Sixth‐formers reading ‘the troubles’: A cross‐community investigation

Abstract

This paper presents the findings of a one‐year (2002–2003) action research project conducted in a representative number of post‐primary schools across the sectarian divide in Belfast. The research investigated the responses of sixth‐form students to a number of carefully chosen texts focused on ‘The Troubles’. In analysing the pupils’ responses, it was discovered that, although inherited sectarian tensions persist, it is possible in many cases to encourage pupils to critically examine their attitudes and even abandon some prejudices. The key elements are the choice of texts and the need to provide ample and skilfully directed opportunity for dialogue and reflection. These findings are particularly relevant in the current climate of curriculum change, with the new emphasis on ‘diversity’ as well as ‘local and global citizenship’.     

Peer Status in Boys With and Without Attention-Deficit Hyperactivity Disorder: Predictions from Overt and Covert Antisocial Behavior, Social Isolation, and Authoritative Parenting Beliefs

Because of the centrality of peer relationship difficulties for children with attentiondeficit hyperactivity disorder (ADHD), we investigated behavioral (overt and covert antisocial activity), internalizing (self-reports and observed social isolation), and familial (authoritative, authoritarian, and permissive parenting beliefs) predictors of peer sociometric nominations among previously unfamiliar, ethnically diverse ADHD ( N=73 ) and comparison ( N=60 ) boys, aged 6–12 years. Authoritative maternal parenting beliefs and negatively weighted social isolation explained significant variance in positive peer regard; aggression, covert behavior, and authoritative parenting beliefs were the independent predictors of both negative peer status and peer social preference. We extended such predictions with statistical control of (1) child cognitive variables, (2) maternal psychopathology, and (3) ADHD boys, but authoritative parenting beliefs were stronger predictors in ADHD than in comparison youth. We discuss family-peer linkages regarding peer competence.     

Students’ Written Arguments in General Chemistry Laboratory Investigations

This study aimed to examine the written arguments developed by college freshman students using the Science Writing Heuristic approach in inquiry-based general chemistry laboratory classrooms and its relationships with students’ achievement in chemistry courses. Fourteen freshman students participated in the first year of the study while 19 freshman students participated in the second year of the study. Two frameworks, an analytical and a holistic argument framework, were developed to evaluate the written argument generated by students. The analytical framework scored each argument component separately and allocated a Total Argument score while the holistic framework evaluated the arguments holistically. Three hundred and sixty-eight samples from 33 students were evaluated. Stepwise regression analyses revealed that the evidence and the claims–evidence relationship components were identified as the most important predictors of the Total Argument and the Holistic Argument scores. Students’ argument scores were positively correlated with their achievement, as measured by the final grade received for the general chemistry laboratory and the general chemistry lecture course.     

Baseline Assessment and Progress during the First Three Years at School

An analysis of data involving over 1,000 pupils in 62 classes focused on the progress made during the first 3 years of schooling in England. The pupils started school at the age of 4 and they were assessed on entry to school. They were then assessed 1 year later and again 2 years after that. Building on work reported in an earlier paper this study considered: ? The adequacy of the baseline assessment for 4-year-olds in predicting later progress. ? The differences between classes in value-added terms. ? The long-term impact of being part of a class that made rapid academic progress during the 1st year at school. ? Differences between pupils who started school in different terms. ? Differences between pupils of different ages. Overall, the analysis supported the view that effective early provision has a positive impact on children's academic progress to the age of 7.     

Prior achievement, effort, and mathematics attitude as predictors of current achievement

A sample of Australian secondary school students was used to explore the relationships among a set of standardised Year 7 numeracy and literacy tests, measures taken at Year 10 of mathematics attitude and schoolwork effort, and Mathematics and English scores in a state-wide Year 10 examination. Additionally, the predictive capacity of the numeracy and literacy tests, together with the attitude and effort measures, were examined in relation to the Mathematics and English scores. A correlation analysis showed that the numeracy and literacy tests were positively and significantly related and had similar relationships with the two Year 10 examination scores. Mathematics attitude was significantly associated with Year 10 Mathematics but effort did not correlate significantly with either of the Year 10 examination scores. Multiple regression analyses demonstrated that the relevant Year 7 test results contributed to a considerable amount of the total variance in the two Year 10 examination scores. A sub-sample of the students was interviewed and four case studies were selected to interrogate the notions of achievement, mathematics attitude, and effort. Although these case studies act as a source of qualitative evidence to supplement the quantitative findings, they also indicate that effort, in particular, is a notion worthy of further investigation. Other implications for researchers, as well as school personnel, are noted.     

A secondary reanalysis of student perceptions of non‐traditional writing tasks over a ten year period

This study aims to add to the growing research related to the implementation of non‐traditional writing tasks in classrooms to encourage science literacy. A secondary reanalysis methodology was employed to review student interviews collected as a part of several individual studies during a ten year research program. This method established an interpretive framework different than the particular frameworks guiding the individual studies. In doing so, a greater ability to generalize findings was sought. Main assertions emerging from the student responses analyzed include recognition of benefits of non‐traditional writing, recognition of the need for particular task characteristics to encourage these benefits, and recognition of greater cognitive activity than is present in typical science classroom writing. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47: 518–539, 2010     

Knowledge Assessment of Food Safety Managers in Utah and Its Implications on the Exam and Instruction

ABSTRACT: Food Safety Manager's Certification is offered through a state‐local Extension partnership in Utah using an online course management system. Exams and course materials were created by an Extension Specialist at Utah State Univ. Extension Agents provide exam and curriculum facilitation in each county. This form of distance education enables access for students in all 29 Utah counties. All 454 students (Jan 2008–Mar 2009) successfully passed the food safety managers exam in 1 or 2 attempts and received certification. Twenty‐nine percent of those taking the exam received certification without accessing any of the course materials. The overall passing exam score mean was 82%. When combining both passing and failing exam attempts, the students' mean was 79%. The students' mean of the lower 25% was only 65%. When evaluating the 7 food safety knowledge domains, students' means were highest in personal hygiene and lowest in facility, equipment, and layout. The lower 25% of students failed to score 70% in 6 of 7 food safety knowledge domains. The English course materials were provided in 3 options where students could select 1 or more: online, textbook, and DVD. For students who chose to access educational materials 67% used online learning, 40% textbooks, and 10% DVDs as part of their study options. Extension Agent feedback on Hispanic students enrolled in the program indicates a need for Spanish language study materials. Overall, the Utah Food Safety Managers program demonstrates a successful state‐local Food Science Extension approach to distance education, online curricula, and the use of computers to facilitate testing and learning.