A comparison of sentence-learning errors in children of different achievement levels

Theoretical analyses of the multiple-choice test format suggest that a test constructor should give serious consideration to the form in which correct and incorrect alternatives are presented. In this experiment, third and fourth graders were tested for previously exposed information by multiple-choice items in which: (a) correct alternatives were stated in either verbatim or synonym form; and (b) incorrect alternatives consisted of plausible responses that were either familiar or new. Comparisons of errors and error patterns were made between high and low achieving students who had been given one of two different information-processing strategies. Based on a dual test function argument, it was concluded that synonym correct alternatives combined with plausible new responses are the most desirable of the four multiple-choice variations studied here. In particular, such items were sensitive to achievement level and strategy differences without systematically increasing students' likelihood of retaining misinformation.     

The impact of blatant pay disclosure in a university environment

Using a self-report survey, this investigation described university employees' reactions to the publication of their salaries in a local campus newspaper. Correlational analyses indicated associations between impact of the disclosure and salary level, salary equity/satisfaction, instrumentality of performance-reward outcomes, internal salary attributions, and salary discussion. Further analysis found differences in respondent perceptions to be contingent upon job category (academic, professional, and support staff) and faculty level. Qualitative analysis suggested that individual responses to the salary disclosure took various forms: no effect at all, planning to leave one's job, attempting to correct salary inequities, reducing personal effort, and working harder. The findings are discussed in relation to the literature on open pay systems and invasion of privacy.This paper was presented in part at the 43rd Annual Meeting of the Academy of Management, Dallas, Texas, August 1983.     

Technology policy and employment

Current social and economic problems as experienced in the UK are placed in the context of long-term trends in labour economics and the impact of new technology. The reasons why technological unemployment has not hitherto been a growing problem are stated and the relationship between technical change and economic recovery is analysed. Policy implications are suggested and the part which universities can play in recovery is discussed.     

The academic research-teaching nexus in eight advanced-industrialized countries

The purpose of this study is to examine the internationalcomplexities of the research-teaching nexus in higher educationalinstitutions. The Carnegie International Survey of the Academic Professionis employed to compare teaching and research activities in eight countries.These countries include the former West Germany, United Kingdom, Sweden, TheUnited States, Australia, Israel, Japan, and South Korea. Findings revealthat teaching and research are not mutually exclusive activities in thework/life of faculty. Research oriented faculty are more likely to viewtheir research commitments as being competitive with teaching. Research isfound to positively affect teaching, but attributes of teaching (e.g.,course load, student demand, etc.) negatively impact research. In addition,the paper finds academic orientation and the number of articles publishedduring the past three years to be the most important factors in determiningthe number of weekly hours spent on research and teaching activities.     

Expressed Readiness of Australian Schoolchildren to Act as Bystanders in Support of Children who are Being Bullied

Promoting interventive action on the part of student bystanders witnessing peer victimisation is currently seen as a promising way of reducing bullying in schools. A video depicting bullying in the presence of bystanders was viewed by late primary (n = 200) and early secondary school students (n = 200). Some 43% of the students indicated that they were likely to help the victim. Questionnaires were employed to assess student attitudes towards victims, beliefs about the expectations of parents, friends, and teachers, perceived self‐efficacy, and social desirability response set. Multiple regression analysis identified as significant predictors of expressed intention to intervene: attending primary school, having rarely or never bullied others, having (reportedly) previously intervened, positive attitude to victims, and believing that parents and friends (but not teachers) expected them to act to support victims. Implications for action to reduce bullying in schools are discussed.     

Children's school problems and family system processes

The literature concerning the relationship between children's school problems and family system processes is reviewed. While it is noted that there is no strong linkage between the empirical studies and case reports that have appeared to date, it is observed that the findings from these studies are showing some convergence. There is now reasonable evidence that some school problems may indeed be a consequence of family system processes. The fact of this possibility and the character of the relationship is brought to the attention of school counselors and school psychologists.     

Framing the Problem: effects of wording on children's statistical inferences

ABSTRACT A total of 96 children aged 11 to 12 years were given statistical inference problems (base‐rate and law of large numbers) designed to test the effects of wording on their answers. The wording of the problems was manipulated to make the information on base‐rates and on the law of large numbers either more salient or less salient. The latter condition was established by adding extraneous information to base‐rates, or, in the case of the law of large numbers, making the context unfamiliar or focusing choice on a particular person rather than on the group. A significant main effect of wording was found across all problems in favour of the salient condition. The results indicated that the children had a high level of statistical intuition and that they knew when to reason statistically and when not to.     

Comparison of force-related performance indicators between heavyweight and lightweight rowers

The aim of this study was to examine biomechanical variables relating to the force production of men's Lightweight (LW) and Heavyweight (HW) rowing pairs. Seven HW and seven LW coxless pairs were studied under a range of stroke rates, from 20 spm to race rating (average of 33.7 spm for the HWs and 33.9 spm for the LWs). Each crew was equipped with biomechanical apparatus allowing the measurement of gate force, horizontal oar angle, and boat velocity. The HW crews exhibited significantly higher (p < 0.05) values for all variables examined, at all rates. Peak handle force was 26.2% to 30.2% higher in the HW group. Average handle force ranged from 18.7% to 22.1% higher than the LW group. Work per stroke was found to be 26% to 28% higher for the HW crews, and Power Per Kilogram was also greater for the HW crews, from 24.0% to 29.2%. The LWs were observed to be consistently, but not significantly, slower than the HWs (from 96.9% at the race situation, to 98.7% at 28 spm). These observations are important when considering biomechanical performance indicators in rowing, as significant changes in performance indicators may lead to only minimal alteration in boat velocity.     

User library service expectations in health science vs. other settings: a LibQUAL+ Study

Objectives: To explore how the library service expectations and perceptions of users might differ across health‐related libraries as against major research libraries not operating in a medical context; to determine whether users of medical libraries demand better library service quality, because the inability of users to access needed literature promptly may lead to a patient who cannot be properly diagnosed, or a diagnosis that cannot be properly treated. Methodology: We compared LibQUAL+® total and subscale scores across three groups of US, Canadian and British libraries for this purpose. Results: Anticipated differences in expectations for health as other library settings did not emerge. Conclusions: The expectations and perceptions are similar across different types of health science library settings, hospital and academic, and across other general research libraries.