The interactive effect of language and question format on accounting students' performance

This article reports the results of research to determine if a significant interactive effect exists between students' lingual background (English as a primary language [EPL] versus English as a secondary language [ESL]) and question format on students' examination scores. Students were administered examinations made up of four subtests covering the same subject matter. The subtests were composed of four question formats: multiple choice quantitative, multiple choice theoretical, open-ended quantitative, and open-ended essay questions. Based on analysis of variance and analysis of covariance, significant differences were observed between EPL and ESL students depending on the type of question on the examination.     

Using the College Outcome Measures Project to measure college outcomes

This article describes one institution's use of the College Outcome Measures Project (COMP) in comparing outcomes for graduates of traditional and non-traditional programs. The study was designed to answer three questions concerning the use of COMP in evaluating traditional and non-traditional programs. Results obtained in a study of 96 University of Minnesota graduating seniors suggest greater potential usefulness in distinguishing among institutions than in comparing outcomes of programs within an institution. The authors conclude that as new approaches and instruments for measuring college outcomes become available, criteria for instrument selection need to be shared among individuals charged with conducting outcome studies.     

TEACHERS’ EXPECTATIONS AND SELF‐EFFICACY FOR WORKING WITH BULLIES AND VICTIMS

Bullying is a significant concern in schools, and both bullies and victims are at risk for negative outcomes. In this study, 239 sixth‐grade teachers completed questionnaires about their perceptions of four components of school climate: high‐risk student behaviors, school‐wide barriers to learning, principal support, and cooperation among teachers. Teachers’ expectations and self‐efficacy for working effectively with both bullies and victims were assessed using case study vignettes. The results indicated that teachers’ perceptions of principal support were significantly related to teachers’ expectations and self‐efficacy for working with bullies. A graduate degree was also related to greater self‐efficacy for working with bullies. Administrators and school psychologists should consider the role of perceived principal support as an important factor in influencing teachers’ expectations and beliefs in working with bullies.     

False‐Belief Understanding and Social Preference Over the First 2 Years of School: A Longitudinal Study

The role of false belief in establishing children's social relationships during the transition to school was examined and compared to other social cognitive constructs. One hundred and fourteen 5‐year‐olds were recruited during their 1st year of school (Time 1); 106 children were retained 1 year later. False belief, emotion expression recognition, empathy, verbal ability, and peer‐rated social preference were measured at both times. False belief at Time 1 had a direct influence on concurrent social preference, over and above the influence of emotion expression recognition and empathy. False belief made no independent contribution to later social preference accounting for stability in social preference. The role of social cognitive development is discussed with respect to how children establish and maintain their position in a peer group.     

Exploring the Influences of a Partner-Based Teacher Credential Program on Candidates’ Performance Outcomes

The study compared candidates in a 4-year undergraduate program for secondary mathematics and science teaching, based on the UTeach model, with candidates in a 1-year postbaccalaureate program at the same institution. Candidates in the undergraduate program participated in a partnership of university mathematics, science, and education departments and intensive field-based experiences in high-needs schools. We conjectured that this approach would better prepare prospective teachers to develop beginning teacher competencies. Analysis of the Performance Assessment for California Teachers Teaching Event identified few differences between candidates in both groups. Surveys revealed significant differences between candidates’ perceptions of their preparation for teaching. These findings suggest that different program models can offer differential support to prospective teachers but how the program features are enacted influences the impact that these programs have on teacher preparation.     

Analyzing a service-learning experience using a social justice lens

This mixed methods study explores a service-learning experience embedded in a social foundations course in a teacher education program. The authors differentiate learning outcomes for social justice and charity service-learning, and utilize this framework to examine whether the service-learning experience fosters a social justice perspective. The findings demonstrate that while the experience did foster social justice perspectives for some students, the data also reflect evidence of learning outcomes that align with charity service-learning.     

Supporting pre-service teachers to enhance the effectiveness of their classroom practice through engaging with the ‘voice’ of their pupils

The research reported here was focussed on accessing the perceptions of pre-service teachers regarding the critical factors which support highly effective learning in schools in the United Kingdom. Their perceptions were arranged into a taxonomy so that they can be used as a starting point for their reflections on the observations they make of teaching and learning in schools with the aim of enhancing the effectiveness of their own teaching. The choice of technique used to access the perceptions was driven by the desire to provide the pre-service teachers with a method that they could use themselves to engage with the ‘voice’ of their own pupils regarding the factors which support effective learning. The engagement of pupil voice has become increasingly significant in understanding effective pedagogy and in securing more personalised approaches to learning in United Kingdom school contexts.     

Sexuality education: findings and recommendations from an analysis of 10 United States programmes

In this study, we identified 10 sexuality education programmes from different locations in the USA that aim to give young people knowledge and skills to develop healthy relationships, as well as avoid pregnancy and disease. We conducted in-depth interviews with programme administrators to develop a series of case studies and provide concrete recommendations for education and public health professionals to implement similar approaches in their communities. Many programme administrators succeeded in developing partnerships, adapting existing curricula to suit their environments, engaging external evaluators and garnering support from teachers and parents. However, few programme developers conducted formal needs assessments before developing programmes and many struggled to implement curricula with fidelity and to employ rigorous evaluation designs. Nearly all participants identified concerns over funding as a threat to sustainability. We conclude that schools and organisations need technical assistance to build capacity for rigorous programme planning, implementation and evaluation, as well as additional funding streams to support emerging programmes.