Striving 2.0: Faculty Collaboration and Advocacy as Strategies for Overcoming Post-Striving Organizational Priorities

Innovative Higher Education - A case study at a large, public research university was conducted to understand how post-striving environments, defined by those universities that achieved very high...     

Pedagogy in Counselor Education: A 10‐Year Content Analysis of Journals

This content analysis includes 230 peer‐reviewed articles regarding teaching and learning published in journals of the American Counseling Association and its divisions between January 2001 and December 2010. Results include examination of focus, pedagogical foundations, and the methodologies used. Implications for the scholarship of teaching and learning in counselor education are discussed.     

FORMATIVE,INFORMATIVE, AND SUMMATIVE ASSESSMENT: THE RELATIONSHIP AMONG CURRICULUM‐BASED MEASUREMENT OF READING,CLASSROOM ENGAGEMENT,AND READING PERFORMANCE

This study explored the relationships among formative curriculum‐based measures of reading (CBM‐R), student engagement as an extra‐academic indicator of student motivation, and summative performance on a high‐stakes reading assessment. A diverse sample of third‐, fourth‐, and fifth‐grade students and their teachers responded to questionnaires about student engagement in academic tasks. These questionnaires were collected about the same time as fall CBM‐R oral reading fluency and maze screening tasks. Results indicated that fall student and teacher reports of engagement and a composite score of reading competence derived from CBM‐R screening tests uniquely predicted student performance on year‐end standardized reading tests. Profile analyses indicated that student engagement was associated with better reading performance among students with low competence, suggesting that engagement may be particularly important for increasing student performance for struggling readers. Implications for interventions targeting both student motivation, as well as reading skill development, are discussed.     

Conditioning-specific reflex modification of the rabbit (Oryctolagus cuniculus) nictitating membrane response is sensitive to context

Conditioning-specific reflex modification occurs when an unconditioned response is modified in theabsence of the conditioned stimulus as a result of pairings of the conditioned stimulus and an unconditioned stimulus. In two experiments, we assessed conditioning-specific reflex modification in either a novel context (Experiment 1) or a context different from, but equally familiar in relation to, the training context (Experiment 2). Conditioning-specific reflex modification did not demonstrate sensitivity to a novel context but did demonstrate sensitivity to a change in familiar context. The data cannot be explained by unconditioned stimulus preexposure, overtraining, or context insensitivity. The results suggest that conditioning-specific reflex modification models normal stress and may be used to evaluate theories of and treatments for posttraumatic stress disorder.