi in Hattiesburg, MS.     

Assessing a Promotional Strategy for Marketing Electronic Resources in the Library Environment

In the fall of 2015, two librarians at San Diego State University initiated a project to enhance the visibility of some of the library’s numerous electronic resources. Promotional materials were created to highlight some of the main features and functionality of seven specific databases to which the library subscribes. Although there are many factors of this project that warrant further research, the authors can definitively state that usage for six of the seven electronic resources featured in their promotional project did increase when they were advertised to a wider campus population via the library’s website.     

Gender differences in approaches to studying for the GCSE among high‐achieving pupils

This study explores gender differences in approaches to studying for GCSE among high‐achieving pupils. The sample comprised 310 Year 10 and 11 pupils from two single‐sex schools. Pupils completed a self‐reported questionnaire designed to assess approaches to studying for GCSE, including statements relating to coursework, examinations, research, study strategies and homework. Boys gained a higher score overall in the questionnaire, indicating a more effective approach to studying for GCSE. Gender differences were found in approaches to examinations and study but not in approaches to coursework. The boys reported doing less homework than the girls. The findings suggest that overall high‐achieving boys have better studying strategies than high‐achieving girls. They achieve high standards while doing less homework. Approaches to studying among highachieving girls may be mediated by anxiety that manifests itself in surface approaches to studying for examinations     

Influence of Item Parameter Estimation Errors in Test Development

Item response models are finding increasing use in achievement and aptitude test development. Item response theory (IRT) test development involves the selection of test items based on a consideration of their item information functions. But a problem arises because item information functions are determined by their item parameter estimates, which contain error. When the "best" items are selected on the basis of their statistical characteristics, there is a tendency to capitalize on chance due to errors in the item parameter estimates. The resulting test, therefore, falls short of the test that was desired or expected. The purposes of this article are (a) to highlight the problem of item parameter estimation errors in the test development process, (b) to demonstrate the seriousness of the problem with several simulated data sets, and (c) to offer a conservative solution for addressing the problem in IRT-based test development.