University science students as curriculum planners,teachers, and role models in elementary school classrooms

Project SEARCH (Science Education and Research for CHildren) is an outreach program designed to teach science and to foster positive attitudes toward science. Through the project, university science students bring activity-based learning, plus materials and content expertise, to local classrooms and after-school programs. Using observations, surveys, and interviews, we examined the experiences of these students as curriculum planners, teachers, and role models for the children. We found that teachers value the enthusiasm and the resources provided by the SEARCH students. Children were engaged in the activities and looked forward to the students' visits. They also see them as positive and diverse models for the role of scientist. But there were often problems in the areas of preparation, scheduling, and communication, and the classroom activities often replicated traditional didactic lessons. The SEARCH experience highlights both the value of providing diverse and challenging experiences for children, and the need for dialogue and reflection on those experiences. Despite several concerns, the SEARCH model is one that deserves expansion and further study as it is extended into new settings. © 1997 John Wiley & Sons, Inc. J Res Sci Teach 34 : 69–88, 1997.     

Individual differences in children’s literacy development: the contribution of orthographic knowledge

Orthographic knowledge is one of several contributors to developing literacy skills. However, our understanding of how orthographic knowledge contributes to both spelling and reading is incomplete due to a lack of consistency in defining and measuring orthographic knowledge. The goal of the present study was to empirically test whether or not orthographic knowledge could be construed as a multi-dimensional construct that contributes to reading and spelling skill in school-aged children. Using regression analyses, the current study supports the conceptualization of orthographic knowledge as a multi-dimensional construct, consisting of both word specific and general orthographic knowledge. For school-aged children, both types of orthographic knowledge make separate and unique contributions to both reading and spelling, over and above the contributions of phonological skills. Results illustrate the importance of orthographic knowledge to developing literacy skills.     

A UNIVERSITY'S MULTIDIMENSIONAL EDUCATIONAL PROGRAM FOR OLDER ADULTS: FROM CONCEPTION TO BIRTH

Individuals in various colleges and universities may dream of their institution's having an educational program designed to serve older adults. Starting such a program is not a simple process. With many demands currently being placed on the educational dollar, administrators are often hesitant to begin new programs. An educational program for older adults is usually not a high priority. I describe how such a program came into existence in a large land‐grant university. Factors that were important to securing administrative support are discussed, along with how the various program dimensions have evolved. The organizational structure is described, indicating how the university is trying to use a membership‐driven format. The factors discussed here should provide other higher education institutions (both 2‐year and 4‐year institutions) with some guidelines as to how they might begin educational programs for older adults.     

Training letter and orthographic pattern recognition in children with slow naming speed

Although research has established that performance on a rapid automatized naming (RAN) task is related to reading, the nature of this relationship is unclear. Bowers (2001) proposed that processes underlying performance on the RAN task and orthographic knowledge make independent and additive contributions to reading performance. We examined the benefits of training orthographic pattern recognition and speeded letter recognition for children in Grades 1 and 2 with slow naming speed. Children first received training in either orthographic pattern recognition or speeded letter recognition, and then switched to the other type of training. Results indicated that speeded letter recognition can improve through training, but only when preceded by training in orthographic pattern recognition. Orthographic pattern recognition training improved the accuracy and speed of reading training words, whether training occurred alone or following letter training. Letter training prior to the orthographic training provided no additional benefit. Together, these results argue for the importance of orthographic training for children with slow naming speed.     

Using Wordless Picture Books to Support Emergent Literacy

Wordless books—picture books that rely entirely on illustrations to tell a story—are an excellent resource for educators of young children. This article provides a research-based rationale for using wordless books, offers a developmental sequence for introducing children to stories told through pictures, suggests a general strategy and wide array of early literacy activities based on books without texts, and recommends ways of communicating with parents/families about the value of wordless books. Outstanding wordless books and examples of children's responses to this growing genre of children's literature are also included.     

HEALTH CARE EDUCATORS’ KNOWLEDGE AND ATTITUDES REGARDING SEXUALITY IN THE AGED

Health care providers’ knowledge of and attitudes toward sexuality in older adults may have an impact on the overall quality of care they provide to older clients. One place to begin improving the knowledge and attitudes of health care professionals may be health care educators. If educators have accurate knowledge and positive attitudes, they can help their students acquire accurate knowledge and develop positive attitudes. Forty‐two health care educators in a large community college completed a sexuality knowledge and attitude scale. The study attempted to determine the extent of the educators’ knowledge of sexuality in the aged, their attitudes toward it, the relationship between sexual knowledge and attitudes, and the relationship of knowledge and attitudes to certain personal / demographic variables and professional / experiential factors. The results indicated that the health care educators had limited knowledge regarding aged sexuality but held positive attitudes toward it. No significant relationship was found between knowledge and attitudes. Older health care educators and educators who had participated in continuing education related to sexuality possessed more knowledge about aged sexuality. Educators who rated themselves as more religious held more restrictive attitudes.