A Practical Introduction to Authoring for Computer Assisted Instruction. Part 9: database support

Database technology is often used to facilitate the manipulation and management of large volumes of data, information, and knowledge. In doing this, databases themselves are often used to model real-world situations involving different types of entity and the relationships that exist between them. Through the use of appropriate case-studies this paper discusses how database technology might be usefully employed in order to enhance and extend the quality of a student's computer-assisted learning experience.     

Cross‐Age Peer Tutoring of Reading and Thinking: Influence on thinking skills

Outcomes for methods to accelerate thinking skills involving some peer interaction have been more consistently positive than those for purely teacher‐directed or materials‐led methods. However, methods involving mainly or only peer interaction are rare. This paper describes and evaluates such a method for peer tutoring in thinking skills, which scaffolds interactive discourse based on a differentiated real book the tutorial pair has chosen to read together. This pilot study aimed to partial the impact on quality of thinking of a peer‐tutored thinking intervention from that of a peer‐tutored reading intervention, controlling for time on task and amount of peer interactivity. Experimental peer tutees were a whole class (n=28) of seven‐year‐olds; experimental tutors a whole class (n=31) of 11‐year‐olds. Comparison tutees were a whole class (n=27) of seven‐year‐olds; comparison tutors a whole class (n=30) of 11‐year‐olds. Classes/teachers within the same school were randomly assigned to conditions. In Phase 1, a paired reading intervention was implemented for six weeks for all groups. In Phase 2, the experimental classes of tutors and tutees engaged in the “paired thinking” (PT) method for 10 weeks, while the comparison group continued with paired reading. Both treatments involved one 20‐minute session weekly. Pre‐ and post‐test assessment of thinking skills and attitude to reading for all participants was conducted and post hoc subjective feedback gathered from participants. The experimental (PT) tutees showed significantly better performance in thinking skills than comparison (PR only) tutees, and some evidence of improved attitudes to reading. However, this was not true for the experimental (PT) tutors. Subjective feedback was very positive from the PT tutees and class teachers, but less positive from the PT tutors. Given the brevity and low cost in time and resources of the treatment, the finding of significant differences in measured thinking skills for the PT tutees is considered encouraging. Recommendations for refining organizational aspects of the implementation of PT and for future research are made.     

Effective Professional Development in Science and Mathematics Education: Teachers' and Facilitators' Views

This study compares the views of teachers and professional development facilitators about effective professional development (PD). We analyzed interviews with 72 teacher participants and 23 PD facilitators involved in nine science and mathematics PD projects. The teachers' themes for characterizing effective PD included classroom application, teacher as learner, and teacher networking. Similarly, the PD facilitators discussed effective PD as having classroom application and experiences for teachers as learners. In addition, PD facilitators shared the need to develop collegial relationships with teachers and improve teacher knowledge. These views correspond to some of the standards and recommendations described in policy and research documents on effective PD. Criteria of effective PD in these documents that the participants did not mention included: (1) challenging teachers' content and pedagogical content knowledge with transformative learning experiences, (2) encouraging teacher leadership for sustained support, and (3) focusing on student learning by instructing teachers on how to use student data to inform their teaching practice. Our findings have implications for designing PD that reflects the criteria of standards-based reform.     

Sex role stereotypes on children's TV in Asia a content analysis of gender role portrayals in children's cartoons in Hong Kong

This is a content analysis of 31 randomly‐selected children's television cartoons in Hong Kong, where all such programs are imported from foreign countries. No such programs are produced in Hong Kong. The study analyzes personality and appearance attributes of 277 cartoon characters. As expected, male characters outnumbered female characters by a ratio of 2:1; however, contrary to expectations, female characters enjoyed far greater representation in cartoons produced in Japan than they did in cartoons produced in the U.S. and Great Britain. On other measures, characters tended to conform to hypothesized gender‐related stereotypes, with males being more aggressive, rough, sloppy, and strong, and females being more beautiful and feminine.     

An investigation of proportional time spent in various communication activities by college students

This article examines ethics of consultants from the perspective of counter‐rational organizational theory. First, a set of four ethical questions, derived from Kohlberg, are presented. Second, a real consulting scenario is described, and the author's intervention is outlined. Finally, the implications of the case to consulting practice are discussed.     

