The effects of strategy training on high school students’ learning from science texts

This research examines the effects of a reciprocal teaching intervention aimed at providing high school students. with a repertoire of strategies to integrate text and visual aid information (graphs, diagrams) while learning in science. Experimental subjects received an hour of instruction each week for 7 weeks using SLIC (Summarise, Link, Image, Check) strategies to integrate the written word with the visual aid while Controls were taught under normal class teaching methods using the same materials. Post test ANOVA’s with Treatment (Experimental, Control) and Reading Ability (Average, Below average) as the factors showed superior recall of details by average ability students in the Experimental group but no significant differences in main idea recall nor on comprehension questions. All Experimental students included a graph in their recalls and they also significantly included more linking information in their texts on the graphs. The quality of their recall graphs was superior to those of the Control group. The results of a far transfer test showed no effects of training on transfer. Implications for future research and for teaching are discussed.     

Elaborating a framework for communicating assessment aims in higher education

Assessment is a central feature of student learning in higher education and has a strong influence on the student experience. Accordingly, the appropriate communication of assessment aims is a priority for all higher education institutions. This study proposes an analytical framework for the interpretation and creation of assessments across higher education disciplines. The framework suggests that assessments can be categorised according to rhetorical purposes, formats, modes and group arrangements. Assessments from three degree programmes at one Australian university are analysed using the framework to show its usefulness in classifying and evaluating task components and generating broad images of degrees based on assessment regimes. We draw on these practical applications to explain and compare discipline-specific qualities of each degree, and argue that the framework might enhance the communication of assessment aims to benefit higher education stakeholders.     

Institutional Research: Knowledge,Skills, and Perceptions of Effectiveness

Terenzini (1993) approached the issue of institutional research effectiveness by articulating three tiers of organizational intelligence necessary for effective institutional researchers. Responses (n = 601) from a nationwide survey of AIR members provided for an empirical investigation based on this concept. The study examined the existence and acquisition of examples of institutional research knowledge and skills and how they relate to perceptions of effectiveness. Participants indicated that they were effective in their functions and reported that they possessed examples of the technical, issues, and (to a lesser extent) contextual knowledge and skills articulated by Terenzini. Multiple regression revealed the relationships between background characteristics, knowledge and skills in institutional research, and perceptions of effectiveness to be minimal, however. The authors conclude that an institutional researcher's effectiveness can perhaps only be adequately evaluated relative to institutional culture and expectations and leaders' personalities and orientation toward decision making.     

Validation of the Metacomprehension Scale

Evidence for the factorial, convergent and discriminant, and criterion-related validity of the Metacomprehension Scale (MCS) was examined in a sample of 237 young adults. The instrument was factorially heterogeneous but exhibited homogeneity within each of the seven subscales. Evidence for the convergent and discriminant validity of the MCS was examined by correlating the subscales from the MCS with subscales from metacognitive questionnaires measuring similar constructs from related domains. In general, correlations within constructs were larger than correlations between constructs, providing preliminary evidence of the convergent and discriminant validity of the MCS. The criterion-related validity of the MCS relative to other metacognitive measures was examined by using the metacognitive measures and the MCS to predict comprehension performance. The MCS predicted performance better than the other measures of metacognition and accounted for variance in performance not accounted for by the other measures. These results show promise for the value of self-assessments of metacomprehension.     

Adopting and implementing globalised policies of intercultural education: the example of Cyprus

Globalisation has heavily influenced the terrain of intercultural education policy development and implementation in multiple countries around the world. To this end, in this article, we seek to introduce a broader focus of analysis encompassing not only the development of globalised policies of intercultural education, but also the adoption, implementation, and enactment of such policies. Our aim is to bridge the macro–micro gap by providing an in-depth and multi-level examination of the issue of intercultural education by moving the locus of analysis from the macro-structures of the supranational state to both the level of the national state and the micro-level of the school. To do so, we focus on the phases of adoption and implementation of globalised intercultural education policies by critically examining and reflecting upon the findings of previous research carried out in the context of Cyprus.     

State programs for medical diagnosis of child abuse and neglect: case studies of five established or fledgling programs

OBJECTIVE: To describe the programs for medical diagnosis of child abuse and neglect in three states and efforts to establish state-wide programs in two states. To describe common themes and issues that emerged related to the establishment and maintenance of these programs. METHODS: Five states were selected as case studies to represent a range of experience and type of function embodied in programs that address medical diagnosis of child abuse and neglect. Individuals knowledgeable about the programs or efforts to establish state-wide programs in their home states described these in detail. Inductive analysis was used to identify themes and issues that emerged across the states studied. FINDINGS: Themes emerged in three general areas: funding, services, and training. Findings related to funding were: 1) State funding was vital for initiation of statewide programs; 2) Alliances with other groups with parallel interests were successfully used to garner support for child abuse programs; 3) Services needed to be adequately reimbursed to be sustained; 4) Political climate often affected funding. With regard to services we found: 1) There was no optimal way to organize services, but rather many ways that worked well; 2) It was critical to address local service needs; 3) Provision of standardized quality services was essential. With regard to training: 1) Professional training was an integral part of all statewide programs; 2) New technologies, including televideo, have been explored and implemented to assist in training in statewide programs. CONCLUSIONS: Each state has taken a unique approach to programs for the medical diagnosis of child abuse and neglect. However, there are commonalities, particularly among the states that have been successful in establishing and maintaining comprehensive services and/or training.