Black-white IQ discrepancies may be related to differences in hemisphericity

WPPSI and McCarthy Scales subtests were ranked by members of the National Academy of Neuropsychology according to relative reliance on left-cerebral-hemisphere function. Pairs of blacks and whites matched for a variety of demographic variables were administered the WPPSI (132 pairs) and the McCarthy Scales (148 pairs). Difference scores were calculated, in standard score units, for each WPPSI and McCarthy subtest. A pattern of positive correlation occurred between the size of black-white differences and the judged degree of left-hemisphere involvement in the task, suggesting that black-white IQ discrepancies may be partially explained by differences in hemisphericity.     

Getting to the core of the apple: A theoretical view of the knowledge base of teaching

Language of the knowledge base of teaching is common parlance in educational circles today, yet the constructs under discussion are still unclear. Some educators talk of domains of knowledge, such as pedagogical content knowledge. Some talk of ways of knowing, such as practical knowledge. Others talk of credit hours of particular topics, such as curriculum and instruction. Still others talk of ways of doing, such as effective teaching practices. The purpose of this article is not to give a detailed account of the historical development of what we now think of as the knowledge base of teaching. Neither is it within the scope of the article to explore the various epistemologies from which discussions of the knowledge base emerge. Others have already initiated these conversations (Carter, 1990; Shulman, 1986a; Tom & Valli, 1990). Rather, the goal is to identify what others have said about what teachers do and know, to offer some clarifications, and then to integrate them in a theoretical framework that might be useful for those involved in the education and assessment of teachers. In the process, three issues are addressed: (1) why a theoretical framework is necessary; (2) what a comprehensive framework might consist of; and (3) how the proposed framework might be used.     

Selective attention and prose learning: Theoretical and empirical research

Results from traditional selective attention research suggest the selective attention strategy is not an adequate general explanation for why readers tend to learn and recall important text information better than less important text information. Selected research is reviewed in which conceptual, analytical, and methodological problems with this traditional research are discussed. Results from recent research are reported that support the notion that any understanding of how the selective attention strategy works must take into account differences in readers' metacognitive ability and differences in the complexity of the iteration of the strategy that they employ. The discussion centers on the development of a modified (in terms of measures of attention) and fluid version of the selective attention strategy that seems to succeed as a general explanation for the importance effect.     

A factor analytic study of the Metropolitan Readiness Test

The responses of 322 beginning first graders to the six subtests of the Metropolitan Readiness Test were factor analyzed. A single General Readiness factor appeared to best describe the instrument. Implications for use of the Metropolitan Readiness Test are briefly discussed.     

A review of interventions for adolescents with insomnia and the role of the educational and child psychologist: when sleep does not come easily

The role of an educational and child psychologist involves the promotion of mental health and wellbeing. While adolescents who have insomnia are usually referred to Primary Healthcare services, it might be argued that insomnia can be seen as a barometer of psychological wellbeing and should warrant a psychological intervention. A search of PSYCHINFO and Medline revealed that interventions carried out thus far with adolescents who have difficulty initiating and/or maintaining quality sleep include Sleep Hygiene and Sleep Education, Cognitive Behavioural and Multi Component interventions. In this review it will be posited that using multi-modal approaches which are tailored to specific needs may have the most positive outcomes in the treatment of insomnia, by helping adolescents to develop a sense of self-efficacy and emotional regulation in the context of family and peer support. Educational and child psychologists are ideally placed to offer this type of input to adolescents with insomnia.     

Investigating the Alignment of Bhutanese Mathematics Teachers’ Planned Approaches Within the Context of a Reformed Curriculum

Reform of mathematics education has been in focus in many countries including those in major economic transition. This paper reports a segment of a study which was conducted in Bhutan, where a reformed elementary mathematics curriculum has been recently introduced. The reformed curriculum is based on social constructivism and its design has been influenced by the USA’s National Council of Teachers of Mathematics (NCTM) standards. This paper reports upon the planned teaching of a sample of elementary (primary) teachers in their implementation of the reformed curriculum. The data for this part of the investigation were aggregated from a qualitative survey of randomly selected elementary school teachers (N = 72) from 40 schools across the country. A set of 3 analytical rubrics, based on intentions embedded in the curriculum, was developed to analyse the alignment of teachers’ planned sample learning activities with the intentions of the curriculum. Our conclusions are that while the curriculum’s intentions might be meaningfully stated in the curriculum documents, implementation remains problematic because there appears to be a mis-alignment between curriculum intentions and classroom practices. For instance, teachers by not adopting evidence-based approaches recommended in the curriculum document and are continuing to deny students opportunities to achieve deep understanding in achieving national priorities. This paper also argues that the proposed analytical rubrics may be of value for Bhutanese mathematics educators and, with minor modification, educators in other contexts, as they critique planned and actual practices.     

Cognitive and Family-Support Mediators of Preschool Effectiveness: A Confirmatory Analysis

Investigated in this study were the mediators of the effects of preschool intervention on children's school achievement in sixth grade. A confirmatory structural model developed in a previous study of third graders was tested with 360 low-income, mostly black children who were available at the 3-year follow-up. The model incorporated cognitive readiness at kindergarten entry and parent involvement in school (rated by teachers and parents) as primary mediators of preschool effectiveness. In sixth grade (age 12), preschool participation at ages 3 or 4 was significantly associated with higher reading achievement, higher math achievement, and with lower incidence of grade retention. Cognitive readiness and parent involvement in school significantly mediated the estimated effects of preschool participation on school achievement and grade retention 7 years postprogram. Teacher ratings of school adjustment, school mobility, and grade retention also contributed to the transmission of effects. This integrated model fit the data better than several alternative models, including those based on the cognitive-advantage and family-support hypotheses.     

Reading in examination‐type situations: the effects of text layout on performance

Examinations are conventionally used to measure candidates' achievement in a limited time period. However, the influence of text layout on performance may compromise the construct validity of the examination. An experimental study looked at the effects of the text layout on the speed and accuracy of a reading task in an examination‐type situation. A survey of the reading strategies used in examinations was conducted to help in defining the reading context in which text layout may have an effect. A set of guidelines was also derived from research on typographic features of text and these were used to select three text layouts (intended to be more or less legible) from the layouts used in English language reading examinations. Results of the experiment showed that task time was significantly shorter and the number of correct answers per second was significantly higher with the layout conforming to legibility guidelines. Participants' judgements indicated that this layout was also the easiest in which to find answers and the most attractive. The main conclusion of the study is that text layout affects performance in a task that involves reading text to search for specific information in order to answer questions on it under time pressure. Consequently, the construct validity of examinations may be compromised by confounding legibility with reading skills.     

Correlation between chemical components of billary calculi and bile & sera and bile of gallstone patients

Total cholesterol, total bilirubin, calcium, oxalate, inorganic phosphate, magnesium, iron, copper, sodium and potassium were analyzed quantitatively in gallstones, bile of gall bladder and sera of 200 patients of cholelithiasis (52 cholesterol, 76 mixed and 72 pigment stone patients) and their contents were correlated between calculi and bile and sera and bile in these three type of stone patients. A significant positive correlation was observed between total cholesterol, total bilirubin of calculi and bile, copper of bile and sera of cholesterol stone patients, copper of calculi and bile, total bilirubin, oxalate, magnesium, potassium of sera and bile of pigment stone patients and oxalate and iron of stone and bile, total bilirubin, oxalate, sodium of sera and bile of mixed stone patients. A significant negative correlation was found between magnesium of serum and bile of cholesterol stone patients, oxalate of calculi and bile of pigment stone patients and magnesium of serum and bile of mixed stone patients.