The Longitudinal Connections Between Undergraduate High Impact Curriculum Practices and Civic Engagement in Adulthood

Research in Higher Education - There is concern that civic engagement in the U.S. has declined recently especially among the younger generations. It is known that one of the strongest predictors of...     

Assessing Assessment: The Effects of Two Exam Formats on Course Achievement and Evaluation

This research examines the effect of two testing strategies on academic achievement and summative evaluations in an introductory statistics course. In 2001, 63 students underwent an hourly midterm format; and in 2002, 68 students underwent a bi-weekly exam format. Other than the exam format, the class lectures and labs were identical in terms of content, structure, pace, and the cumulative final exam. Findings from the regression analyses show that students in the bi-weekly format performed better than the students in the hourly midterm format. On average, students who took the bi-weekly exams performed about 10 percentage points higher (one letter grade) on the exams during the semester and about 15 percentage points higher on the cumulative final exam compared to their peers who took hourly midterms. The benefits of the bi-weekly format were significantly greater among female students than male students. Finally, students in the bi-weekly format were less likely to drop the class and evaluated the class far more favorably. Carrie B. Myers is an Assistant Professor of Adult and Higher Education at Montana State University. She received her Ph.D. in Higher Education Administration from Washington State University. Her research focuses on student and faculty development and assessment and evaluation. Scott M. Myers is an Associate Professor of Sociology at Montana State University. His areas of research are family demography and education. He received a Ph.D. in Sociology and a Ph.D. in Demography from the Pennsylvania State University.     

Computerized Presentation of Text: Effects on Children’s Reading of Informational Material

This study examined whether children’s reading rate, comprehension, and recall are affected by computer presentation of text. Participants were 60 grade five students, who each read two expository texts, one in a traditional print format and the other from a computer monitor, which used a common scrolling text interface. After reading each text, participants were asked to recall as much as they could from what they had read and then answered questions that measured text recall and comprehension. Children took more time to read the passage and recalled more of the text material that they had read from the computer monitor. The benefit of computer presentation disappeared when efficiency variables, which take time into account, were examined. Children were, however, more efficient at comprehending text when reading from paper. The results suggest that children may take more time to read text on computer screens and that they are more efficient when reading text on paper.     

Pathways linking perceived athletic competence and parental support at age 9 years to girls' physical activity at age 11 years

Girls' perceived athletic competence and parental support of physical activity across the ages of 9 to 11 years were examined as predictors of girls' physical activity at age 11 years. Participants were 174 girls and their mothers and fathers who completed questionnaires when the girls were ages 9 and 11 years. Two alternative temporal pathways linking perceived competence, parental support, and physical activity were assessed using path analysis. Results provided evidence for the child elicitation pathway; higher perceived competence at the age of 9 years predicted higher parental support at age 11 years, which, in turn, predicted higher physical activity among girls. Findings highlight the importance of encouraging parents to make a special effort to support physical activity among girls who do not perceive themselves as being athletically competent.     

Walking for health in pregnancy: assessment by indirect calorimetry and accelerometry

The purpose of this study was to examine RT3 accelerometer activity counts and activity energy expenditure of 36 pregnant women at 20 and 32 weeks' gestation during treadmill walking and free-living conditions. During treadmill walking, oxygen consumption was collected, and activity energy expenditure was estimated for a 30-min walk at a self-selected walking pace. The number of min it would take a pregnant woman to meet exercise recommendations (i.e., kcal/week) were calculated. Preliminary activity count cut points at a self-selected walking pace were then estimated and applied in interpreting free-living data. For the treadmill walking condition, the self-selected walking pace significantly decreased from 20 to 32 weeks' gestation. Additionally, few women (< 12% each day) met physical activity guidelines in the free-living condition. Encouraging pregnant women to walk for 30-40 min per day at a self-selected walking pace may be an appropriate public health recommendation.     

Theorizing the Self: Digital Storytelling,Applying Theory,and Multimodal Learning

This article discusses the use of digital storytelling, a pedagogical tool, to enhance student learning and meaning-making. During the process of creating and sharing their digital stories, students engaged in self-reflexivity and demonstrated the ability to apply theories of student development to their personal experiences. Findings have implications for educators concerned with assisting students in making meaning of abstract theories and in connecting theory to practice.     

Understanding pedagogical design capacity through teachers’ narratives

Teachers need to develop the ability to adapt curriculum materials. Two elementary teachers, Maggie and Catie, were asked to write narratives about their use of and changes to particular reform-oriented science lesson plans. Maggie drew on her knowledge of and experiences with students, as well as other knowledge, experiences, and resources, to make productive changes to account for her students’ prior knowledge and abilities. Catie based her curricular adaptations on her learning goals—but these were not aligned with the learning goals of the curriculum materials. The paper discusses implications for teacher education, professional development, and educative curriculum materials.