Learning from Writing in College Biology

This study used both quantitative and qualitative analyses to examine the influence of written arguments on learning in a college level introductory biology class and the types of metacognition employed by students while writing. Comparison of a treatment and control group indicates that the writing assignments used had minimal impact on overall content learning as measured by conventional exams. Subsequent interviews and think-aloud protocols with a subset of students indicated that writing arguments had the potential to foster learning through forward and backward search strategies. However, few of the students took advantage of this opportunity to use metacognitive skills. This study suggests that preparing written arguments is not sufficient, by itself, to have a reliable effect on student learning and is consistent with the view that students must be explicitly taught when and how to use different metacognitive strategies.     

A National Survey of School Counselor Preparation Programs: Screening Methods,Faculty Experiences,Curricular Content,and Fieldwork Requirements

This article describes the results of a national survey regarding the preparation of entry‐level school counseling students. The questionnaire asked counselor educators about credit hours, screening methods, previous faculty experiences in a school setting, course content, and fieldwork requirements. Survey results revealed similarities and differences among school counselor preparation programs.     

Assessing the impact of information services in a regionalized health-care organization

Objectives: Assessment of the usage of medical library services before and after the implementation of several new services, as well as assessment of the clinical impact of the information provided by the medical library. Methods: A sample of employees, residents and physicians were surveyed using a stratified, random selection process in two surveys 4 years apart. The response rate for the first survey was 52% and the response rate for the second survey was 35.2%. Results: Differences in usage included increased overall use of the librarians and library services, decreased use of the Internet as a source of information, and direct and indirect impacts upon patient care. Information needs of respondents also increased to where 65% of employees and 94% of physicians require information at least once a week. Patient management was the main reason for needing information. The top two specific uses were to find out about a condition and determine a treatment plan. Conclusions: These findings parallel some of the findings of other researchers, and contradict the findings of others. Possible explanations for these findings and implications for future research are discussed.     

An Analysis of the Text Complexity of Leveled Passages in Four Popular Classroom Reading Assessments

This study investigated the complexity of leveled passages used in four classroom reading assessments. A total of 167 passages leveled for Grades 1–6 from these assessments were analyzed using four analytical tools of text complexity. More traditional, two-factor measures of text complexity found a general trend of fairly consistent across-grade progression of average complexity among the four assessments. However, considerable cross-assessment variability was observed in terms of the size of increase in complexity from grade to grade, the overall range of complexity, and the within-grade text complexity. These cross-assessment differences were less pronounced with newer, multi-factor analytical tools. The four assessments also differed in the extent to which their passages met the text complexity guidelines of the Common Core State Standards. The authors discuss implications of the differences found among and within the classroom assessment systems, on one hand, and among the measures of text complexity, on the other.     

Deafened by silence or by the sound of footsteps? An investigation of the recruitment,induction and retention of special educational needs coordinators (SENCOs) in England

The requirement for schools to appoint a special educational needs coordinator (SENCO) to coordinate provision for pupils with special educational needs (SEN) has existed since 1994. Since that time, the role has been subject to considerable research, debate and guidance. However, how the duty is being fulfilled in terms of the career pathways of the SENCOs is an under-researched area.
NASEN commissioned a postal questionnaire survey with a sample of 500 English SENCOs. Although the reliance on untriangulated data is a limitation, the study did highlight some of the issues from the perspectives of the post holders. There is evidence of a high turnover amongst SENCOs for a variety of reasons only partly explained by the demographics. This situation gives rise to particular concerns about the recruitment of SENCOs, and the extent, nature and value of the initial support offered to them. The role of the SENCO needs to be seen as attractive enough to ensure recruitment and an appropriate level of retention. It needs to be regarded as important enough to merit adequate, supportive induction. At present, in England, the situation is patchy with the respondents describing very different systems and sets of experiences. If all schools are to move beyond simply complying with the duty to ensuring the engagement of individuals willing or prepared to develop the necessary skills, then the views of current SENCOs should be taken into account.