Discourse forms in a classroom transitioning to student-centred scientific inquiry through co-teaching

Teacher–student discourse continues to be teacher-centred even though researchers and reform documents have recommended changes toward increased levels of student-centred discourse. In science education this situation is paralleled by effort to make scientific inquiry more student-centred. The purpose of this study was to investigate how discourse forms changed over time in a classroom where the regular teacher and his students were scaffolded in the transitioning to student-centred scientific inquiry. Video-recordings were collected at intervals over one academic year. Three prominent forms of discourse were identified: two teacher-authoritative forms and one more interactive, dialogic form. As the lessons increasingly turned into student-centred scientific inquiry, a shift to the dialogic discourse form was found. Co-teaching provided for (a) guidance towards an organisation of events in the classroom that included regular teacher–student dialogue (b) modelling of the more dialogic form of discourse.     

Further validation of the Qualitative Scoring System for the modified bender-gestalt test

This study compared the Qualitative Scoring System for the modified version of the Bender-Gestalt Test and the Developmental Scoring System for the Bender-Gestalt Test in predicting performance on the Metropolitan Achievement Test. The subjects were 409 first through fourth graders from regular classes in a public elementary school. Both scoring systems correlated significantly with school achievement. However, the Qualitative system correlated higher than the Developmental system with all Metropolitan Achievement Test subscores. Tests for differences between correlations indicated that five of these comparisons were statistically significant.     

MeSH and text-word search strategies: precision,recall, and their implications for library instruction

Objective:This study compared the recall and precision of MeSH-term versus text-word searching to better understand psychosocial MeSH terms and to provide guidance on whether to include both strategies in an information literacy session or how much time should be spent on teaching each search strategy.Methods:Using the relevant recall method, a total of 3,162 resources were considered and evaluated to form a gold standard set of 1,521 relevant resources. We compared resources discussing psychosocial aspects of children and adolescents living with type 1 diabetes using two search strategies: text-word strategy versus MeSH-term strategy. The frequency of MeSH terms, the MeSH hierarchy, and elements of each search strategy were also examined.Results:Using the 1,521 relevant articles, we found that the text-word search strategy had 54% recall, while the MeSH-term strategy had 75% recall. Also, the precision of the text-word strategy was 34.4%, while the precision of the MeSH-term strategy was 47.7%. Therefore, the MeSH-term search strategy yielded both greater recall and greater precision. The MeSH strategy was also more complicated in design and usage than the text-word strategy.Conclusions:This study demonstrates the effectiveness of text-word and MeSH search strategies on precision and recall. The combination of text-word and MeSH strategies is recommended to achieve the most comprehensive results. These results support the idea that MeSH or a similar controlled vocabulary should be taught to experienced and knowledgeable students and practitioners who require a myriad of resources for their literature searches.     

A person-centered approach to achievement goal orientations in competitive tennis players: Associations with motivation and mental toughness

Background:Research on achievement goal orientations in sport has typically relied on the use of variable-centered approaches that tend to overlook population heterogeneity.In this study,we used a person-centered approach to identify subgroups of competitive tennis players according to unique combinations of achievement goal orientations and tested for subgroup differences in motivation and mental toughness.Methods:A sample of 323 competitive tennis athletes(69.35%male)between 15 and 25 years of age(17.60±2.40 years,mean±SD)completed the 3×2 Achievement Goal Questionnaire for Sport,Sport Motivation Scale Ⅱ,and Mental Toughness Index.Latent profile analysis was used to identify unique combinations of achievement goal orientations.Comparisons between latent subgroups on autonomous motivation,controlled motivation,and mental toughness were performed using analysis of variance.Results:Latent profile analysis supported 3 distinct patterns of achievement goal profiles that were primarily distinguishable based on valence of competence(i.e.,approach vs.avoidance).Analyses of variance indicated that athletes who were classified into subgroups that endorsed approach types of goals(regardless of the types of avoidance goals they endorsed)reported higher levels of autonomous motivation and mental toughness.Conclusion:Results indicated that athletes tend to pursue a number of achievement goals collectively rather than in isolation.Although approach goals are more commonly linked to adaptive psychological functioning and positive outcomes,avoidance goals may also be associated with desirable psychological characteristics if they are pursued in conjunction with approach types of achievement goals.     

A comparison of regular program and vocational program junior high school students on affective dimensions

The hypothesis that young adolescents in vocational education programs would differ from young adolescents in a regular program along several affective dimensions was examined. The Today Form of the Multiple Affect Adjective Check List (MAACL) was administered twice during the school year to 111 students in a vocational program and to 50 students in regular classrooms. Dimensions of Anxiety, Depression, and Hostility were examined. Significant main effects for all three dimensions were noted for school program (regular vs. CVAE) and for grade (seventh vs. eighth). Students in the vocational program and those in seventh grade scored higher on Anxiety, Depression, and Hostility. These differences persisted across time, with the exception of Depression, for which there was a significant interaction between time (pretest vs. posttest) and school program (regular vs. CVAE), with regular students reporting increased depression at the second testing.     

Juvenile sex offenders: development and correction

This paper addresses the developmental nature of sexually abusive behaviors as they apply to juvenile male sexual offenders. Socialization and sexual victimization are discussed. Three case histories elucidate and support the discussion of the development of victim offending. Significant treatment issues of juvenile male sexual offenders center around the sexual assault cycle which provides a framework for sexual offenders to conceptualize and understand the cognitive, behavioral, psychological, and situational factors which have resulted in their offense(s). Although sexual offenders and sexual offenses are each unique, the sexual assault cycle offers a means of addressing essential commonalities in the treatment of juvenile sexual offenders. Sexual offender specific treatment is viewed as essential for decreasing the risk of further sexual offenses, and thus decreasing the incidence of sexual victimization.     

Do physical activity beliefs differ by age and gender?

Age and gender are consistently related to physical activity (PA), yet theoretical explanation for these associations is scant. The present study compared the mean values and correlations of a population sample, divided by gender and age group, with respect to theory of planned behavior beliefs (behavioral, normative, and control) and PA. Participants were a sample (N=6,739) of adults (M age=49.65, SD=16.04) who completed measures of social and health demographics, theory of planned behavior beliefs, and self-reported PA. Mean analyses identified greater perceived control over PA for seniors than for young and middle-aged adults (N>.025). Belief-behavior correlations, however, were not different across age and gender in 24 of 26 tests (q<.19). Thus, PA beliefs are invariant across age and gender with the exception of mean levels of perceived control, which are lower among younger adults than older adults. Factors such as early parenthood and career demands were considered the likely reasons for differences. Overall, the evidence suggests that adapting theoretical models for specific age groups or based on gender may not be necessary.     

“Stop sending your kids across our border:” Discursively constructing the unaccompanied youth migrant

The recent migration of 65,000 children across the southwestern border, coupled with allegations of abuse by the U.S. Border Patrol, enables the investigation of an overlooked immigrant category: the unaccompanied youth migrant. Analyzing audience responses to news reports of the abuse, we find that established disparaging immigrant tropes apply, describing the children as an economic burden, disease carriers, and offspring of irresponsible families. We uncover two new themes: Youth migrants are channels whereby criminals may infiltrate the U.S., and manipulate legal authorities to remain in the U.S. Finally, we demonstrate how global compassion is strategically deployed to qualify harsh retaliatory measures.