Pushing the boundaries of interaction in videoconferencing: A dialogical approach

Building on experiences with a group of Masters students in 1994, videoconferencing was used the following year to enhance delivery to distance education students in Hong Kong. Following six weeks intensive study on‐campus in Brisbane, students returned to their base in Hong Kong and were connected to their fellow students in Brisbane via videoconference. Employing a dialogical approach, the lecturers used these sessions to push the boundaries of videoconferencing for interactive higher order discussions.     

The Double-Deficit Theory of Reading Disability Does Not Fit All

The double-deficit theory of reading disability (Wolf & Bowers, 1999) was examined in a sample of 56 reading-disabled and 45 normal-reading elementary school children (aged 8 to 11). As hypothesized, the two groups differed markedly on all phonological analysis tasks and on rapid continuous naming of digits and letters (the double deficits), but they differed as well on orthographic tasks, attention ratings, arithmetic achievement, and all WISC-III factors except perceptual organization. Within the reading-disabled (RD) sample, children in the double-deficit subgroup were no more impaired in reading and spelling than those with a single deficit in phonological analysis, and those with a single deficit in rapid naming were no more impaired than those with neither deficit. Multiple regression analyses suggest that a multiple causality theory of RD is more plausible than a double-deficit theory.     

The equity of the Navy disciplinary system: a review

Since the mid-1970s, six Navy studies have investigated equity in discipline across racial and ethnic groups. The present study identifies the similarities and differences of those studies. There are three areas covered in this review. The first section examines the methods that were used to obtain the disciplinary data. In the second section, the overlap/uniqueness of the analyses and findings from the six disciplinary studies are reviewed. A summary, conclusions, and recommendations for future issues in Navy equity-in-discipline research are discussed in the last section.