Texting,textese and literacy abilities: a naturalistic study

In this study, we examined texting behaviours, text message characteristics (textese) of actual sent text messages and the relationships between texting, textese and literacy abilities in a sample of 183 American undergraduates. As compared to previous naturalistic and experimental studies with English‐speaking adults, both texting frequency and textism density (proportion of textese) were greater, but category density analyses were similar to a recent experimental study with undergraduates. Interestingly, whilst overall textism density was negatively related to reading and spelling, some textism categories (e.g., omitted apostrophes) were negatively related to literacy skills, while others (e.g., accent stylisation) were positively related to literacy skills. The use of predictive texting was a moderator in this relationship. Our results may help explain the discordant findings between children and adults with regard to textese use and literacy skills, and also highlight the importance of conducting analyses of category density and predictive texting in studies of texting and literacy.     

The Effect of Computer-Based Tests on Racial-Ethnic and Gender Groups

In this study data were examined from several national testing programs to determine whether the change from paper-based administration to computer-based tests (CBTs) influences group differences in performance. Performances by gender, racial, and ethnic groups on the Graduate Record Examination General Test, Graduate Management Admissions Test, SAT I: Reasoning Test, and Praxis: Professional Assessment for Beginning Teachers, were analyzed to determine whether the shift in testing format from paper-and-pencil tests to CBTs posed a disadvantage to any of these subgroups, beyond that already identified for paper-based tests. Although all differences were quite small, some consistent patterns were found for some racial-ethnic and gender groups. African-American examinees and, to a lesser degree, Hispanic examinees appear to benefit from the CBT format. On some tests, female examinees' performance was relatively lower on the CBT version.     

Attributions of female adolescent incest victims regarding their molestation

It has been suggested that how one cognitively appraises his or her victimization experience will influence one's psychological adjustment. In this study, content analysis was conducted on the explanations given for their molestation by 84 female adolescent incest victims. The relationship of these explanations with measures of self-esteem and depression was examined. No relationship was found between self-esteem or depression scores and whether or not subjects found some meaning or explanation for their being molested. However, the type of attribution was related to self-esteem and depression, with subjects significantly more depressed and having lower self-esteem if they attributed the molestation as due to something about self (internal attribution) versus some reason external to self (external attribution). Subjects making internal attributions were more likely to have experienced intercourse.     

Elaboration theory and cognitive psychology

Increasingly, instructional literature is pointing out the need for theories of instruction which are consistent with emerging cognitive psychology. Theory construction of this sort entails taking into account developing notions of the learner as a processor of information rather than a respondent to stimuli. The purpose of this article is to describe a recent instructional effort, referred to as the Elaboration Theory of Instruction (ETI), and chart its correspondence with several major principles drawn from contemporary cognitive psychology. The ETI incorporates models for both the sequencing and structuring of subject matter. The article will show how these components relate to current models of knowledge representation, schema theory, memory processes such as storage and retrieval, and earlier cognitive based instructional frameworks.     

Conviction,Confrontation, and Risk in New Teachers' Advocating for Equity

Through several collaborative inquiries with teachers in elementary and middle schools, we have noticed a troublesome trend: teachers have become familiar with many of the key terms and catchphrases of various constructivist discourses, yet they tend to be relatively unfamiliar with the developments in epistemology that have driven the rapid emergence of these vocabularies. In consequence, our efforts to invite teachers into current discussions of cognition have often been frustrated and frustrating. We argue that this situation is in large part due to two circumstances. First, the vocabularies chosen by constructivists are often too readily aligned with commonsense understandings of personal knowing and collective knowledge. Second, and closely related, educational theorists and researchers have not always been sufficiently attentive to the contexts of their work. As such, rather than prompting a break from deeply entrenched habits of thinking, constructivist discourses have often been co-opted to support renewed and regressive embraces of Platonic and Cartesian assumptions. Somewhat ironically, then, the work of many educational theorists and researchers appears to be carried out in ignorance of the tentative and participatory dynamics that are argued to be at the root of cognitive processes.     

PREFERRED INFORMATION SOURCES OF HIGH SCHOOL STUDENTS FOR COMMUNITY COLLEGES AND UNIVERSITIES

To effectively communicate with potential students, it is important to utilize their preferred information sources. Survey data were gathered from 716 high school students who planned to attend college. There were communication source differences based on race and intent to attend two-year vs. four-year institutions. Important information sources for potential community college and university students include media, social normative, and direct sources. Recruiting and marketing strategies are discussed.     

DROPOUT AND STOPOUT PATTERNS AMONG DEVELOPMENTAL EDUCATION STUDENTS IN TEXAS COMMUNITY COLLEGES

The dropout/stopout patterns of community college students were examined in the research reported here. About two thirds of the 51,903 students in the study were enrolled in developmental education courses. Success in college was defined as a passing grade point average after five semesters of coursework. Student success was found to be associated with enrollment patterns, initial skill deficiencies, and age. Community college students who enrolled for consecutive semesters outperformed students with other types of enrollment patterns.     

Mixed Doubles: Political Hegemony,Urban Entrepreneurialism and the Australian Open Tennis Championships

The National Tennis Centre in Melbourne, Australia, occupies a symbolic role in the repositioning of a once ‘rust-belt’ city as a place for ‘footloose’ capital and tourism. This paper explores the decisions that have been made by successive Victorian state governments between 1984 and 1998 to construct and upgrade the National Tennis Centre. Thematic content analysis of three daily newspapers, and one monthly tennis magazine, was undertaken to map political decisions and accompanying public discussion surrounding the foundation and upgrades of the National Tennis Centre. Successive state governments, representing both the left and right side of politics, have adopted an urban entrepreneurial approach to development and economic regeneration of Melbourne since the early 1980s. Targeting sport as a competitive advantage, significant public investments have been made to ‘sell’ this product to consumers identified as citizens and tourists. Worthy of note, and of particular concern, is the limited consultation with important interest groups, particularly environmentalists and the citizenry, when creating an elite sporting entertainment centre.     

Fear of injury in gymnastics: Self-efficacy and psychological strategies to keep on tumbling

The aim of this study was to examine female gymnasts' fear of injury, their sources of self-efficacy and the psychological strategies used to overcome their fears. The participants were 10 female gymnasts aged 12?–?17 years. They had all taken part in competitive gymnastics and had experienced some type of injury during their careers. Individual interviews were conducted using a structured interview guide. Data were analysed using an inductive content analysis. The results indicated that gymnasts were most fearful of injuries because of the difficulty in returning from an injury and being unable to participate in practices and competitions while injured. Gymnasts described aspects of their past performance experience, such as success, consistency and communication with significant others, as important sources of self-efficacy. Some examples of psychological strategies used to overcome their fear of injury were mental preparation (e.g. imagery, relaxation), just “going for a skill” and the coaches' influence.