Student‐directed learning strategies to promote the progress of students with intellectual disability in inclusive classrooms

Student‐directed learning strategies involve teaching students to modify and regulate their own behaviour. Teaching students to self‐regulate behaviour has been identified as one means of promoting self‐determination, and promoting and enhancing self‐determination has become a valued outcome internationally. In addition, however, student‐directed learning strategies could prove important for including students with disabilities in general education classrooms by reducing the student's dependency upon others in the classroom setting. Four students with intellectual disability were supported to select an educational goal on which they wanted to work and were taught to self‐monitor their progress toward that goal in general education classrooms. Their progress toward the goal was evaluated through data collection activities and by using the Goal Attainment Scaling process. In general, students achieved their self‐selected goals. The potential contribution of student‐directed learning strategies to inclusion and promoting self‐determination are discussed.     

Widening our evaluative lenses of formal,facilitated, and spontaneous academic development

As conceptions of academic development expand to encompass a more diverse and flexible set of supports, traditional approaches to evaluation, including impact studies of formal programming, become insufficient. A program may appear ineffective when evaluation ignores additional supports that interact to counteract implementation or alternatively satisfy individuals’ needs. Recognizing the inherently interactive nature of academic development within systemically complex social contexts, this paper examines four evaluative lenses (traditional, ecological framework, complexity theory, and developmental) applied to graduate students’ support. By selecting an appropriate evaluation lens, based on local purposes and context, academic developers are better positioned to assess and improve supports provided.     

Women's path into science and engineering majors: a structural equation model

The intent of this study was to investigate the adequacy of Weidman's (1985 Weidman, J. C. 1985. “Undergraduate socialization: A conceptual approach”. In Higher education: Handbook of theory and research, Edited by: Smart, J. C. Vol. V, 298–322. New York: Agathon Press.  [Google Scholar], 1989 Weidman, J. C. 1989. “The world of higher education: A socialization-theoretical perspective”. In The social world of adolescents: International perspectives, Edited by: Hurrelmann, K. and Engel, U. 87–105. New York: W. de Gruyter.  [Google Scholar]) theoretical undergraduate socialization model as an empirical-based causal model pertaining to women's career path choice into a science or engineering (SE) major via structural equation modeling. Data were obtained from the Beginning Postsecondary Students Longitudinal Study (1996–2001) from the U.S. Department of Education. Results indicate that Weidman's model was somewhat supported. Results from the evaluation of the causal model suggest that women's path into an SE major was influenced by both collegiate and non-collegiate factors, with 1st-year college grades and high school math grades being the dominant indirect influences.     

Assessing statistical aspects of test fairness with structural equation modelling

Test fairness and test bias are not synonymous concepts. Test bias refers to statistical evidence that the psychometrics or interpretation of test scores depend on group membership, such as gender or race, when such differences are not expected. A test that is grossly biased may be judged to be unfair, but test fairness concerns the broader, more subjective evaluation of assessment outcomes from perspectives of social justice. Thus, the determination of test fairness is not solely a matter of statistics, but statistical evidence is important when evaluating test fairness. This work introduces the use of the structural equation modelling technique of multiple-group confirmatory factor analysis (MGCFA) to evaluate hypotheses of measurement invariance, or whether a set of observed variables measures the same factors with the same precision over different populations. An example of testing for measurement invariance with MGCFA in an actual, downloadable data set is also demonstrated.     

The Alert Program for self-management of behaviour in second level schools: results of phase 1 of a pilot study

This article reports on Phase 1 of a pilot programme on self-management of behaviour with challenging class groups of students as part of the evidence-informed practice of the National Behaviour Support Service. The Alert Program is a structured active learning programme using an engine analogy. The person’s engine runs on high, low or just right for the task in hand. The focus of this first phase of the pilot was on the appropriateness of module content, teaching approaches, resource materials and classroom management strategies. Eighty-five first year students (aged 12–13 years) and four teachers in four second level partner schools in areas of social disadvantage were involved. Trial 1 offered five class sessions and Trial 2 offered eight. Phase 1 was occupational therapist led with class teacher support. Perceptions from teachers and students were gathered by questionnaires. Teachers reported that the content and class management strategies were appropriate. Students gained an understanding of their behaviour and identified self-management strategies for use in the class. They recommended that all teachers working with the class group should be familiar with the language and techniques of the programme to reinforce learning. Feedback from 85% (72) of students confirmed that the learning tasks were considered by the majority to be enjoyable and relevant. The group of students perceived to be the most challenging gave the most positive scores, and 100% of these indicated their intention to use their new self-management strategies in class. The positive results led to Phase 2 of the pilot in which teachers took the lead role with occupational therapist support in a national pilot in 16 schools in areas of social disadvantage.     

The Use of Equivocal Messages in Responding to Corporate Challenges

A framework is constructed to examine communication professionals’ views regarding the use of equivocal and nonequivocal messages for managing initial statements about corporate challenges. As predicted, equivocal responses were viewed as more appropriate to use and linked to a positive corporate reputation when the crisis situation contained avoidance–avoidance goal conflicts, whereas nonequivocal responses were viewed as more appropriate and linked to a positive corporate reputation when the crisis situation did not contain avoidance–avoidance goal conflicts. Communication professionals also judged nonequivocal and equivocal messages to be appropriate and linked to a positive corporate reputation when they believed the specific message would satisfy the multiple goals of the crisis situation. Implications for public relations practice are discussed.     

Books in review

THROUGH NAVAJO EYES: AN EXPLORATION IN FILM COMMUNICATION AND ANTHROPOLOGY. By Sol Worth and John Adair. Bloomington: Indiana University Press, 1972; pp. 286. $12.50.

VAGINAL POLITICS. By Ellen Frankfort. New York: Quandrangle Books, Inc., 1973; pp. 250. $6.95.

POWER AND INTERPERSONAL RELATIONS. By Wally D. Jacobson. Belmont, California: Wadsworth Publishing Company, 1972; pp. 190. (paper) $3.50.     

Cost and competition in the adoption of satellite news gathering technology

This study finds that many local stations subscribe to satellite news networks to obtain material for news broadcasts but that the high cost of satellite news gathering vehicles stops most from obtaining such vehicles. The study also finds that intensity of competition in the local market is a primary reason for acquiring such equipment.     

Small group relational satisfaction scale: Development,reliability and validity

A 12‐item Relational Satisfaction Scale (RSS) was developed and examined for reliability and validity. Reliability (Cronbach's alpha) for the RSS was high at .89 (M = 43.91, SD = 6.89). In Study I, full time employees (N = 228) reported attitudes about group work, assertiveness, responsiveness, perceptions of feedback and relational satisfaction in work groups. All four variables were positively correlated to relational satisfaction. In Study 2, the RSS along with measures of loneliness, cohesion and consensus were administered to 210 students involved in on‐going decision‐making projects. Positive relationships were found for relational satisfaction and cohesion and consensus, with a negative relationship for loneliness. Implications for future research are discussed.