An independent study and seminar program for urban gifted youth

Student self‐documentation is an effective approach to program evaluation. It measures student growth and compares performance standards to actual learner performance.     

Educational needs of the talented

Children with specific talents have particular needs that must be recognized if that talent is to be nurtured.     

AGE DIFFERENCES IN EFFICIENCY OF READING COMPREHENSION FROM PRINTED VERSUS COMPUTER‐DISPLAYED TEXT

Computer technology has become a tremendous aid in examining the aging process as it relates to reading by allowing researchers to measure and control processing time. But is the computer a passive player in the study of reading and aging? Are we overlooking interactions between computers and participants using them? This study compared two types of computer presentation (investigator‐paced and self‐paced by the reader) to reading from the printed page. Older adults were most efficient in their reading comprehension when reading from the printed page, while young adults were most efficient from computer‐paced text. Although reading is a highly practiced skill for both young and old adults, the computer method of presentation is much less familiar to old adults. An overestimation of age differences with misleading findings may occur if computers are routinely used to study age differences in reading comprehension.     

An Aboriginal way towards curriculum reconciliation

ABSTRACT

This paper introduces the context and design of an institutional educational development grants program, Jindaola, which reflects an Aboriginal way towards reconciling Indigenous and non-Indigenous Knowledges in the Australian higher education curriculum. The program is unique in two ways: it foregrounds the voice of Aboriginal local Knowledge Holders in the design and implementation of the program; and, rather than focussing on embedding predefined ‘packages’ of Indigenous Knowledges and pedagogies into curricula, the approach adheres to Aboriginal methods for conducting business and maintaining knowledge integrity, by taking interdisciplinary teams of academics on a journey towards what we are calling ‘curriculum reconciliation’.     

An Intergenerational Summer Program Involving Persons with Dementia and Preschool Children

ABSTRACT

We implemented an intergenerational (IG) summer program at a colocated site for 2 consecutive summers to maximize continuity and enhance sustainability. We incorporated multiple methods to represent the views of key program stakeholders, including staff and administrators, parents who attended the program, and facilitators’ reports of the experiences of child and adult participants. We generated a list of themes and subthemes from each source and triangulated the data points. Despite the resources invested and the challenges faced, the program was well received and viewed as beneficial. These findings offer insight into the likelihood of sustainability for IG summer programming.     

Research and Learning Information Resources

Identification of the factors that contribute to the fear of success in women's career development is important for community college educators and counselors wanting to assist women in their professional goals. In this article the factors associated with fear of success in women are categorized as follows: familial socialization, psychological influences, and cultural norms. It is generally conceded that any one or combination of these factors can precipitate a fear of success which becomes manifest in the woman's defeatist behaviors, and in turn, undermines her career development. It is imperative that professionals recognize the factors causing the fear of success orientation in women so that they may develop coping strategies with the client.     

Exploiting aspectual features and connecting words for summarization-inspired temporal-relation extraction

This paper presents a model that incorporates contemporary theories of tense and aspect and develops a new framework for extracting temporal relations between two sentence-internal events, given their tense, aspect, and a temporal connecting word relating the two events. A linguistic constraint on event combination has been implemented to detect incorrect parser analyses and potentially apply syntactic reanalysis or semantic reinterpretation—in preparation for subsequent processing for multi-document summarization. An important contribution of this work is the extension of two different existing theoretical frameworks—Hornstein’s 1990 theory of tense analysis and Allen’s 1984 theory on event ordering—and the combination of both into a unified system for representing and constraining combinations of different event types (points, closed intervals, and open-ended intervals). We show that our theoretical results have been verified in a large-scale corpus analysis. The framework is designed to inform a temporally motivated sentence-ordering module in an implemented multi-document summarization system.