The Relationship between Behavioral Inattention,Meta‐Attention,and Graduate Students' Online Information Seeking

Success in postsecondary education requires proficiency with academic online information seeking. Navigating the internet to find information is a complicated task that is vulnerable to lapses in attention. This study examined the relationships among Canadian graduate students' self‐reported behavioral inattention symptoms, awareness and regulation of attentional focus (meta‐attention), and online academic information seeking abilities. One‐hundred and thirteen (99 female) graduate students (83 master's level, 27 doctoral level) completed an online self‐report questionnaire examining domain‐ and strategic‐experience, behavioral inattention symptoms, meta‐attention, and online information seeking ability. Results indicated that self‐reported inattention symptoms, both components of meta‐attention and domain experience each significantly predicted unique variance in online information seeking ability. Implications for research and intervention are discussed.     

The benefit of combining teacher-direction with contrasted presentation of algebra principles

European Journal of Psychology of Education - Teacher-directed and self-directed learning have been compared across various contexts. Depending on the settings and the presentation of material,...     

Malala: the story of a Muslim girl and a Muslim nation

ABSTRACT

In this article, we analyze the coverage of Malala in The New York Times and The Wall Street Journal to explore how these influential media sources characterize Islam and Pakistan to tell Malala’s story. Our discourse analysis reveals how these newspapers construct Malala’s status as a global icon as an embodiment of her subject position as a girl. This media discourse mobilizes Malala’s agency in relation to her potential as an individual whereas her vulnerability as a young girl is presented in reference to her Muslim heritage and culture. Malala’s image as a global icon, thus, is produced through approaching her as an agent in a culture where girls are vulnerable victims of patriarchy. Through focusing on this media discourse, this article argues that Malala’s image as a global icon of girls’ education has become a site to reinsert, rather than challenge, the dominant images about Islam and Muslim societies.     

Promoting Equity,Diversity and Social Justice Through Faculty-Led Transformative Projects

Innovative Higher Education - We present a transformative professional development project with a focus on equity, diversity and social justice (EDSJ) to raise cultural awareness among faculty,...     

Aiding Faculty Research Through Convenience in the Interlibrary Loan Department

The Interlibrary Loan (ILL) Department at Murray State University has developed convenient methods to aid faculty members in their research. Various means of communication and programs, such as Campus Delivery, Document Delivery, and “Free ILL,” have allowed faculty members to see the wide variety of research resources that are available through interlibrary loan. These methods have been used as key public relations tools to promote library resources and services, and have strengthened the relationship between faculty members and the Interlibrary Loan Department at Murray State University.     

Book review

Douglas, S. J. (1994). Where the girls are: Growing up female with the mass mediay. New York: Times Books. 340 pages.

Lang, A. (Ed.). (1994). Measuring psychological responses to media messages. Hillsdale, NJ: Lawrence Erlbaum. 244 pages.

Cosby, C. O. (1994). Television's imageable influences: The self‐perceptions of young African Americans. Lanham, MD: University Press of America. 172 pages.

Kern‐Foxworth, M. (1994). Aunt Jemima, Uncle Ben, and Rastus: Blacks in advertising, yesterday, today, and tomorrow. Westport, CT: Greenwood Press. 205 pages.

Fiske, J. (1994). Media matters: Everyday culture and political change. Minneapolis, MN: University of Minnesota Press. 253 pages.

Johnson, L. L. (1994). Toward competition in cable television. Cambridge, MA & Washington, DC: MIT Press & AEI Press. 214 pages.

Krattenmaker, T. G., & Powe, L. A., Jr. (1994). Regulating broadcast programming. Cambridge, MA & Washington, DC: MIT Press & AEI Press. 369 pages.

Moores, S. (1993). Interpreting audiences: The ethnography of media consumption. London: Sage. 140 pages.     

Collaborating to “Grow Our Own”: The Helios STEM Middle School Residency Program

In this article, the authors explain the need for clinically rich middle school STEM teacher preparation. They describe how one university and school district with an established partnership collaborated to meet this need. The result was the formation of a residency program that aims to prepare high quality middle school STEM teachers who can fill the district’s vacancies. The residency program is centered around clinical experiences where the triad—consisting of a preservice teacher, collaborating teacher, and university supervisor—is the nexus of learning. The authors share the takeaways from their experiences, highlighting the perspectives of the members of one triad. They conclude with an examination of the residency program’s effectiveness in meeting its intended aim.     

Development and validation of an assessment of adult educators' reading instructional knowledge

The purpose of this paper is to describe briefly the development and utility of the Assessment of Reading Instructional Knowledge-Adults (ARIK-A), the only nationally normed (n?=?468) measure of adult reading instructional knowledge, created to facilitate professional development of adult educators. Developmental data reveal reliabilities ranging from 0.73 to 0.85 for five ARIK-A scales (alphabetics, fluency, vocabulary, comprehension, and assessment) and 0.91 for the composite score; factor analytic data and expert review provide support for construct validity as well. Information on how to use the ARIK-A to determine mastery and relative standing is presented. With two alternate forms, the ARIK-A is a promising and needed tool for adult education practitioners within continuing education and professional development contexts.     

Requiring Participation: An Instructor Strategy to Influence Student Interest and Learning

Instructors are faced with the challenge of engaging students in the learning process. This study examined the effects of participation requirements on students' (N = 258) affective learning, interest, and cognitive learning using the Affective Learning Model and the Instructional Beliefs Model. Affective learning mediated the relationship between student participation requirements and cognitive learning, and student interest mediated the relationships between participation requirements and cognitive learning, supporting the IBM. The results provide insight into course-specific structural tactics that instructors can employ to enhance the educational experience for college students.