The influence of 2 weeks of low-volume high-intensity interval training on health outcomes in adolescent boys

Abstract

The present study aimed to establish whether 2 weeks of high-intensity interval training would have a beneficial effect on aerobic fitness, fat oxidation, blood pressure and body mass index (BMI) in healthy adolescent boys. Ten adolescent boys (15.1 ± 0.3 years, 1.3 ± 0.2 years post-estimated peak height velocity) completed six sessions of Wingate-style high-intensity interval training over a 2-week period. The first session consisted of four sprints with training progressed to seven sprints in the final session. High-intensity interval training had a beneficial effect on maximal O₂ uptake (mean change, ±90% confidence intervals: 0.19 L · min^?1, ±0.19, respectively), on the O₂ uptake at the gas exchange threshold (0.09 L · min^?1, ±0.13) and on the O₂ cost of sub-maximal exercise (–0.04 L · min^?1, ±0.04). A beneficial effect on the contribution of lipid (0.06 g · min^?1, ±0.06) and carbohydrate (–0.23 g · min^?1, ±0.14) oxidation was observed during sub-maximal exercise, but not for the maximal rate of fat oxidation (0.04 g · min^?1, ±0.08). Systolic blood pressure (1 mmHg, ±4) and BMI (0.1 kg · m², ±0.1) were not altered following training. These data demonstrate that meaningful changes in health outcomes are possible in healthy adolescent boys after just six sessions of high-intensity interval training over a 2-week period.     

The Effect of a Brief Training in Motivational Interviewing on Trainee Skill Development

Motivational interviewing (MI) is an empirically based practice that provides counselors with methods for working with resistant and ambivalent clients. Whereas previous research has demonstrated the effectiveness of training current clinicians in this evidenced‐based practice, no research has investigated the efficacy of teaching MI to counselors‐in‐training who work with clients from the general population. The authors examined the effect of a student‐based training in MI for 43 graduate‐level counselor trainees using a quasi‐experimental controlled design. Statistical analyses based on pretest and posttest assessments revealed participants’ knowledge and skill in MI significantly improved in the treatment group. Implications for training future counselors and suggestions for additional research are explored.     

Frozen pendulum?

This article examines the New Labour legacy in education, reviews the arguments of The Pendulum Swings in the light of contributions to this themed issue, examines early Coalition policymaking, and recommends four principles that should guide the search for a new approach to school improvement. Recent initiatives are found to be a parody of school reform, as previously understood, more likely to provoke a crisis than to sustain the last government's drive for improved effectiveness. The pendulum is poised to swing as current policies unravel.     

The Novice-Expert Continuum in Astronomy Knowledge

The nature of expertise in astronomy was investigated across a broad spectrum of ages and experience in China and New Zealand. Five hypotheses (capable of quantification and statistical analysis) were used to probe types of expertise identified by previous researchers: (a) domain-specific knowledge-skill in the use of scientific vocabulary and language and recognising relationships between concepts in linguistic and schematic forms; (b) higher-order theory in terms of conceptual structure and enriched scientific knowledge and reasoning; with an expectation of cultural similarity. There were 993 participants in all, age 3–80 years, including 68 junior school pupils; 68 pre-school pupils; 112 middle-school students; 109 high-school students; 79 physics undergraduates; 60 parents; 136 pre-service primary teachers; 131 pre-service secondary teachers; 72 primary teachers; 78 secondary teachers; 50 amateur astronomers and astronomy educators; and 30 astronomers and physicists; with approximately equal numbers of each group in both cultures; and of boys and girls in the case of children. For them, the methodology utilised Piagetian interviews with three media (verbal language, drawing, play-dough modelling), and for adults a questionnaire inviting responses in writing and drawing was used. The data from each group were categorised into ordinal scales and then analysed by means of Kolmogorov–Smirnov two-sample tests. The findings supported the hypotheses with evidence of all forms of expertise increasing with experience in both cultures (α level 0.05). The relative gains, overlaps and deficits in expertise across the novice-expert continuum are explored in detail.     

A Model of Factors Contributing to STEM Learning and Career Orientation

The purpose of this research was to develop and test a model of factors contributing to science, technology, engineering, and mathematics (STEM) learning and career orientation, examining the complex paths and relationships among social, motivational, and instructional factors underlying these outcomes for middle school youth. Social cognitive career theory provided the foundation for the research because of its emphasis on explaining mechanisms which influence both career orientations and academic performance. Key constructs investigated were youth STEM interest, self-efficacy, and career outcome expectancy (consequences of particular actions). The study also investigated the effects of prior knowledge, use of problem-solving learning strategies, and the support and influence of informal educators, family members, and peers. A structural equation model was developed, and structural equation modeling procedures were used to test proposed relationships between these constructs. Results showed that educators, peers, and family-influenced youth STEM interest, which in turn predicted their STEM self-efficacy and career outcome expectancy. STEM career orientation was fostered by youth-expected outcomes for such careers. Results suggest that students’ pathways to STEM careers and learning can be largely explained by these constructs, and underscore the importance of youth STEM interest.